The children will be introduced to the characters of Woody and Buzz from Toy Story. They will unpick each characters strengths and differences, and make inferences about likes and dislikes. By studying body language, the children will understand better the self-esteem of characters and themselves. Through discussion in groups, the children will unpick the question “Who is the most important toy in the toy box?” and how everyone belongs and brings different strengths.
By using further extracts from the visual text of the Toy Story film, the children will understand the term rejection. They will consider why Woody is rejected by the group and the impact that this will have on the toy box as a whole. As Woody sets about rescuing Buzz, they will develop their own character and write their own narratives, which will include Science knowledge developed through investigative activities.
To complete the project, the children will become experts in one of the Toy Story films and create a critic board to decide which film best supports the idea that we all belong.
The children arrived at school and found a range of items in the shared area linked to the Lake District, and the different activities around Lake Windermere. We discussed what tourism is and how, after a very cold winter, the tourism office would like some help to persuade the tourists to visit the Lake District again. In order to achieve this successfully, they needed to get an understanding of their local geography and understand how to use maps. A variety of activities using maps, developed their knowledge of the physical and human geography in the Lakes. Children engaged in fieldwork in the local area to enhance their geographical skills and knowledge. The topic culminated with the children creating a tourism board, which they presented to Year 5 children.
Through the story of Matilda, the children explored the right to an education through a variety of investigative activities. They demonstrated curiosity in discovering aspects about life at Manor Field and were able to solve questions that they had regarding life at junior school. There were lots of opportunities for discussion and exploration through Circle Time activities, to develop their understanding of the Manor Field attributes and school agreement. In their written work, the children had the opportunity to write about various aspects of school life and compare these to Matilda’s experiences. By interviewing different people, the children developed their understanding of a rights respecting education. The children have developed an understanding of the importance of Articles 19 and 28 and through this will became more principled learners. The main aim of this topic was for children to confidently and successfully transition from infant to junior school and begin to understand the importance of the UNCRC.