Our EY1 students learn new vocabulary to develop an understanding of the world, which in turn improves reading comprehension.
We have been learning about insects. We thought about our favourite insects and researched images of them. We used our drawing and painting skills to create a water colour version of the image. Finally, we wrote about our favourite insect using our mark making and phonics knowledge.
We have explored different types of
EY2’s latest IEYC unit is Blast Off! After learning what it takes to be an astronaut from our NASA visitors, we read the story Whatever Next! by Jill Murphy. We then created our lists to take to space.
As part of our unit, EY2 have been learning about artists who had an interest in space and the night sky. We studied the artist Vincent Van Gogh and then followed steps to create our own “Starry Night” pictures using oil pastels.
Our EY2 students are given authentic opportunities to write and apply their phonics skills, learning to express themselves in different ways through writing, art and design.
In our unit Dinosaur Detectives, EY2 read Harry and The Bucketful of Dinosaurs by Ian Whybrow. We were so sad to hear a dinosaur had gone
EY2 went on a Dino Hunt! We can’t go over the hill, we can’t go under the hill, we’ll have to go through it!
Hop, jump, hop, jump,
We have explored different habitats and the human impact on them.
We use the English National Curriculum to help our learners develop the mechanics of writing, use accurate spelling, grammar and punctuation, and compose sentences and paragraphs.
Can you spot the camouflaged animals in each of the habitats?
In the International Primary Curriculum, we help our learners develop curiosity about the world around them as they acquire knowledge, skills and develop understanding through engaging thematic units.
Our Maths Curriculum is designed to help our learners develop a deep understanding of the patterns and relationships between numbers to apply their knowledge and skills to solve real world problems.
We have been representing numbers in a variety of ways.
Following our book study of ‘The Secret Sky Garden’, we wrote about our special friend. We edited our writing before producing a final draft.
Our English Curriculum includes analysis of high quality and language-rich texts that are used to stimulate our learner’s thinking and imagination to help them write across a wide range of genres.
Students start a unit by reading a language-rich text before studying the text’s genre and learning its key features. The students then evaluate their work (with teacher feedback) before composing their own creation.
We completed our final draft for our fairy tale stories.
Students created a poster providing information on how to prepare for an earthquake.
Students explore crosscurricular units in Geography, History, Art and Science and reflect on their progress by applying their learning to authentic, real world problems.
Our Maths Curriculum is designed to help students develop a deep understanding of the patterns and relationships between numbers so that they can apply their knowledge and skills to solve real world problems and improve their reasoning.
We have been learning about line graphs in our math lessons and linked this to our IPC unit on Global Cities. We have recorded the average rainfall across the 4 main global cities: Tokyo, Paris, London and New York.
We studied the artwork of Margaret Lee. She explored the Brazilian Amazon rainforest and documented its botany through her detailed drawings, finished with water colour.
We have combined for of the art techniques that we have learnt this year to create a final piece of art, linked to our IPC unit. The four techniques were: sgraffito, tonal shading, water colour and chalk pastels.
During the International Primary Curriculum Art unit, students create high quality art pieces focused on developing specific artistic skills through teacher-led workshops.
What: To plan and write a narrative, describing ‘what happened’ to Tristian.
Why: To use our inference skills and predict what could have happened to the main character.
How: Using a planner, organize ideas and sequence events in the correct order. Focus on describing nouns using adjectives, verbs and adverbs.
Our curriculum promotes opportunities for high quality writing and teaches them how to write a narrative with a focus on helping them identify how language, structure and presentation contribute to meaning. Students then learn how to generate and draft ideas, which they then re-evaluate to make sure intended meaning is clear.
We have created a diary entry as one of the main characters from our class text “A Long Walk to Water”. In this part of the story, he wakes to find his friend has disappeared while fleeing the war in South Sudan.
Students are taught to draw inferences, such as inferring character’s feelings, thoughts, and motives from their actions; they then justify their inferences with evidence from the text.
We have been learning how to blend acrylic paint to create a background and silhouette. This was linked to our class text “A Long Walk to Water”.
We incorporate global challenges into our curriculum to allow our students to connect with more than 50K students in the NAE family. This allows them to have innovative curricular experiences and participate in challenges with students across the world, developing a global mindset.
We read Shakespeare’s The Tempest, and using clues from it, we created visual interpretations of the island.
Be not afeared. For the cushioning But murky surface immediately gives delight, And the violin-like Melodies travel, Through the aromatic air.
Sometimes if you’re fortunate, You might catch a glimpse of a flock of azure kingfishers, As they sing and glide swiftly above towering kapok trees, At night, the moon-faced owls tweet and two, At the inky black sky,
But be not afeared of their harmonious lullabies, That are often mistaken for shrieks and screams,
www.bishouston.org
Inspired by the character Caliban’s ‘Be not Afeard’ monologue to Stefano and Trinculo, we wrote our own ‘Be not Afeard’ poem. 2203
We studied the interrelationship between the natural environment and people. This is evidenced with engaging in the study of biomes, before looking at how weather and climate affect the location of the world’s environments. Finally we looked at the role of migration and how migration has changed over time.
We studied the past through the historical concepts of change, cause and consequence, evidence, and perspectives across a range of time periods. We engaged with the histories of ordinary people to
We studied the interrelationship between the natural environment and people by analysing the hazards that occur around the world before building on our knowledge from Y7 by looking at the impact of climate change on the planet.
We studied the past through the historical concepts of cause, consequence, evidence, diversity and perspectives. The story of power and protest is central across a range of time periods. We engaged with the stories of the lives of ordinary people to construct meaning and a sense of the past and answer BIG questions.
We expanded on our knowledge of migration and superpowers by looking at development before moving onto production, which reanalyzes concepts from Y8 climate change.
In Unit Topic 1: Development, we asked “is development a good thing?”
In Unit Topic 2: Ethical Consumption, we asked “how can we become ethical consumers?”
“I wanted to further pursue the idea of depicting reptilian attributes, combined with human portraiture, and so I took inspiration from Max Ernst who uses the frottage technique of rubbing textured surfaces using a pencil or other drawing materials. He is mainly known for combining 2 separate images together through frottage. This blending of subject matter paired perfectly with my theme of reptilian-human portraiture, and so I used photoshop to combine lizard skin with human skin.
I experimented with different drawing techniques to aid me with visualizing the contours and texture of my source material. 2203
I used bright watercolors to create a hidden lizard-head within the subject’s hair, combining the natural contours of the hair with the contours of a lizard. I also contrasted green of the lizard with reds and yellows on the face and arm, to further reinforce the striking distinction between the 2 vastly different sources, both in terms of texture and form.
