Welcome to Ragstone class. I am the class Teacher, Mr Shipway and every morning we are helped by Mrs clayton.

I am to update this page regularly with pictures of the children's learning and information about what we are learning IN Ragstone class.

Term 6

Below is the topic map for term 6 - a very busy and exciting term ahead

 

 

Being Bossy...

This week (W/C 14 May) Ragstone children have been learning all about bossy words. They were also told we can use bossy words to make something, so we decided to make some Gruffalo cakes following instructions. Before we started we watched a video which showed us what happens when we do not follow instructons and the importance of listening when following instructions. As you can see the children enjoyed their cooking time and the final results look and tasted amazing!

SEARCHING for the Gruffalo

After hearing the story this term of the Gruffalo, Ragstone went searching for the Gruffalo and his friends at Westonbirt Arboretum. It took us quite a bit of time to find him but eventually we did and the children thoroughly enjoyed the day having pictures with all the animals in the story.

 

1 more 1 less...

Ragstone children have been busy looking at numbers. The children played games to find 1 more or 1 less than a given number, used the smartboard to sequence / order and write numbers

 

Please take time to look at the topic web for term 5. We have a busy but enjoyable term ahead of us and the children have already had fun in our 'Gruffalo cafe'.

 

999

What an enjoyable term, term 4 was. The children seem to really enjoy this term learning about what happens when we phone 999 and how other people can help us. Below are just a few pictures from all the visitors we had over the term.

 

Term 4

Below is our topic web for this term

Measure Measure Measure

The children have been extremely busy this term exploring weight and looking at what items were heavier (heavy) and lighter (light), we also looked at height and the children were order objects tallest to smallest and finding things that were taller and shorter than them or even me!

The Owlery Visit - Thursday 27th January

 What a wonderful day we at the Owlery, the children were so well behaved and THOROUGHLY enjoyed holding the owls and watching them fly.

Term 3

Below is the topic map for this term which I created from the children's views and ideas that they told me at the end of term 2 when they knew our next topic was 'Caves / Darkness'.

 

Festival of Light 2017

Ragstone class were very lucky to go to Longleat to see the 'Festival of Light'. The Chinese lanterns were stunning and brought to life the magic of storytelling. We even spotted a story that we had learnt in Autumn 1 term...Goldilocks and the Three Bears! The children enjoyed their time there and were very tired on the way home!

 

Soup Making

To finish our topic on 'The Enormous Turnip' Ragstone class made vegetable soup (Monday 4th December). The children peeled, chopped and sliced carrots, onions, parsnips,leeks, potatoes, celery and of course turnips! The children showed lots of courage with chopping and slicing when they found things difficult and when they were tasting it when it was made - there were lots of empty bowls left!

 

Below is the topic web for this term, which shows what the children will be learning this term.

Below is the topic web for this term, which shows what the children will be learning this term.

Making Porridge

To finish the topic on 'Goldilocks and the Three Bears' Ragstone class made porridge and added different types of food, varying from tomato ketchup to marmite to honey to chocolate chips, I wonder if you can guess which was their favourite filling!

Welly Walk - Tuesday 17th October

Ragstone Class went to find out where the Church was ready for Harvest Festival on Thursday. The children told me how to behave when we go into a Church and we talked about the different things that are in a Church and why they might be there. After going to the Church we spent the rest of the morning at the park.

Asham Woods - Friday 13th October

What a fantastic day the children had in the woods! Freya and Lila taught us all about mini-beasts we find in the woods, from this the children went of searching for mini-beasts and many were found! We then thought about what animals need food in the Autumn / Winter to survive. The children built animal dens for squirrels and also collected acorns for them.

Roald Day Day 2017

To celebrate Roald Dahl Day 2017, the children created their very own 'Marvellous Medicine'. The children were very imaginative in what might happen if anyone drunk their 'Marvellous Medicine'. Some of the children's ideas were: a Princess, Ironman, The Tooth Fairy or even a Frog!

 

Numbers Numbers Numbers

Ragstone Class this week (w/e 15th September) have been busy with numbers. They have been finding pieces of numicon in the sand and matching them to the correct number card. The children have also been busy counting objects outside in our garden and recording how many in marks or numbers.

 

Below is the topic web for this term, which shows what the children will be learning this term.

EYFS Areas of Learning and Early Learning Goals

In the Early Years Foundation Stage (EYFS) there are seven ‘Areas of Learning’ and each area has its own ‘Early Learning Goals’. Every child works towards achieving these goals throughout their reception year. The following areas highlight the Early Learning Goals that every reception age child is expected to achieve by June. June is when every child’s 'grade' for each Early Learning Goal has to be recorded as ‘emerging’, ‘expected’ or ‘exceeding’ and the information has to be sent by the school to our Local Authority (Somerset).

The national average grade for each Early Learning Goal is ‘expected'. However, every child progresses differently and has different needs. We work with the children and their parents/carers to ensure that every child achieves their full potential.

The seven Areas of Learning and the Early Learning Goals.

1. Communication and Language

·         Listening and attention: children listen carefully to other at all times and reply to their comments and questions. They can listen to stories, accurately anticipate what happens next and respond to what they hear with appropriate comments, questions or actions. 

·         Understanding: children follow instructions involving several ideas or actions. They can answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

·         Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately (such as today, yesterday, before, after) when talking about events that have happened or are to happen in the future. They can connect ideas or events and explain them in detail.

2. Physical development

·         Moving and handling: children show good control and co-ordination in large (throwing, catching, climbing) and small (using scissors, holding a pencil) movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools safely and use them correctly.

·         Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They can go to the toilet, wash their hands and dress/undress independently.

 3. Personal, social and emotional development

·         Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They can say when they do or don’t need help from others.

·         Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

·         Making relationships: children play co-operatively, taking turns with others. They listen to one another’s ideas about how to organise their activity. They are sensitive to the needs of others and form good relationships with adults and other children.

4. Literacy

·         Reading: children read and understand simple sentences. They use letter sound knowledge to read words accurately. They also read some common irregular words such as the, said, was and of. They can answer questions about what they have read.

·         Writing: children use their letter sound knowledge to write words in ways which match their spoken sounds (eg, bootifl – beautiful). They also write some irregular common words such as the, said, was and of. They write simple sentences which can be read by themselves and others, and some words are spelt correctly.

5. Mathematics

·         Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.

·         Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

·         Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore the characteristics of everyday objects and shapes and use mathematical language to describe them (eg, flat and solid shape, and using words such as corner, side to describe the shapes correctly).

6. Understanding the world

·         People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

·         The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

·         Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes (eg, selecting to use a remote control orcertain program on a computer)

7. Expressive arts and design

·         Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function (eg, mixing colours to make our own paint and creating a face from pasta or vegetables)

·         Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. (eg, creating our own supermarket or garage to role lay in, using different construction kits to build our own castles or using recycled materials to create different aliens.