Our week.

We went to examine the car park and see how it functions. We also made a map of it then looked at our observations back in class. 

CVC sentences (consonant- vowel- consonant)

Using directional language, and driving ourselves homes. 

Calling our friends in different countries and planning how to get there. 

Proud?

Exploring which words we know.

Fine art class :)
We learnt exactly how to use water colours, just to be sure we knew. 

We each painted our favourite modes of transport with characters we like. 

Measuring how far objects roll.

Making rings. 

Home learning.

• Talk about all the landmarks that you see on the way to school/ home from school. Draw a map of how to get home with your child. Include as much detail as possible and use labels.
  Your child may need assistance with sounding out words.

• Write out a list of all the types of transport your child can think of. It doesn't matter if they are spelled correctly, phonetically plausible or they only have the first sound. 

• Search the internet for obscure modes of transport, such as a Penny Farthing, traghetto or Monte toboggan!
  
  If your stuck this link may help

Transport.

Dear Parents and family. 

Welcome to term three and all that we will be doing over the coming 9 weeks. We have a lot of work to get through, lots of words to learn and steps to overcome.

We have started on the topic of transport as it lends kindly from our previous work on space. The children have been labeling types of transport, leading discussions and investigating their properties. 

We have been writing about how our favourite characters move.

Captions!

Building automobiles.

Making a mobile phone to call a taxi

Great teamwork !

Helping each other play. 

Skiing down the Alps.

The children have been enjoying Airships.

Designing cars.

Exploring the domino effect. 

Looking at our favourite characters modes of transport. 

Cleaning and organising.

Types of transport.

Exploring shape and patterns. The children are able to identify many different patterns in their environment. 

...and create their own.