In science we have been learning about seasons and what the weather is like in the seasons. We have focused on the changes that we can observe in walking to school and on the school site. Today we were learning about weather reports  we used our map knowledge from Georaphy to help us.Each team chose a city in the Uk (London, Manchester, Birmingham, Cardiff, Edinburgh, Belfast). We drew weather symbols and told our teachers and friends how to dress for the weather!

In this mark making lesson, we explored how lines can bring movement to life on the page, capturing dynamic, flowing forms like rushing or gently rolling water. By listening to Debussy’s La Mer as our inspiration, we discovered that changing the speed, weight, and gesture of our strokes completely alters how a line feels to create and how it looks on paper. From soft, sweeping waves to energetic, rhythmic surges, our marks directly reflected the musical rhythms, proving that line is a powerful tool for expressing both sound and physical motion. To deepen this experience, we also used color to mirror our emotions as the music shifted: soft, cool blues and fluid lines captured the quiet calm of gentle waves, while vibrant, fiery hues and bold, energetic marks burst onto the page during the stormy, triumphant crescendos.

Year One are revisiting place value up to 10. This is is all about understanding how numbers compare and build on one another. When ordering numbers from smallest to biggest for example  2, 5, and 9 you arrange them in ascending order based on their value. To express these relationships clearly, we use three core math symbols: < (less than), > (greater than), and = (equal to). A quick trick to remember the direction is that the open mouth of the symbol always "eats" the larger number (e.g.,  3 < 7 or 8 > 4), while equal numbers simply get an equals sign (5 = 5). Mastering these basic comparisons builds a solid foundation for tackling much larger numbers down the road!

What a busy and exciting week we have had in Year 1!

We have been using Colourful Semantics to help build and expand our sentences in writing. By matching different sentence parts to their special colours, we are becoming brilliant sentence builders!

Here is how we use our color clues:

• Who? (Orange): Figuring out the character or person in our sentence.

• Doing what? (Yellow): Finding the action word or verb.

• What? (Green): Spotting the object or thing.

We have loved mixing and matching the cards to create clear, interesting sentences  on our own. Ask your child to tell you their favorite color rule next time you read together at home!

Year 1 have Created messy maps  of our classroom. We have used everyday objects to  represent our carpet area, tables, chairs and even ourselves. This supports our continued learning and understanding of where we live, directional language and where we belong e.g a city we have roads, trees cars .  Can you make a messy map of your bedroom?

Year 1 have been busy working in groups to create a stable structure for D.T, we found the centre point of our object. Then we worked through a design criteria to see if our first stage for our structures will be secure. We then focused on key words to support our learning: base, sail, structure, stable. We focused on key questions: What is a structure? And What is a windmill?