Welcome to Cedar Class 2021 - 2022
Cedar Class has 28 bright, smiling, sociable, friendly, caring and enthusiastic children who have a great appetite for fun and learning. There are 15 girls and 13 boys in our class. Mrs Giles is the teacher and we also have Mrs Hall and Mrs Hutton as our classroom assistants on hand to help.
We are looking forward to working with you this year and getting to know you really well. Making learning fun is our speciality! There are so many fun things in the year ahead to look forward to which we look forward to telling you all about.
Please do not hesitate to get in touch if you ever have any queries or concerns.
PE days for term three are also Tuesdays and Thursdays.
In the event of your child needing to self isolate, please the use the above homework links provided for activities.
In the event of our class bubble isolating or a whole school closure due to lockdown, we will be using Teams online. Your child will need their username and password to access Teams.
Please leave your message below and I will get back to you as soon as possible.
We begin this term with a ‘Take One Piece’ project which has a contemporary music focus. Our project explores a piece entitled, ‘Connect It’ and makes cross curricular links to history, art, drama, storytelling and dance. We shall be looking at the life of the Scottish composer, Anna Meredith, and the circumstances, purposes and visions of her music. Characteristic sounds and motifs will be explored and replicated using body percussion and voice whilst reinforcing musical terminology. The class will be working towards a final performance.
After ‘Take One Piece’, we shall be working on our next project, ‘Fantastic Mr Fox’. Acting and performance skills will be practised and developed. Our writing will be exploring characterisation and playscript writing.
Making puppets of the characters is going to be a design and technology focus which promises to be fun, exploring designing, making and evaluating skills.
Please note that PE will be on Tuesday and Thursdays this term and children still need to come to school dressed in their PE kit on these days.
Using Scratch Junior, some class experts were in charge of teaching groups of less confident children new skills. A whole range of new learning took place and everyone felt like they had improved their knowledge and understanding of coding – even the experts themselves! We were so proud of their People Smart skills and sensitive way in which they helped and inspired others.
“Today I learnt how to move two characters at the same time so it looked like the fox was running off with the chicken.” Noah T
“I learnt how to edit a character by drawing extra things on to them.“ Emie
“I can now move a character in any direction. Mr Fox was chasing the chickens!” Ayden
“I have learnt how to make the speech suddenly pop up. “
“I learnt how to watch my on show full screen.” Eva
Homework will continued to be set on a Friday and due in on the following Friday, plus there are two homework projects to be completed. For further information and ideas on this please look at the Project Home Learning Map.
What did we learn making pop up cards?
I got better at folding and persevering. Daisy
I got better at cutting carefully. Jake
I got better at making pop up cards. Ava
I got better at persevering with harder level challenge Christmas card designs. Micah
I got better at learning to take my time. Emie
I have learnt a new idea for making cards. Eva
Developing our writing skills
We have been working on improving the structure of sentences in class. Dull boring sentences had some of the 5W’s added to them to make them sound sophisticated with more detail. The 5W’s are who, what, where, when and why.
His pencil broke.
On Monday morning, his pencil broke in the classroom because he pressed down too hard.
It was cold.
It was bitterly cold in the classroom because all the windows were wide open in the morning.
We practised writing sentences starting with ‘ing’ words so that we are able to vary the length and structure of sentences in writing to keep the reader engaged. Below are some examples. When reading books, see if you can spot where writers use this technique and consider it’s effectiveness.
Bawling like a baby,
Bawling like a baby, he had to get in to the bath. (Samuel)
Bawling like a baby, Chloe got sent to her room. (Cordelia)
Bawling like a baby, he hurt himself at home. (Muzi)
Bawling like a baby, Tim, the cheeky five year old, was sent to bed for stealing chocolate biscuits. (Lucy)
Bawling like a baby, Tommy stamped upstairs like a toddler having a tantrum. (Alex)
Quaking with fear,
Quaking with fear, the tarantula had scared my pet! (Samuel)
Quaking with fear, the Mandalorian pulled the trigger on his own gun. (Micah)
Quaking with fear, Jack saw a slight movement in a bog of the Amazon rainforest. (Alex)
Wiping away the tears,
Wiping away the tears, my embarrassing mum swelled with pride as my little sister, Jesse, stepped up on the stage. (Cordelia)
Snoring like lion,
Snowing like a lion, Lewis Hamilton is late for his race. (Samuel)
Snoring like a lion, Mrs Hutton was dreaming of a massive chocolate bar! (Jake)
Shouting at the top of her voice,
Shouting at the top of her voice, Tilly tried to get everyone’s attention! (Lucy)
Shouting at the top of his voice, he awoke the baby, (Muzi)
This was a very thought provoking text today which the class found to be very cleverly written indeed by the author. This are just some of our thoughts about the text.
"People have different points of views about refugees."
"Refugees come from countries affected by war."
"Refugees may have lost families and left important people behind."
"Refugees have been forced to leave their home - we should respect them."
"The journeys refugees make to be safe are dangerous."
Meet fit, healthy Oscar and poorly Oscar!
In class we have been thinking about how we feel when we are feeling fit, healthy and strong and then how we feel by contrast when we recognise that we are feeling poorly.
Some of the signs of feeling poorly include.....
We talked about the different things we should do if we feel ill. Talking to grown ups and letting them know is the most important thing of all. Other things we can do is get some rest or sleep, and drink water to keep hydrated.
Why do we learn about maps?
"Maps help us to get from one place to another."
"We can use satnavs to get to new places or give directions."
"It helps to understand about distances."
"Maps can show lots of different information that is useful."
"You can find the best way to get somewhere."
What would you choose to write about fireworks given the free choice?
There was a wide range in the class from descriptions, recounts, diary entries, interviews, poems, persuasion texts to prevent animals from suffering the anxiety from the banging to stories and more!
" I like having the choice of what to write!"
" I like sharing my writing with other people!"
"I spot mistakes when I am reading my work through!"
"I like hearing other people's work and ideas."
We begin the academic year with a 'Take One Picture' project which will explore a painting in depth through many different curriculum areas. We shall also be looking at the artist, his life, location and inspirations. Throughout this time we shall be getting to know each other, establishing classroom agreements and good learning behaviours.
Our main project is ‘River Journey’, with largely a geographical and scientific focus looking at how rivers form and the water cycle. There are many new scientific terms to learn which you can find on our project map for the term. We would strongly recommend a visit to ‘The River and Rowing Museum ‘in Henley if possible to reinforce learning.
Our overriding goal this term is to settle the children back into school routines and support their social, emotional and academic progress. Please drop us an email with any worries or concerns you or your child may have.