An Aveley Primary Blog

As time has rolled on, and the hands have continued to tick clockwise round our classroom clock (which we can now tell you all about because of our fantastic clock reading skills!), we have begun a new maths topic..

This week, 1S could be heard loudly chanting “2D SHAPES ARE FLAT NOT FAT!” as we began our exploration of 2D shapes.

“Naming 2D shapes? That’s easy!” I can hear you all saying.. But in 1S we are always challenging ourselves to further our learning! This means we haven’t just been naming different shapes but we have also been thinking about their properties

How many sides does the shape have?… Are these sides straight or curved?… Are all of these sides the same length?… How many corners does the shape have?…

We began by sorting some shapes altogether, according to what shape they were and then worked together to record their name and properties.

Take a look:

Counting the sides and corners also gave us some practice on our number ordering, and writing our numbers accurately (making sure they were the right way round!)

Of course, all of our learning is linked, and not only did we need to record our shapes using our number knowledge, but in order to write their names we worked together to segment words and apply our phonics to write these words accurately:

Once we had discussed our shapes together, we went off to our tables to explore our shapes. Look at our fantastic teamwork:


Phew! It’s finally playtime!!!

Something you hear yourself saying often?

I’m sure that this relief is something lots of you feel almost every day when your teacher asks you to pack up your things and line up!… By break time, here in 1S, we’ve done a long, jam-packed, morning of learning and are certainly ready to shoot off into the playground and let off some steam outside!

But it’s not always that easy. Sometimes, break time can face us with some unexpected and potentially upsetting, challenges.

Have you ever got into the playground and thought: “What Shall I Do?” or “Where’s My Friend?”.. These are just a couple of the problems that some of us face quite often in break time.

Here in 1S, we have used our PSHEE time to discuss the playground and found that lots of use have felt this before. The daily playground buzz can sometimes be a bit overwhelming, at times leaving us unsure of what to do or alone without a friend to play with.

As well making sure we are always looking out for our friends, our ‘Friendship Week’ focus has been playground games..

But in 1S this hasn’t been any old games..

We have discovered Miss Stephenson’s CHALK BOX!!

A box of chalk? “Sounds simple… sounds boring” I can hear you say.

Well this is just what we though at first! However, once we spent some time looking at games we could play using this we realised that something as simple as a stick of chalk can be the trigger to the funnest playtimes you’ve ever had (if you know what to do with it of course!).

And guess what?.. No need for playtimes spent worrying about being on your own, because these games can be played WITH FRIENDS or ON YOUR OWN (and they’re just as fun however you decide to play them!).

One of the games we have focused on is the traditional playground game of HOPSCOTCH.

But this isn’t any old Hopscotch… In 1S we spent some time thinking about how we could change the game to add some more rules and make it a little more exciting!… So here it is.

Our version of Hopscotch with a twist!.. Take a look at our ‘Phonics Hopscotch’:

1. First we designed our own hopscotch ‘boards’, choosing our favourite graphemes to put on each square.


2. Next we worked together to decide on some instructions on how to play the game:

3. Finally, we put our Hopscotches into action and went into the playground (with our chalk!) and had a go.


We’ve had so much fun playing this in the playground!

Have a go – all you need is a stick of chalk!! We’d love to see yours!

Having written some detailed postcards (following Sunny the meerkat’s visit to 1S!) to finish off our work on ‘Meerkat Mail’ (our FICTION focus), in literacy we have turned our attention  to look at some NON-FICTION types of writing.

This has begun with an exciting week of list writing. This has included writing a whole variety of lists; from shopping lists to bedtime routine lists, packing lists to ‘be prepared for learning’ lists.

We were getting so good at including list features that, on Friday, Miss Stephenson let us all bring in a toy from home so that we could write a detailed toy list of all of 1S’s toys.

To help us to write individual toy lists, we used our toys to create a life-size ‘class toy list‘.

In doing so, it was important to include key list features (such as a title and numbers to order our toys). Working together to create our list, we sounded out words as a class, carefully applying our phonics knowledge. To ensure we remembered our finger spaces, we even had ‘finger space monitors‘ come up and ensure that our words were well separated!

We began by writing the title:


Then we wrote our first number (1) ready for our first item…. Beau’s ‘FART GUN’!!


Then, for number 2 on our list… In flew SPIDER MAN!


Take a look at our list with the first 4 toys on:


Looking at our list, we thought about our steps to success. We decided we had done a title, numbers, an item on each new ‘line’, used finger spaces and our phonic knowledge to carefully segment words for spelling… Surely that must be it?!

Not quite… reading our list back to ourselves, we realised that it wasn’t very detailed. Although we could see the items, we discussed that we wouldn’t be able to stick them in our books alongside our words – so we needed to DESCRIBE them!

In order to do so we used our understanding of ADJECTIVAL STRINGS to describe our items and make our list as detailed as possible.

Take a look at us describing Beau’s fart gun! We came up with some fantastic adjectives to create our adjective string:

(In case you can’t see it, we came up with “smelly rude blue fart gun”)

Have a think about the other items you can see on our list so far. What words can you think of to describe them? (Remember an adjectival string needs two or more adjectives/describing words put IN FRONT of the noun/object).

Who would of thought we could work together so well to create a live list of our toys! Well done 1S – teamwork making our dream work again!