Box 14a 14b The Explorer | Hampshire Cultural Trust .

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Box 14a 14b The Explorer | Hampshire Cultural Trust . during this timeThese two boxes contain artefacts representing exploration of the world during Tudor and Elizabethan times. The sea-chest can be used as a mystery object game where pupils are encouraged to use their senses to discover what each object is, and can follow up their ideas using the resources provided. Also included is Francis Drake’s costume which may be worn by one child as part of a role play exercise – perhaps encouraging pupils to develop their enquiry and interpretation skills through interviewing sir Francis Drake.Ideal for use with Key Stage 2, in a braoder history study post 1066 tudor explorers key stage 2. Key learning objectivesHistory: To enable pupils to explore how Tudor explorers discovered the new world and how they did this, by handling costumes and replica artefacts and by taking part in group activities.Speaking and Listening: To encourage pupils to work effectively as a member of a group, using speaking and listening skills.Literacy: To explore the effects of Tudor exploration using secondary sources. Box contentsFrancis Drake costume includes maroon doublet and hose, white shirt, Hat, ruff and a blue beaded cape (which is very delicate and is for display only).Artefacts include block and tackle, fools gold, Elizabethan coins, buttons, jewels, ebony carving, quill pen, spices and shells.Resources include pictures, labels for display, 2 videos cassettes and an audio cassette.

Chestnut Class » Newtown Primary School .

Box 14a 14b The Explorer | Hampshire Cultural Trust . during this timeThe learning environmentThroughout the week, the children will be involved in a variety of learning activities, including:Whole class - during this time we share and discuss ideas, try to solve problems and listen carefully to others.Small group – this is when the children work on a focused learning task supported by an adult. This is designed to develop and extend thinking, concentration and resilience skills.Independent activities – during this time the children practise and consolidate previously learned skills whilst developing their independence, self-motivation and co-operation with others.MorningsOur classroom is open from 8.45am every morning. Children should put lunch boxes on the trolley in the kitchen, and coats and bags on their peg in the corridor. Water bottles are stored by the sink in the classroom, and children should make sure that they have their reading book and writing materials on their table before registration begins at 8.55. Children should then begin any early morning tasks, which will be written up on the whiteboard, or read silently.

We do expect the children to take responsibility for these morning tasks but you are very welcome to accompany them and have a look around the classroom at the work on display or to have a chat with us.Home timeThe school day finishes at 3.25.The children will be brought to the door that leads onto the Key Stage 2 playground, and will only be released when a known adult is there to take them tudor explorers key stage 2. Please be patient while we check that each child has someone waiting for them. If your child is to be collected by someone different for any reason, please talk to a member of Chestnut staff in the morning. If for any reason you are late collecting, your child will be waiting outside the office for you. Reading and library book changingChildren have access to reading books within the classroom, and in the school library. They should keep track of books they have read by updating their reading journal. Children have opportunities to change their reading books during the school day, as well as before or after school. Books borrowed from the school library must be signed out and back in using the library folder.

Children may borrow up to two books at a time. We encourage them to read a wide range of text types, including fiction, non-fiction and poetry.Home-school linksThere will be a parent consultation meeting within the first few weeks of the new academic year to discuss how your child has settled in. This will be followed by another consultation meeting in the spring term, in which you will have the opportunity to discuss your child’s progress. In the summer term, you will receive a written report detailing your child’s progress and next steps. There will also be an opportunity to meet on a more informal basisAny messages and letters will be handed to your child at the end of the day for them to place in their own bag to take home.SpellingsChildren should use the ‘look, say, cover, write, check’ method to practise their spellings. They are also required to write sentences containing each word, to demonstrate understanding of the words, and help develop writing skills. We encourage children to look up unfamiliar words in a dictionary, and discuss new words with an adult.

Spelling tests normally take place on Wednesdays. MathsAn activity will be set relating to learning that has taken place during the week’s maths lessons. In addition to this, children should continue learning their times tables at home.

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