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Term 3 - 2022-23

The Gingerbread Man

We started Term 3 with our theme of 'The Gingerbread Man'. We practiced story recall, drew story maps, baked our own gingerbread men, practiced number bonds to 5 using gingerbread men buttons, and enjoyed thinking about our senses in relation to the topic.
 

We particularly loved using our gingerbread-scented playdough in the home corner and baking our gingerbread men in our oven "at 200 degrees", as advised by one of the children.

Winter
The Gruffalo's Child

We enjoyed exploring the theme of Winter through the story of the Gruffalo's Child. We retold the story, and created a Wanted poster for the Big Bad Mouse in our choosing time. 

Following our White Rose Maths modules, we focused on composition of the number 5 and learnt about capacity.

Expressive Art and Design

We recreated our story in the tuff tray, with the children choosing what the appropriate materials to represent the weather and the scenery. Our art lessons built upon the printing focus from last term, as we exoerimented with making animal tracks in different media. Children also chose to create our story characters using playdough. 

Exploring the theme of Winter, we learnt all about our 5 senses. We went on Winter walks to talk about what we could see, smell, hear, and touch. We all enjoyed doing a taste test to see if we could guess the sweet, salty, sour, and bitter flavours. We also learnt about shadows in The Gruffalo's Child and enjoyed playing with our own shadows and creating shadow art.

Phsyical Development

We've loved continuing with our dough disco. We've also started doing Dance in our PE lessons, which have encouraged us to think about movement, shapes, and transitions.

In Religious Education, we've been thinking about celebrations and why we come together to celebrate. We preapared and had our own New Year party, complete with food, presents, dancing, fireworks, and a countdown to midnight. We also spent some time in our reflection circle, thinking about how we can show kindness to others.

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