The children will be changing for this session so will need their named PE kits in school.  Today we will revisit our practise for Sports Day. First we will warm up by pretending to go on a journey using our imagination, using a variety of movements

The children will be working in colour teams on the big playground and will be practising the last three of the following races. We will be showing them how to work as a team and where to go at the end of your turn:

• Balance bike race
• Jumping
• Javelin
• Egg and spoon
• Beanbag on heads race
• Water relay

To cool down we will revisit ‘Jedi writing’ with giant tubes. Then we will talk about the importance of rest as well as exercise.

Remind the children of our discussions last week about planning linked to rhyme. Also remind them of yesterday' s rhyme phonics session. Marsaili had suggested that gog and pog rhyme but we don’t know what those words mean. Jamie told us that nog rhymed too and we decided this was also a made up word, Lily then thought of tog (which we will explain - has a meaning). We will begin today by exploring the word ‘gog’  - what could it be? What would it look like? Is it a creature or an object? The children need to use their imagination and share their ideas. Adults will draw these. Then we will explore some more rhyming made up words so that each child has a word that they are happy with. We will encourage the children to draw their ideas of what their word is (a character or object). We will encourage them to add detail and describe what they are creating. They will also be encouraged to imitate adults writing to label their picture with their mad up word.

Maia H suggested that we could put sand in a pot and we thought we would explore this further. We will explain that we thought that this was too easy for the children and that they needed to be challenged further. We will explain that we need to imagine that there is a giant and he has requested a pot of sand on his table. We will explain that we are going to start by exploring how to manoeuvre a small pot of sand and then move on to the giant’s pot! We need to work as a team - just like we do in PE. We will ask the children for their ideas of how to solve this problem and we will carry out some of their ideas. Then we will introduce a pulley and ask the children how they think that this will work. Can they think of any pulleys they have seen? Examples could include blinds, garage doors, and even a flagpole. We will work with them to set up a simple static pulley. Children will take turns at working the pulley. As they work we will encourage discussion through asking questions. We will talk about how the pot moves up and down with the string. We will introduce the word ‘force’ and use pull. We will ask “what causes it to go faster, slower, to be unstable … Why does it move like that? We will ask whether it would be the same or different with another string / cord etc. Would it be different with another pot? The children can then explore materials available in small groups - different sized and types of rope and string, a variety of containers. Is there anything else that they need? Where could they find it? We will then explain that tomorrow during CIP - when they have completed their investigations today - they will be able to try and work together to move the giant’s pot.

Maia D suggested that we could use our imaginations to create a fishing game. She said that we would need worms for fish to eat. So today the children will be fishing for worms and fish - they might catch both together!. We will introduce a ‘five frame’ and explain that we need to record how many fish and worms that we have caught (just like people do in real life to check that an area is not overfished!) Adults will ask a child to go fishing and place the fish / worms they have caught in a hoop on the table. They will have until a timer runs out. Then we will look at how many of each have been caught - separating them into groups. We will talk about how this can be recorded using the five frames - modelling this as needed. Children will take it in turns to fish or ‘record’.

Friday

Lily explained that rockets go very high and asked how they go high with fire.Kai asked “how do rocket ships go into space?”and Milo asked “How do rocket ships blast off?” So today we are going to be scientists and explore launching rockets. The children will work as a large group, discussing and agreeing how each rocket launcher works. (They will also have the opportunity to explore the rocket launchers during child initiated play later in the day). Adults will introduce each of the rocket launchers one at a time. We will offer no explanation but ask the children how they think they could launch the rocket – we will try out the ideas until we come to a successful solution. Throughout we will talk about being safe and will encourage the children to act as ‘Danger Detectives’. We will encourage the children to build on their experiences of ‘what works’ as we introduce each new rocket launcher. The two types are: Straw rockets and mouse rockets. We will make links between the forces needed to make these work and the rocket boosters on real rockets.