Autumn Term 1

Curriculum Drivers

Each morning in Badgers, we spend an hour from 9-10am taking part in a range of activities which are closely linked to our school's curriculum drivers.


This term, on Mondays, our literature driver is being explored through Shakespeare's A Midsummer Night's Dream as we look at the features of a Shakespearean comedy and look at the characters closely e.g. Hermia, Puck and Oberon. So far this term, we have already created a role on the wall for Hermia and discussed the power her father has over her. This led us to an interesting discussion about obeying our parents - are parents always right? Is it ok to disagree with your parents? 



On Tuesdays, we explore our rights curriculum driver through articles of the week. This allows us to closely look at articles from the UNICEF CRC and how they are relevant to us. We began the term using these articles to create our own class charter. This year, we thought a recipe for a rights respecting classroom would work well and allow us to identify the rights that are important to us all and how they can be seen in the classroom. The right to a voice (12) was a popular one among the class and allowed us to consider not only that we have this inherent right and it is definite but from this, we also have a responsibility to respect other people's rights too.




On Wednesdays, we venture outside to learn and have already been using nature to help us create our very own Egyptian hieroglyphics. From links to our history topic such as researching scarab beetles, Egyptian coprolites and pyramids to Science based lessons like creating a model of the circulatory system and experimenting with our pulse rate, our outdoor learning curriculum driver allows us to explore our surroundings and feel creatively inspired by nature.



On Thursdays this term, we are considering the importance of keeping safe online and are focussing on e-safety in our head space lessons. From thinking carefully about what we share online (think before you click) to password protection and capturing evidence, we have been thinking about both the positive and negative uses of the internet as well as ensuring that any risks online are identified, assessed and mitigated wherever possible.


Fridays see us pursuing our real-life learner curriculum driver and this term, we have been exploring our history topic of the Ancient Egyptians in a lot of these lessons. From mummifying a tomato to making Egyptian bread, these lessons allow our learning to be interactive but also have a real purpose that is useful in real-life. As 

well as learner new skills like cooking, we have learnt about burns and scalds in our half termly first aid lessons and know how to appropriately respond to someone who is injured. 




Guided Reading

Our class read this half term is Beetle Boy by M. G. Leonard which follows the life of Darkus Cuttle as his dad goes missing after vanishing from a locked room. We have been developing our reading skills (inference, retrieval and vocabulary) through daily activities. So far, Darkus has started at a new school (King Ethelred Hall) and by selecting and retrieving details from the text, we were able to draw our own pictures of the not-so-appealing establishment. Darkus is continuing to investigate any suspicious lead in the hope of finding his dad but at the moment, living with Uncle Max is proving less than idyllic. Luckily, however, Darkus has made two friends (Virginia and Bertolt) who we have compared using Venn diagrams and tables.



Our topic this half term is circulation - how nutrients get to where they are needed in the body. We began the topic through a discovery task where we were provided with three images: a humpback whale, a human and a worm. From this, we came up with our own enquiry questions, observations, similarities and differences. Throughout the half term, we will be exploring how the size of a person affects their lung capacity, the structure and the function of the human heart as well as describing the ways in which nutrients and water are transported within animals. 



We have really been enjoying our Fantastic Beasts and Where to Find Them writing journey where we are working towards creating our own non-chronological reports. We began the writing journey by discussing and recognising the features of the non-chronological writing genre through looking at Ricky Gervais' flanimal creatures. This gave us lots of ideas to create our very own weird and wonderful creatures with their unique ways of moving, eating and behaving! When describing our creations, we have been focusing on including prepositional phrases to describe their features and using relative clauses to add extra detail. This week, we have been introduced to two brand-new creatures, the ZouWu and the Kelpie, who we will be writing our own non-chronological report about. We will use subheadings as well as other non-chronological features to imitate the style of J. K Rowling and write our very own description that could go in her book!






Based on our class history topic (Ancient Egypt), this term we are learning the song, 'Gift of the Nile'. We have thought about how music can be notated with symbols and more specifically, hieroglyphics and are now thinking about performing our song with two vocal parts. We will also be learning the names of different note lengths and identifying them in some familiar sheet music. This song has proved a lot of fun so far and will be performed in the end of half term assembly with choreography made up in our dance lessons. We have worked in groups to think carefully about how we can symbolise words with actions much like the Egyptians did with the hieroglyphics.





Our topic this half term is ritual and to begin with, we thought about what ritual means. We compared the concept of ritual with routine and discussed what the differences are. Once we had come up with our own definitions, we were introduced to the rosary and explored how it is used in Catholicism and the use of the rosary beads as a ritual. Throughout the half term, we will consider our own priorities and how ritual is explored in other religions e.g. Christianity and Judaism.