Counting to 20 in Japanese.
Children were set the challenge of learning to count to 20 in Japanese. The children tried many different strategies to do this. Some worked alone, others with a partner. Some children noticed a pattern in the numbers and used this to help them. Dylan realised that for the numbers 11- 19 were made up of the number 10, then each of the numbers again in turn.They then made up a little story to help remember the numbers in order up to 10.“I was walking on the beach and I had an ichi ni (itchy knee) , so I bent down to rub it in the san(d). I saw a girl and shi (she) walked away, I decided to go and see where she was. I saw a big roku (rock) and heard a sneeze – shichi. It was a lady wearing a big hachi (hat she) was in a kyu (queue) for a bus that was ju (due).At the end of the session, the children all wanted to know more numbers. They were so thirsty for more learning. The HT then gave them many more numbers in Japanese so they could continue with the work at home. She was so impressed with the strategies that the children used and their enthusiasm for the learning.
Children in Y6 were given the challenge of learning how to play ‘Old Macdonald’ on the xylophones. This proved to be more challenging than she thought as most of the children hadn’t heard the song before; they had to learn to sing it first! She gave the children the sheet music and asked them to play the notes on the bars. This was difficult as the xylophone didn’t have notes on – there were letters instead! The children used lots of different strategies, such as listening to the pitch of the notes to match them to the letters. Once they had done this they were able to begin to play. The teacher gave tips to support the learning. For example, she taught them to sing the letters of the notes to the tune of ‘Old Macdonald’ instead of the words – this really helped the children to learn the notes off by heart. The teacher was so impressed by how enthusiastic the children were to learn something new. It would have been very easy to shy away from the challenge but the children were keen to succeed and persevered even when they found it difficult. This activity definitely got the neurons firing!
Miss Creek worked with the children to create ‘freeze frames’. She gave the children a word and picture and shouted out a number. The children had to get themselves into groups and make the object, e.g. a chair with all of their bodies. A bit like the group on ‘Britain’s Got Talent’!This was quite challenging as the children not only had to use their imagination and problem solving skills, but also had to work together as a team. Miss Creek was really proud of their co-operation skills.
In Year 2 the children started the day by making hats that symbolised their brains. They then completed a series of challenges in groups to collect pathways to allow their neurons to fire. They worked on memory skills outside where the teacher set up lots of objects for the children to count. It was made harder by the objects being hidden and camouflaged.In class the children had to complete a maths challenge which involved perseverance and concentration. Later in the day they worked in small groups to complete the chicken, rice and fox challenge. Throughout the day they also completed other challenges which involved jigsaws, counting peas and sewing.
The Y4 teacher showed the group some optical illusions and then gave the children lots of their own to try to work out. One of them was ‘How many people can you see in this picture?’ The people were hidden amongst the drawing and the children had to look very carefully to see them.It was very obvious when they had been pointed out, but took a great deal of concentration and patience to find them. To understand these illusions you have to allow yourself to look beyond the obvious. Click on the optical illusion below to find some examples!
Year 1 completed lots of different activities during the day. Miss Morley worked with the children to help them to stitch bookmarks which developed their concentration skills. The children also listened to and responded to music which helped to improve their listening skills.
An exciting challenge was the senses tests where the children tasted and smelt different items; they were really curious and had to guess what the items were. Miss Morley also helped the class to develop their problem solving skills as they completed the ‘Fox, Chicken and Grain’ game which was really difficult!
The children were given a neuron to stick on their hat for each new learning muscle they used and developed.
Some Key Stage 2 children completed some Sudoku challenges with Mr. Coates. He worked with the children to help them to solve the first section of the mathematical problem. Once they had grasped the puzzle and how it worked they were away! Everyone in the class had a really good try. Additionally, the year 6 teacher faced Sudoku for the first time, so even the teachers were learning as well! The outcome was a positive one with all children engaging and developing a new concept.
Mrs Thornton’s group were taught how to knit. She demonstrated what to do in small groups and then gave each child a pair of knitting needles and wool. None of the children had ever knitted before and they all felt nervous at the beginning. Even though the task wasn’t easy and they struggled, most of the children said they felt more confident after giving it a go.
None of the children in the group had ever heard of Dingbats before. Mrs Dempsey explained to the children that they would be shown an image and they had to think of the saying or catchphrase that went with it. At first, the children were feeling worried about the task as they had no understanding of it. A simple image was shared first of all and once the children grew in confidence, more complex Dingbats were shown. Children had to solve a Dingbat independently first, then they could solve one with a partner and then they had to solve one whilst loud repetitive music was played. Most of the children preferred working with a partner.
Year 6 worked with Mrs. Smith to solve a murder mystery puzzle. When the children were told they were using their maths knowledge to crack a code, a lot of them went into panic mode. After persevering and working together, the children managed to succeed. The children said that the maths was difficult, particularly the algebra and code breaking section. However, at the end of the session all of the children said that they felt more confident in using and applying these skills.
The children in Y3 created towers made of playing cards – this was much harder than it looks! All the children were given a pack of playing cards and used them to make card towers. Two cards were put together to make two sides of a triangle with the point at the top. Three of these were placed next to each other and a card put on top to make a flat surface. Another row of triangle cards were then put on top.The children enjoyed the challenge of building card towers. They had to work carefully as it took lots of concentration. Even though they wanted to give up they kept persevering. The highest tower was 3 stories high.
The children worked in pairs to describe an object from a picture without saying what it was. Ms Brown went first. Ms Brown described the lines that our teacher needed to draw. She found it really hard as she had to listen really carefully. Our teacher’s picture looked funny when she had finished but the children could tell what it was – a piece of watermelon!!Then it was the children’s turn. They chose a picture, being careful to keep it a secret from their partner who had to draw their instructions. They compared the two pictures. The children had to listen carefully and work together to complete the task.