Week beginning 3rd June

posted 6 Jun 2014, 07:10 by Karen Breen   [ updated 9 Jun 2014, 08:38 by Matthew Smith ]
Our topic this term is Dore Explores.
This week our theme is farms.
 

 The farm has arrived in our classroom|

The children have the chance to visit and work on the farm. There are new piglets, lambs and ducklings in their pens, chicks hatching in the incubator, bottles to feed the animals and chickens laying eggs.  They can dress up as a farmer, gather up the hay and clean out the barn.

 
 
 
 
 
The children recreated a dairy, filling up milk cartons,  building their own delivery lorry  and loading up the milk. This was a great team effort.
 
 
 
The farm experience was extended to outside play too.  There was a stable where the children got chance to ride horses and look after them.
 

 

Philosophy bear time.

THE BASICS of philosophy for children are straightforward. Children share some time with their teacher. The children are given a topic or a question to think about. They discuss it together. The teacher is concerned with getting children to welcome the diversity of each others' initial views and to use those as the start of a process of that involves the children questioning assumptions, developing opinions with supporting reasons, analysing significant concepts and generally applying the best reasoning and judgement they are capable of to the question or topic they have been given. The children in reception have a bear called philosophy bear.  They all sit in a circle and the child who is given the bear gets a chance to speak.  The other children understand that the only person allowed to talk is the one holding the bear, unless the teacher indicates otherwise.  The children show they wish to speak by putting their thumb up in front of them.

A central concept of philosophy for children work has been that of the ‘community of inquiry’, which may be defined as a reflective approach to classroom discussion built up over time with a single group of learners. The ‘community’ embodies co-operation, care, respect and safety; and the ‘inquiry’ reaches for understanding, meaning, truth and values supported by reasons. As a community of inquiry develops over time, the children's questions get deeper and more thoughtful. Their discussions are disciplined and focused, yet, at the same time imaginative. They care about what others say but don't accept easy answers. A community of inquiry combines critical, creative, caring and collaborative thinking.

 

 

 

Q: What would you like to learn about a different part

   of the world or this country?

 

Here are a few of the questions and answers that the children came up with.

 

 

  • Niamh     "How does the world spin when we can't see it?"
  • Woody    "How do you get to Japan?"
  • Reuben    "In Thailand what is their football kit like?"
  • Nell         " Canada, my mum has been there."
  • Nicholas   "How does the sun float?"
  • Rishi         "I want to know about North Korea"
  • Evelyn      "Greece and Scotland"

 

     

 
In art this week the task was for the children to design an farm animal mask.
 
 
 
 
 
 
  
 
"Hey look I've made Peppa Pig" 
 
 
Some of the children extended their learning and decided to make their own animals during continuous provision time.
 
" I have made a duck"
 
In Mrs Farrell's class it was Kaitlin and her dad who shared the show and tell box with the class.
 
 
 
 
In Mr Smiths class Lauren did a very good job of her show and tell.

 

The  children who are starting school next September came to visit us on Wednesday. Thank you to all our current children who showed them around and involved them in their play, making them feel very welcome.

 
 
 
 Mrs Farrell's Star of the week 

 Mr Smith's Star of the week

 Mr Smith's Writer of the week 
 Mr Smith's Maths star of the week
 
Congratulations to Mr Smith's class for winning the best class attendance for April/May.
This was out of all the classes in the school!
 Harris was chosen to pick up the class certificate, all the children received a smaller individual one too.
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