Reading is a vital part of our learning at Nettlestone Primary and is at the heart of our curriculum learning. The staff are dedicated to enabling our pupils to become lifelong readers and have an enthusiasm and passion for reading. At Nettlestone we believe all children should be given the opportunities to become fluent, confident readers who are able to successfully comprehend and understand a wide range of genres gaining knowledge about a wide range of authors and topics to enable them to further develop their knowledge across curriculum subjects. We want children to have a love of reading and provide them with opportunities to have the knowledge of a good range of authors and genres. A love and passion for reading will also provide them with a range of vocabulary which will help them with their writing and communication as well as transferring vocabulary across the curriculum. Within our key texts chosen to study in literacy we provide the children with a variety of genres, authors and styles of writing. By the end of their time at Nettlestone, all children should be able to read fluently and with confidence. There are no ceilings put on what our pupils can achieve in reading and we do not hold pre-conceptions about any pupil’s ability to make progress. We feel it is important that parents and carers are able to support their children with their reading journey both with word reading and comprehension skills and we encourage parents to not only listen to their child read but also read to them as well.
Resources:Clarify Inference Language for Effect Monitor and Summarise Reading at Nettlestone Respond and Explain Select and Retrieve Themes and Conventions Word Reading
At Nettlestone, we recognize that writing is both a vital communication tool and an excellent form of self expression. We know that mastery of written language can be both liberating and empowering. We are dedicated to providing a first class, accessible writing experience for all of our pupils. We aim to: foster a passion for the written word both as a form of communication and as an outlet for creativity; teach our children to write with grammatical accuracy, manipulating a range of vocabulary and sentence structures for effect, using a clear, legible cursive script; develop writers who are confident in managing a wide range of text types and in making well-reasoned choices about which one will best suit their purpose and audience; produce confident writers who take pride in their work - thoughtfully approaching the writing process –planning, writing and editing their writing to produce a quality outcome with a powerful impact on the reader; nurture writers who are unafraid of exploring and developing their own distinctive writer’s ‘voice’; promote writers’ excitement in continuing to develop and refine their skills and also their thirst to continue to read widely, as a means of learning from more experienced authors. We are excited by the knowledge that we can empower all children to be competent writers, and in some children, we may ignite a life-long passion for writing, or spark a future career path in this area.
Resources:Composition and Effect Handwriting Progression Sentence Structure SPAG Structure Organisation Transcription Writing at Nettlestone
Phonics / Spelling
At Nettlestone Primary School we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is a high priority, starting in our Early Years. We use a synthetic phonics programme called ‘Letters and Sounds’ which is a method of learning letter sounds and blending them together to read and write words. As part of this, children have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different phases, learning and developing their phonics sounds and knowledge. At Nettlestone, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and we actively encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.
Resources:Phonics Spelling At Nettlestone
Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Nettlestone Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. At Nettlestone we foster positive can do attitudes and we promote the fact that maths mastery is a ‘mission possible!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We follow a stage by stage approach using concrete and pictorial resources to aid our understanding before progressing to the more abstract approaches to solve rich and sophisticated problems. Mistakes and misconceptions are valued as an integral part of learning and resilience is viewed as an essential learning tool. At our school, the majority of children will be taught the content from their year group only. We aim for all pupils to: • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
Resources:Addition Subtraction Algebra Fractions Geometry 1 Geometry 2 Mathematics at Nettlestone Measures Multiplication Division Place Value Problem Solving Ratio and Proportion Statistics
At Nettlestone Primary School, it is our aim to develop and foster a positive attitude towards science by building on our children’s natural curiosity about the world around them. We are passionate about teaching the right children, the right stuff at the right time, so alongside the teaching of our key ideas, the children are taught to raise questions and find answers through a discovery-based approach. This involves prediction, practical exploration, experimentation and analysis. Our Mission Possible curriculum is also designed to develop the children’s perseverance and resilience by challenging them to develop their own means of enquiry. Through the teaching of science, we aim to: • prepare our children for life in an increasingly scientific and technological world. • foster concern about, and active care for, our environment. • support our children to acquire a growing understanding of scientific ideas. • develop and extend our children’s scientific concept of their world. • broaden our children’s understanding of the international and collaborative nature of science. We intend to provide our children with an enjoyable experience of science, so that they will develop a deep and lasting interest, and therefore may be motivated to study science further.
Resources:Impact of COVID on our Science curriculum Science at Nettlestone Science Curriculum Science Vocabulary
In line with the National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and make an impact on the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers. By the time they leave Nettlestone Primary School, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding computational thinking), information technology (using computer systems to process, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.
Resources:Computing at Nettlestone Computing Curriculum Computing Glossary Computing Vocabulary
It is our intent for our History curriculum to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past. As our pupils progress, they will become equipped to ask perceptive questions; think critically; weigh evidence; sift arguments and develop perspective and judgement. We want pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. As with other curriculum subjects, our teaching in History will focus the ‘right things at the right pupils at the right time’. We want our pupils to develop resilience in their learning and this will be encouraged through our Mission Possible approach to learning (i.e. challenging ourselves and moving outside of our ‘comfort zone’).
Resources:History Curriculum History Vocabulary History Impact of COVID
It is our intent for our Geography curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscape and environments. As with other curriculum subjects, our teaching in Geography will focus the ‘right things at the right pupils at the right time’. We want our pupils to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Through this experiential approach, we want our pupils to develop resilience and a desire to approach any challenge with a Mission Possible attitude (i.e. challenging ourselves and moving outside of our ‘comfort zone’).
Resources:Geography at Nettlestone Geography Curriculum Geography Vocabulary Impact of COVID
Although we live on an Island, we recognize that to thrive in our fast-changing and diverse world not only do we need to feel confident in our sense of self, but we need to be open to engaging positively with other identities and cultures. Learning a foreign language plays a vital role in this aim and through our teaching of Spanish, we strive to foster pupils’ curiosity and deepen their understanding of the world. We passionately believe that learning a foreign language should be a dynamic and engaging experience with meaningful links to learning in other curriculum areas. Use of a wide range of songs, games and stories is integral to our teaching and means that the Spanish curriculum is accessible for all children. Each pupil is encouraged to develop a resilient learning attitude and to be the very best that they can be. We strive to make sure that being able to express their thoughts and opinions in another language, as well as understanding and responding to its speakers, both in speech and in writing, is an exciting and rewarding experience for our children. We are also committed to providing a range of opportunities for children to celebrate their developing knowledge and skills with the wider school community. We know that our dedication to providing a quality learning experience at this stage will pave the foundations for our children to successfully learn further languages, and for some of them it may even prove a catalyst to life-enriching opportunities such as eventually studying and working abroad.
Resources:Spanish at Nettlestone Spanish Curriculum Spanish Vocabulary
Art and Design
At Nettlestone Primary School, we believe art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, ensuring that we teach the right children, at the right time, the right way, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Enabling them to demonstrate resilience by improving and persevering on specific skills to improve in areas identified personally to them. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation, showing children that art can be a worthwhile career choice. We encourage children to produce creative work, exploring their ideas and recording their experiences. We approach art with the same ‘mission possible,’ attitude, enabling them to become proficient in drawing, painting, sculpture and other art, craft and design techniques. The children are taught how to evaluate and analyse creative works using the language of art, craft and design. This leads to them having a better understanding of great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Resources:Art and Design at Nettlestone Art at Nettlestone Art Curriculum
Design and Technology
Design and technology at Nettlestone Primary School is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. We aim to ensure that all pupils and develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Resources:Design and Technology Overview DT Curriculum DT Vocabulary
At Nettlestone Primary School, our high quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Pupils will develop resilience as they are challenged appropriately (we are sure to teach the ‘right stuff, to the right children at the right time and in the right way’) with our Mission Possible Curriculum. As pupils progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Resources:Music at Nettlestone Music Curriculum 1 Music Curriculum 2 Music Curriculum 3 Music Vocabulary
At Nettlestone Primary School we want Physical Education to have a positive impact on every child physically, socially and contribute to their well-being. It is our aim at Nettlestone Primary School to provide the opportunity for our children to experience a range of sporting activities for their fun, enjoyment and competition. Through carefully planned PE and sports activities we aim to ensure that all children are happy and enjoy PE, thus raising participation levels both in and out of school and therefore in turn, promoting healthy lifestyles. We strive to provide high quality PE and sports teaching in both curriculum and after school clubs. We aim to ensure that within their own level of ability all children can achieve and experience success, thereby enabling them to reach their full potential. We value the benefits of PE and sport to build children’s self-confidence, esteem and resilience which is character building and essential for our pupil’s development. We aim to provide opportunities for all children to experience competition at various levels both individually and as part of a team.
Resources:PE at Nettlestone PE Curriculum PE Vocabulary Progression
At Nettlestone Primary School pupils will develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Britain, as well as non-religious views. They explore concepts within and between faiths so that they can understand, respect and show mutual respect and tolerance of different religions, faiths, values and traditions. Through this pupils will understand that there are ways of life that are different to their own. From learning about different concepts and faiths pupils can make reasoned and informed judgements on religious and moral issues. High quality, evidence-based and age-appropriate teaching will develop the pupils sense of identity and belonging, preparing them for life as citizens in a global society.
Resources:Impact of COVID-19 on Religious Education RE Curriculum RE Vocabulary Religious Education at Nettlestone
Personal Social Health Education
Pupils at Nettlestone Primary School need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy into adulthood. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience and have a mission possible attitude to learning. Pupils will know how and when to ask for help, and to know where to access support. High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. Effective teaching in these subjects, by teaching the right children, the right stuff at the right time will ensure that core knowledge is broken down into units of manageable size. This will be communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.
Resources:Impact of COVID on PSHE PSHE Curriculum PSHE
Early Years Foundation Stage
At Nettlestone Primary School we strongly believe that the early years of education are the ‘building blocks’ for success therefore it is important for us to recognise the uniqueness of each child and support them to reach their potential. We are passionate about teaching the right stuff to the right children at the right time and this is at the very heart of our early years pedagogy. We do this through the observation, assessment, planning cycle. We believe that the Characteristics of Effective Learning underpin everything that we do within our EYFS environment: • Playing and exploring • Active learning • Creating and thinking critically We recognise these to be key in establishing strong roots to enable our children to become independent, inquisitive and resilient learners that seek to challenge themselves. We passionately believe in child led learning, through play and exploration and therefore recognise that the role of our environment and the role of the adult in it is crucial. We use open-ended resources and open-ended questioning to allow the children to show us what they can do and identify possible areas in which to challenge and extend a child’s current learning and development. We embed opportunities for children to develop and practice their early reading, writing and maths skills within the environment, offering them purpose and reason to use these newly acquired skills.
Special Educational Needs and Disabilities
At Nettlestone Primary School we believe that every child is unique. We believe that every child has the right to receive an education which enables them to fulfil their potential. We value the abilities and achievements of all our children. We are committed to providing the best possible learning environment through high quality inclusive teaching which is differentiated and personalised to meet the needs of every child. We aim to remove barriers to learning and increase the participation of learners with SEND needs within the classroom. Our aim is to provide all children with the best possible outcomes in preparation for life‐long learning. We recognise the capacity for personal growth, development and change when individuals are given the encouragement and support they need. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development. We endeavour to raise aspirations and expectations for all pupils, including those pupils with SEND by working in partnership with parents/carers and listening to pupils. We recognise that some children will have additional needs at some time during their school life and will require something additional to or different from what is provided for the majority of children. There are a wide range of difficulties which may lead to special educational needs. Needs arising from such may be both short and long term. Provision for children with SEN is a matter for the whole school. All staff have important day-to-day responsibilities when meeting the needs of children with SEN. As children grow and develop at Nettlestone they will become more independent, resilient and confident in their learning. If you have any concerns about the school's provision or support for children with SEND, please do not hesitate to contact our SENCO Mrs Emma Kelly by emailing or calling the school office.
Resources:Supporting SEND in School
Great Britain - Reception
This week Great Britain class have spent a lot of time working as teams to build dens, obstacle courses and Army structures. They have worked hard at listening to each others ideas and trying new things out then adapting to suit their purpose.We have been reading the book 'Superworm' and this has reiterated how important team work is and how to deal with the feelings and emotions that may come up too. The children have shown a great interest in creating items from recycled materials and we have had lots of treasure maps and holders made. The children have incorporated their maths knowledge to measure the string for the handles to make sure that they are equal.
Resources:Curriculum Overview Curriculum Vision Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Summ 1 Curriculum Vision letter sounds week 1 Parent Picture Summer 2 Topic Plan Summer 2 Topic Plan
Finland - Year 1
In Year 1 this week, we have continued our Animals topic. In Science we have been learning about what a mammal is and naming UK mammals. We also started to write our own non-fiction text about how to look after pets. In art, we have been learning about the artist Laurel Birch and created our own cat pictures based on her style. In History and Geography, we have been finding out about the history of the Olympics. We also used our new atlases to find out where Tokyo is and then drew our own maps of Japan, marking Tokyo in the correct place. In art, we have been learning about the artist Laurel Birch and created our own cat pictures based on her style. In Maths we have been learning about and sorting odd and even numbers.
Resources:Common exception word mat Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Curriculum Vision Spr 2 Curriculum Vision Sum 1 Curriculum Vision Sum 2 Learning this term_Sum 2 Parent Picture Summer 2 Year 1 Curriculum Map
Denmark - Year 2
Wow what another busy week we have had in Denmark class. We have been busy learning a new topic in maths this week as we have started to look at fractions. So far we have looked at recognising and making equal parts and halves. In literacy we have been busy writing a set of instructions on how to look after a pet dragon using imperative verbs, time openers, questions and expanded noun phrases. This week we finished our whole class guided reading text of Fantastic Mr Fox which we have all enjoyed reading this term. In Geography we have been looking at farming in China and how the farming in the UK differs. We have learnt some new geographical vocabulary including export, import and agriculture. Continuing with our topic of China in history we looked at the table of the 2 doves and the willow pattern and then created our own willow patterns in art. We have been busy learning new songs with sign and sing which we all enjoy. A great week on Denmark class.
Resources:Curriculum knowledge Spr1 Curriculum Vision Aut 1 Curriculum vision Aut 2 Curriculum vision spring2 Curriculum Vision Summer1 Phonics sound mat Summer 2 Parent Picture Y2 Common Exception words Y2 Maths facts Year 2 Curriculum Map
Netherlands - Year 3
This week in Netherlands class, we have worked with Roman numerals and time. We enjoyed testing ourselves on time! Many of us surprised ourselves by what we could remember. We revised our work on suffixes in our spelling lessons. In our English lessons, we looked at how we decide when we start a new paragraph. We looked at pieces of text and decided where new paragraphs should start. We will be writing using paragraphs next week. In science, we have begun our new topic of Forces and Magnets, we organised our own learning by considering what we already know and what we would like to find out. We thought about what materials may be or not be magnetic. In spanish, we learnt the phrase 'mi cumpleanos es', which means my birthday is, then wrote when our birthdays are, in Spanish.
Resources:100 Word Challenge Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Curriculum Vision Spr 2 Curriculum Vision Sum 1 Our Learning Summer 2 Our Learning Summer Term Parent Plan Spring 1 Parent Plan Spring 2 Parent Plan Summer 1 Summer Home Learning Year 3 Curriculum Map
Switzerland - Year 4
Another busy week in Switzerland class. Firstly, we have moved to the classroom next door and we love it! We have settled in really quickly. Our learning this week has included sorting our information on rats into themed paragraphs and we are now writing a colourful description of a rat. We have used the film Ratatouille for inspiration of how a rat can behave like a human but still have rat like tendencies. We have called the rat in our description Ratatouille. In maths we have continued to learn about subtracting mixed numbers and fractions and have solved our problem using our learning. In Art, we have discussed the artist Diego Rivera and researched his life, then we looked at his artwork and did our own pencil drawings of our own faces using marks and lines to show texture. This week in science we are investigating why raisins dance in lemonade using our learning about solids, liquids and gases. For our geography we are now finding out how a water cycle works.
Resources:Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Curriculum Vision Spr 2 Curriculum Vision Sum 1 Year 4 Curriculum Map Year 4 MTP Summer 2 Year 4 Parent Picture
Australia - Year 5
We have had another superb week and are very much enjoying being back in our new classroom and making changes to it so that it feels homely for us. Miss Beale is incredibly grateful to all of the children for being nothing short of brilliant in helping with the big move last Friday. We have been working incredibly hard and have impressed the Year 6 team yet again with our fabulous learning. We are getting really good at asking thoughtful questions to move forward both our own and one another's learning and we are also able to have some brilliant learning conversations, discussing our ideas in a purposeful manner. Tuesday morning, we very much enjoyed tackling some tricky SATs style questions and we are delighted to see how our skills in both arithmetic and in reasoning are improving. We are getting good at experimenting with a range of techniques and understand that there are often multiple ways of solving problems and that it is okay to choose the method that best suits us -even though it may be different to the method used by our neighbour. All the same, we know it is very important for all of us to master skills such as our times tables and we need to keep working on these at home. We are getting ready to embark on a fantastic Art and DT project, linked to our learning on the Ancient Greeks and hope to be soon learning more fun games from Ancient Greece -as we did last week.
Resources:Autumn 2 Home Learning Autumn 2 Medium Term Plan Autumn 2 Topic Planner Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spring2 Curriculum Vision Sum 1 CurriculumVision Spring1 Spring 1 Topic Planner Spring 2 Topic Planner Summer 1 Medium Term Plan Summer 1 Topic Planner Summer 2 Medium Term Plan Summer 2 Parent Picture Year 5 Curriculum Map Year 5 Home Learning Year 5 MTP Year 5 Parent Picture
Brazil - Year 6
In the mornings this week we have been enjoying a healthy breakfast together before taking some assessments to help with the end of Year 6 and our transition to secondary school. The focus, resilience and determination to show the best that each of you can be has been fantastic and the Year 6 team are so proud of each and everyone of you. Well done!
Resources:Autumn 1 Overview Autumn 2 Overview Learning this Term Parent Picture Summer 2 Spring 1 Overview Spring 2 Overview Summer 1 Overview Year 6 Curriculum Map
We are proud to offer an extremely full and varied programme of clubs which provides opportunities for the pupils to attend in order to develop their interests, but also the chance to try new or different activities. This extended curriculum includes sport, drama, music and some unusual clubs, such as Sailing or Country Dancing, and also provides frequent opportunities for our Island Primary schools to engage in Area and Island events. Music and performance has a central role to play in the life of the School with each Key Stage participating in a Production every year, enabling our pupils to learn a wide range of instruments, participate in choirs, dance and musical productions. We also have committed to participation in the J-Rock/Live-Dance Challenge each year which encourage the children to dance on stage at the Guildhall in Portsmouth. Support is also provided for families who find it difficult to enable their children to participate, ensuring that no child is disadvantaged.
Resources:Clubs Autumn 2 2020
Sweden - Pre School
This week in Pre School we have been super excited to find our first red strawberry and are continuing to care for all our plants and excitingly watching our courgette grow. We have started to introduce the woodwork bench and tools and the children have shown great listening skills, control, and resilience when using these tools. They have learnt how to use nails, screws, screw drivers and hammers carefully and safely, showing a good understanding of how to keep themselves safe and others around them. Some of the children have also shown an interest in Sonic the hedgehog, to support this we made and added a Sonic the hedgehog treasure map to our environment. The children had to follow the picture map to find the different characters from Sonic in number order, they showed great team work and were super excited to find Sonic hiding in the tree at the end of the map. We have also been enjoying the story Tiddler this week and have been practising a song all about the different parts of plants and what they do.
Resources:Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision