An Aveley Primary Blog

Having spent some time looking at the story of ‘Little Red Riding Hood’ in literacy, we have now turned to look at an alternative version of the story.

Have you ever wondered what the Wolf’s side of the story might be? Was he really trying to attack Grandma or was it all a big misunderstanding?

Time to think about what the Wolf says really happened!

Once we had looked at the Wolf’s side of the story, Miss Stephenson challenged us to think of different ways to help the Woodcutter say sorry for calling the Wolf a ‘baddie’ and sending him away.

We know that they love cookies and cakes in the story of Little Red Riding Hood. After all, isn’t that what she had packed in her basket for Grandma? So we decided that it would be a nice idea for the Woodcutter to make some cookies to take round to the Wolf. We therefore spent some time making some cookies so that we were really familiar with the ingredients and steps that we would need to tell the Woodcutter to take.

  

  

    


    


Great job 1S! Due to our fantastic teamwork skills we were able to make some delicious cookies!

We then used our cookery knowledge to write recipes (using our ‘bossy’ or ‘imperative’ verbs) and fabulous phonic knowledge!

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You won’t believe what we’ve been up to in literacy the last few weeks! We’ve made some new alien friends who have come to us with some important writing missions. This has meant we have had to take on all sorts of challenges, to help them out as special writing agents to tackle “Operation Rocket Squad”!

Take a look at some of the missions we have completed as we have rocketed through our writing adventure:

Mission 1: Recycling Reminders 

Our friend Fizz sent us a video message in our mission inbox, telling us about the horrible mess he had found by a recycling area. After doing some research on what exactly recycling is and why it is important, we created posters to remind people how to recycle carefully:

  

Mission 2: Up-cycling art

As well as recycling, we have learnt about how we can upcycle materials. This means that we can reuse different everyday objects that we would normally throw away in our recycling bins (such as milk bottles and egg boxes) creatively, to make artwork. That way, rather than HARMING our environment by throwing them away, we can IMPROVE our environment by using our art as decoration!

     

Mission 2: Super Spaceships

Fizz’s friend Zag came all the way from Planet Zupton to visit. Now that 1S’s writing agents had helped out by creating some fantastic posters and pieces of upcycled art, it was time for Zag to say goodbye and return home.

But where is his spaceship!?

We got another message from Fizz and Zag asking us for some help! Zag needed 1S to use some recycleable materials to build a spaceship for him to fly home to Planet Zupton.

So 1S quickly got building..

  
    
    
    
    

Fantastic building 1S! Zag will definitely get back to Planet Zupton safe and sound!

 As Operation Rocket Squad continues, we have created a display in the Key Stage 2 corridor of our work so far:

Ahoy there!!

This week we have been investigating map work. This hasn’t been to join Captain Hook and sail the seven seas, but instead to learn some exciting new computing skills. We have become technology pirates!!

Step 1: Instructions (and direction)

In order to make sure we can make the most of maps to locate different things (like treasure!) we have to know how to move around them – and importantly how to direct people towards the right place clearly.

In order to develop our understanding of instructions, we worked in pairs to guide each other around the room, using instructional language. In order to do so we had to be quite bossy (!) and use our bossy (Imperitive) verbs, such as ‘go’ and ‘move’.

In order to make sure that our partners ended up in the right place and didn’t bump into anything on the way, we had to make sure our instructions were really clear. We did this by adding how many steps they needed to go at a time, and in what direction!

Once we’d thought about all of these different features of instructions, we recorded them in special short hand (F1 = Forward 1 step / TR = Turn Right).

Take a look at us at work using our understanding of position and direction to create instructions:

  

Step 2: X Marks the Spot

Having spent some time looking at instructions (and using these to programme beebots!) we have created our very own maps of treasure islands.

In order to do this, we had to think about key map features. Making our maps really clear has been especially important so that we can use our programming and instruction skills to guide beebots around them!!

Take a look at us creating some maps.. Can you spot any keys?