PE kits need to be in school as we will be taking part today. Once the children are changed we will move to the hall and ask them to move around the hall, showing different ways they can move their bodies. What different ways of moving can they remember?  Can they move their body in a 'high' way? Then we  will start to explore moving in ways that keep their bodies low. We will encourage children to explore moving on different body parts. Ensuring that they try slides, rolls (long, curled) hands and feet. Next we will remind the children that a shape is a still, balanced position. We will ask them to explore making a very still shape but this time make their body as low as possible? What different shapes can they create with their tummies on the ground? Can they turn over and put their backs on the ground and explore some balanced shapes? What different things can they do with their arms and legs while creating a shape? Can they lift both their arms up etc? Can pupils lift one arm up?
We will ask them to try making shapes with their hands and feet on the floor and then using different combinations of hands and feet.  Reminding them that the learning intention is to explore being low and that the shapes they have just made are low shapes. We will progress to moving in a low position. Adults will use a tambourine as a stop signal, children must freeze when they hear the tambourine and make low shapes.
We will revisit working with a partner as the children found this tricky last week and explore leading a partner around the room as they create their 'low' movements and shapes.  What ideas can they think of?  Finally, working on their own in a space, can children combine moving high and low?  Children should start moving in a 'high' way and then when adults clap hands or bang a drum, they should switch to moving in a 'low' way?  If the tambourine is shaken, can the children hold a balanced shape still?  This will be the cool down.

Ben suggested that we could make a colour book so, building on last week’s mark making activity we will do this. Adults will model writing a page in a ‘colour book’ - starting at the top of the paper and writing from left to right using an appropriate pen grip. First we will draw something that is red, for example a strawberry. Then we will model sounding out the word ‘red’ and carefully recording a letter at a time. When it is the children’s turn they will be able to suggest the colour page that they would like to create. First they will be using whiteboards, will need to use the pinch and flick technique and an appropriate grip as they write. Once they have practised imitating a few colour words they will then use paper, drawing a picture of an item that relates to the colour they chose and then adding the colour label, imitating adult writing or making marks of their own.

Marsaili suggested that we could draw a rainbow. Linked to this we will explore creating a rainbow using a glass of water, a torch and some paper. When we have done this, and the children have discussed their ideas and what they have noticed, we will ask them why it created a rainbow and not a shadow. Then we will gather a range of materials and two sorting circles. We will explain that we are going to explore how you can shine light through some materials, but not others. We will be investigating shadows. If a shadow is created then we will place that object in one circle, if it doesn’t then we will place it in the other, highlighting the difference between the materials the objects are made from. The children will be able to gather further objects of their own choice  and make predictions about whether there will be a shadow and why do they think that? We will ask what happens to the light and what changes do they spot.

Maia H. was keen for us to do an activity linked to pandas, she told us that they were black and white. Asa told us that there are red pandas too. We will explain to the children that a red panda has written to us and asked for our help. He says that the black and white pandas are always eating. We will introduce a matching game where we turn over a card with a group of bamboo shoots. The children need to decide how many bamboo shoots there are, they may use subitising or counting skills. Then they need to match this to the panda with the corresponding number on his tummy. Each child will have a turn at finding the matching panda and the rest of the group will need to confirm that they think that this is correct.

Friday

Teddy suggested that we could create dinosaurs using the right colours. We talked about paint colour mixing so today we will be exploring mixing powder paints to create a desired colour and then using this to paint a dinosaur. We will show the children the powder paint colours that we have available and explain that they are going to have to mix the paint to create the colours they would like. We will have a range of base colours. We will model how to use powder paint, dipping the brush in water for five dips, collecting some powder on the brush and mixing it etc. Then the children will be able to explore mixing and creating colours that they could use to paint a dinosaur. (We will remind them to be careful of others’ work too) They will have small pieces of paper for trying out their new colours (these will be used to create a dinosaur collage). Throughout we will encourage them to talk to friends about the colours they are using and the colour changes they have noticed.