In English we have began reading The Very Hungry Caterpillar. The children engaged their sensory skills to investigate each of the fruits from the story. They touched, smelled, and examined the colours and textures, making real‑world connections to the book whilst developing their language and curiosity.
The children took part in a “farm‑to‑food” activity where they helped make a delicious tomato and red pepper soup. They carefully cut the fresh vegetables themselves, learning how to handle tools safely and work together. Once the soup was cooked, the children explored it using their senses—some chose to smell the rich aromas, others tasted the warm, vibrant flavours, and some simply enjoyed looking closely at the finished dish. It was a hands‑on experience that helped them understand where food comes from and how it’s prepared.
What’s at the bottom of the garden?
Today we explored different herbs that we could grow in the garden. We talked about which foods might include these herbs and then enjoyed smelling them. The children were able to say which herbs they liked the smell of and which ones they didn’t.
What’s at the bottom of the garden?
The HUB enjoyed a fruit and vegetable painting activity in the garden today! Prior to the creativity, we learnt all about how the different types of fruit and vegetable grow and what sufficiency they need to be able to grow effectively.
The children had an amazing afternoon in the sunshine!
In the HUB, our new curriculum unit is ‘What’s at the bottom of the garden?‘. Today, the children took part in a fun activity which involved searching our forest school area for creatures and living things!
This half-term, our theme in HUB1 is ‘Winter‘.
Today, the children enjoyed a water activity which represented the arctic – water with icebergs (that soon melted!) and animals that are found in the arctic!
Here, Niamh, Stanley, Isaac and Adam are loving the textures and imaginative play.
This half-term, in the HUB, we are learning about shape!
Today, the children took part in an activity where they were exposed to some 3D shapes such as: cuboid, cube, cone and cylinder. They worked hard matching the shapes with ‘real life’ objects and could even name some of them. The children began to use everyday language to describe shapes e.g. pointy, curved, smooth, flat.
The children maintained eye-contact throughout and even used their fine and gross motor skills to support them with the task.
