Read All About It

Find out what Woodpeckers class has been up to.

“The small size of the school means that teachers know all pupils very well and plan work to meet their individual needs within the mixed-age classes.”


Ofsted 2017

Learning At Home

Find resources to help your child learn at home

“Lively and interesting activities promote pupils’ high levels of engagement. They develop their collaborative, creative and independent skills.”


Ofsted 2017

Woodpeckers Class

Key Stage 1 – Year 2

Children carry on their Key Stage 1 education in the Woodpeckers Class, where we continue to emphasise enjoyment of learning through our Creative Curriculum, covering all the core areas of the National Curriculum to establish a good foundation to take them into Key Stage 2 (by the time they reach Year 3).

In the morning the Woodpeckers class focus their work on Literacy and Maths and in the afternoons they look at a weekly subject such as Music, Technology or History etc. within the overall topic area for that half term. They also have weekly PE sessions with a qualified Sports Coach.

Miss Kluge

Woodpeckers Class Teacher

Mrs Wyncoll

Teaching Assistant

Mrs Smith

Teaching Assistant

On This Page

On this page you will find news about our class, an overview of the work we are doing this half-term and links to online learning resources.

Latest News From Woodpeckers Class

RAF 100 Years Fly Past

On Tuesday 10th July, the children gathered on the field to watch the RAF100 fly past.  The children waved flags as the planes passed overhead. The Red Arrows left a trail of red, white and blue and another planes tilted its wings and flashed its light! It certainly...

read more

Network Rail

This week, the children welcomed two visitors from Network Rail. Our visitors spoke to the children about the dangers of railway tracks. They were told that many people take shortcuts or trespass on Britain’s railways. The visitors told them about different incidents...

read more

Father’s Day Lunch

Thursday 14th June, saw over 40 dads, grandads and male representatives join us for Father's Day lunch. Rachel and Georgina cooked a delicious roast beef meal, followed by apple crumble and custard. It was lovely to see so many of you join us; the children certainly...

read more

Woodpeckers Learn About Greenhouse Gases.

This term, Woodpeckers class have been learning about the environment. We have learnt about climate change and the effects of greenhouse gases on global warming. We conducted an experiment to see how the greenhouse effect works. We built two Lego houses and put a...

read more

Scooter Ability Club

The children in Kingfishers Class were very excited as it was the first Scooter Ability Club. The children listened carefully to the instructions that were given and the safety rules they needed to follow. The JRSOs asked the children questions about how to travel...

read more

Measuring Capacity

  The children in Woodpecker Class have been trying hard to read the measurements on different types of scale. They have looked at weight, length, height, temperature and liquid capacity using a range of different measures. Today they worked outside to measure how...

read more

Key Stage 1 Learning Resources

No Results Found

The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.

We Are Working On

Spring

Science

Everyday Use of Materials

• Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses, by identifying the uses of different materials.
• Identify and classify the uses of everyday materials, in the context of the local area.
• Gather and record data to help in answering questions, by exploring the purposes of different objects
• Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses, by exploring the purposes of different objects.
• To find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching, by changing the shape of objects.
• To find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching, in the context of recycling.
• To find out about people who have developed new materials, by learning about John McAdam.

Animals including Humans

• Notice that animals, including humans, have offspring which grow into adults, by describing the changes to animals as they grow.
• Identify and classify, by matching animals and animal babies.
• Notice that animals, including humans, have offspring which grow into adults, by learning about how humans grow and change.
• Find out about and describe the basic needs of animals, including humans, for survival (water, food and air), by identifying the ways that different animals meet their basic needs.
• Ask simple questions and recognise that they can be answered in different ways, by generating questions about a pet and researching answers.
• Describe the importance for humans of eating the right amounts of different types of food, by exploring food groups.
• Describe the importance for humans of exercise, by finding out why humans need to exercise.
• Gather and record data to help in answering questions, by recording the ways that exercise affects the body.

History

Nurturing Nurses
• An awareness of the lives of significant individuals in the past who have contributed to national and international achievements in the context of identifying the criteria that makes a person significant.
• An awareness of the lives of significant individuals in the past who have contributed to national and international achievements in the context of finding out how Florence Nightingale improved nursing.
• An awareness of the lives of significant individuals in the past who have contributed to national and international achievements in the context of finding out how Mary Seacole improved nursing.
• An awareness of the lives of significant individuals in the past who have contributed to national and international achievements in the context of finding out how Edith Cavell helped soldiers.
• An awareness of the lives of significant individuals in the past who have contributed to national and international achievements in the context of comparing Florence Nightingale, Mary Seacole and Edith Cavell.
• An awareness of the lives of significant individuals in the past who have contributed to national and
• international achievements in the context of remembering Florence Nightingale, Mary Seacole and Edith Cavell.

Geography

Safari
• To name and locate the world’s seven continents and five oceans in the context of Africa (Kenya).
• To use world maps, atlases and globes to identify the countries studied at this key stage in the context of Africa (Kenya).
• To devise simple maps in the context of Africa (Kenya).
• To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non- European country in the context of Kenya.
• To use basic geographical vocabulary to refer to key physical and human features in the context of Africa (national parks).
• To use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map in the context of national park/ safari maps.
• To use basic geographical vocabulary to refer to key physical and human features in the context of Kenya (national parks/ reserves).
• To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non- European country in the context of Kenya (Maasai).
• To use basic geographical vocabulary to refer to key human and physical features in the context of observing geographical images/photographs
• To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country in the context of Kenya and the UK (my locality).

Art & Design and Technology

Portraits
• To develop a wide range of art and design techniques, such as using drawing to create a self-portrait.
• To know about the work of a range of artists, describing the differences and similarities between different practices and disciplines, looking at portraits created by Leonardo da Vinci, Henri Matisse, Gustav Klimt, Vincent Van Gogh and Andy Warhol.
• To know about the work of a range of artists, looking at the work of a Pablo Picasso, Paul Klee and Andy Warhol.
• To develop a wide range of art and design techniques in using colour, when creating portraits, line drawing, pop art and making collages.

Design & Technology

Let’s Sculpt
• To use a range of materials creatively to design and make products, in the context of making a bread sculpture, a sculpture of a monster, a sculpture of a person, making a sculpture with unusual materials and a sculpture of a building.
• To know about the work of a range of artists, craft makers and designers, making links to their own work, in the context of learning about the artists and sculptors Marc Quinn, Barbara Hepworth, Jill Townlsey, Brendan Jamison & Eva Rothschild
• To use a range of materials creatively to design and make products, in the context of using recycled materials to make a 3D sculpture.

P.E

Outdoor and Adventurous Activity
• Explore and work in the outdoor learning space.
Gymnastics
• To master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities such as rolling with co-ordination and control, make thin shapes with the body, take weight on the hands and feet and perform and compete.
Futsal
• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. Participate in team games, developing simple tactics for attacking and defending as well as moving with a football, use space when passing and receiving a ball and gain skills for invasion games

Computing

Scratch Junior
• I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys by drawing shapes, repeating, moving and producing sound.
• Understand what algorithms are and that programs execute by following precise and ambiguous instructions.
• Create and debug simple programs.
• Use logical reasoning to predict the behaviour of simple programs using Turtle Logo.

Share This