The children will be changing for this session so will need their named PE kits in school.  Today we will continue our practice for Sports Day. We will warm up by moving like Goldilocks (including investigating Million’s query “How could she escape more faster?”and Tilly’s  and Oona’s query “I want to find out how does she run so fast?”) and then like each of the three bears.

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

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

As a cool down we will respond to Marley’s question - “How does Goldilocks lay in bed?” We will talk about the fact that when you exercise your heart beats faster and this is good for your body – it helps you to stay healthy We will also ask the children if they can remember any of the things that we do to keep us healthy? Adults will make a list.

Today we will begin our music session by warming up our face muscles and our voices (using the Hickety Tickety song). Then we will revisit the 'Stand Up, Sit Down' game. We will use two chime bars or notes on a xylophone or glockenspiel (C, C’). We will play the two notes for the children to hear, checking that they know which is high and which is low - we will link this to the baby bear (high) and Daddy bear (low). Then we will play one of the notes and ask children to sit down for the low note and stand up for the high note. Repeat. When the majority of the children are confident (they found this quite tricky last week) we will introduce a 3rd pitch in between the two other notes (G) - for Mummy bear. We will repeat the game with children kneeling up for the new note. Next we will show the children flashcards with images to represent three phrases connected with Goldilocks and the three bears ( A bowl for - Who’s been eating from my bowl? Who’s eaten my porridge? A chair for  - Who’s sitting in my chair? A bed for - Who’s broken my bed?) We will practise saying each phrase in a voice suitable for Daddy bear, Mummy bear and Baby bear: low, medium and high. Then we will remind the children of the high, low chime bars etc. We will ask the children to decide whether we are going to talk as Daddy Bear, Mummy Bear and Baby Bear. We will then ask them to join in singing, for example,  ‘Who’s been eating from my bowl?’ whilst playing the note that corresponds to the character that they have chosen. After we have practised this a few times we will see if the children can name the bear from the sound they have heard - then sing using this character’s voice.

Today we have another Forest Schools session - please send your child in wearing appropriate clothing. More details to follow.

As we go back to the classroom we will play a game like Grandmother’s footsteps but will change it to Goldilocks footsteps. (this is linked to Sam’s query “How could Goldilocks not know that the bears were coming back to the house?” 

Sophia suggested that Goldilocks and the Three Bears could go outside and have a walk together so today our activity is going to be linked to this and will be in two parts. Firstly we will lay out five small world settings that Goldiocks  and the bears could explore. Each setting will have a group of items that they might see. Each group will go and visit a setting and we will talk about what they notice before asking them to record, in their own way, what they can see. We will talk about this and compare what each child (BV:MR) has noticed and how they have recorded. Then we will move to the next setting and repeat the process. We will be encouraging the children to develop the understanding that numbers can be made up of smaller numbers (SMSC).

L   Later in the day we will reread the Goldilocks story before asking the children to pretend they are Goldilocks and write a letter to her parents about what they have seen. Each child will have a paper template and a clipboard. We will remind the children to use the pinch and flick  technique. ‘Dear’ will already be on the template. We will ask the children to have a go at writing ‘mum’ and / or ‘dad’ at the top, then they will need to imitate writing Goldilocks as well as writing their own names (because they have helped Goldilocks). Finally they will be asked to draw / write about what they saw when they walked to each setting.

Friday

Bertie Owl (our RE owl) would like to talk about a special place to him. Just like the bears’ house was special to them! Bertie’s granny and grandad live in one of the tallest trees in the woods and Bertie loves to visit them. The biggest reason is that they are special people to Bertie, but the other reason is because from the top of their tree you can see for miles and miles. You can see the sea in one direction and enormous hills in the other, and a big town which has lots of pretty lights at night. Bertie loves to sit on the top branch in the evenings and watch the sun setting over the sea with a beautiful sunset, and then turn around and watch the town start sparkling as the people who live there put their lights on in their homes. Next we will ask the children to think about Voles class. What is a special place in Voles Class for them? It might be somewhere important like where we wash our hands, or it might be their favourite place to play and learn. We will take pictures of the different areas of the setting (printing these later). We will remind the children how to take photos using the iPads, only clicking once, Then we will move to the outdoor area and look for places that are special again. We will encourage the children to describe what they can see and why the place is special. Finally we will remain outside and discuss the following: Why do we like certain places? What makes them special to us? Is it what we do there, what they look like or how they make us feel? Do you have a special place outside of the setting? What/where is it?  We will link this to Show and Tell.