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Spring 2 


Mantle - The World’s Best Gardeners

What is this?

Placed in the classroom, were 4 sad looking planters. They looked as though they’d been forgotten. We thought they needed brightening up with some flowers. In Year 1 we learnt a lot about flowers. We could talk about stems, leaves, petals, flower heads, pollen, seeds and roots. This will help us so much with our new learning in Year 2.

Spring 1



Mantle - The Holiday Helpers

This half term we are working as a team of travel agents called The Holiday Helpers. We are experts in booking, organising and planning holidays for our customers. 

We will be learning about ways people keep and save money, we will learn about how money can be spent and discuss the difference between want and need. We will also be learning about statistics in Maths, collecting and recording data and presenting it in different ways. We will be finding out how to present this data both on paper and with technology. 

To begin, we started by working in small teams organising the new brochures for this year. We have a winter brochure and a summer brochure. We hope the customers will be very impressed with the different activities we can offer both on a summer holiday and a winter holiday.  

Busy creating travel brochures

Meeting our client

We were delighted to meet our new client, Heather. She is a 65 year old lady, who has been saving for many years. She is going to retire from work and wants to plan a surprise holiday for her daughter and her grandchildren. 


Heather had a red bag, brown boots and grey hair when we saw her in the travel agents. We made sure when we represented her, we included this. It takes a lot of team work to get all the details as we want them.


Heather said she would pop back in on Saturday morning to see us. She was less nervous and said she wanted a summer holiday. She definitely didn’t want a winter holiday because it was too cold. One of our team suggested the boat trips, but Nicola, her daughter wasn’t a fan of boats. Another team member discussed the kite flying activity at the beach and Heather really liked this idea. Heather was reminded of Nicola flying a kite when she was 11. 

Heather had to go because the bus was coming soon, but before she left she took some information and one of the team said you can Google some of the ideas online. 

This gave us a great opportunity to discuss our website. Using the internet is a great way to find information when you know the right places to look. We thought we might need to have a look at our website before we show it to Heather.

Once we had created the website, we showed it to Heather. Heather would me more comfortable coming into store, rather than using the internet. We said it’s fine, we can help her in store. 

The website

Following on from showing Heather our website, we began collecting ideas for our family holiday brochures. The team agreed that summer holidays often included a pool, beach, golf, caravan/camper van and theme parks and fairs. The question was, which would be most popular? 

Using our newly learnt skills in maths, we created a table together and agreed to ask a number of adults in school which they’d choose. We then used a tally to collect each vote. We then totalled the votes and used them to create a pictogram and block diagram. 

In our computing learning, we discovered we could digitally create pictograms and print them off. Take a look at all of the work in action!

The most popular family holiday was a beach holiday. Although, the team felt that we should offer Heather a hotel that had a wide range of options, including a beach. 

The team discussed with Heather our findings, and Heather was very excited. She had some reservations though. Would a holiday like this potentially use up all of her savings? She asked if we could create three levels of holiday, one that didn’t include flight costs, a short flight holiday and a luxury holiday. The team felt they had lots of expert knowledge in this.


Some of us knew that Cornwall was a really, really long drive, so we talked about Weston, but lots of the team knew about Butlins. They felt this was a very fun holiday, not too far away and lots for families. 

Quite a few of our team knew about Spain. Some had been, they knew about the beaches, water parks and theme parks. This seemed a great option. 

Finally, we discussed luxury. Some of the team wanted to call it VIP, so we planned a VIP holiday. Once we saw the photos, we wondered if it was child friendly, but we still collected the information for Heather. 


Creating a booking form

Creating block charts/diagrams

We had a look at some data about ways people choose to pay. We then used the data to make a block diagram/chart on the iPad. This was a bit different to the pictogram because we inputted our data into a table first, then it created a block diagram for us. 

Design Technology

Within our Mantle story, Heather has commissioned us to create a money pouch for her grandchildren to carry their holiday spending money. We have learnt to thread a needle, tie a knot and use a running stitch. 



How to tie a knot

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Look at this clever tip Mrs Marshall showed Miss Sleem to help us learn how to tie knots!

Look at this...

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We all had a try with a big rope, then used the small thread to make a knot too.

Running stitch

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Look at how we make a running stitch.

Creating the pouch

First we designed our pouch on paper. Then we used this design for our template and pinned it to the felt. We carefully cut around the template then removed the paper ready to pin back together before stitching. Once the two pieces of felt were on top of each other, we could begin stitching. 

Look at us stitching

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More stitching

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Even more!

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Art - Expressive Painting 

To help us with our new learning in Art, we have been exploring the idea of collecting visual notes. These are drawings, illustrations and colour marks that help us to represent what we have noticed about the artists we are exploring. 

Have a look at these fabulous examples of visual notes we have created…

Expressive Painting

To help with developing our expressive painting, we’re learning about the primary colours. We know these colours can be mixed to create secondary colours.

Primary colours

After learning about artists famous for expressive painting and learning colour mixing skills, we began using these new skills within our Mantle. 

Heather is on holiday in Spain. The Holiday Helpers helped her to organise and book it. We used our mixing and expressive painting learning to create postcards inspired by the sea and beach. 

One of our friends said, we’re just like Charlie, using these tools! Have a look…. We used toothbrushes, feathers, peg dolls and kebab sticks as well as some less unusual art tools! We explored texture by adding sand to our paint and observed the way acrylic paint dries thicker than poster paint.

Dabbing peg dolls and blending paint

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We take our work very seriously.

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Displaying our work

Look out for the finished display soon!

PE - The Circus


In PE, we’ve been learning about dance. We’ve been learning about sequences and beats of 8. One of the tasks we needed to do was to look at some performers in a circus, and create a sequence together.

Look out for our entrance march, pointing at the acrobats, silly clowns, jugglers and strength show. 

The Circus

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The Circus 2

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Some more performers

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Can you count each beat of 8?

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Keep your eyes open for more PE videos

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Autumn 2023

The year is 1666, the place is Pudding Lane. What is happening?

The great fire of London

The fire spread quickly because the houses were made of wood and built so closely together. King Charles saw the fire from his window, he was very worried about what he was seeing.

Art - Explore and Draw


We have been finding out about the artist Andy Goldsworthy and his interest in natural resources. Andy Goldsworthy collects resources and inspiration from the outdoor spaces he visits and explores. He then uses these to create unique pieces of art. Have a look at this video that we looked at in class…

We noticed that all the artists we observed collected resources based on their interests. Within our Mantle with Mrs Ryall we were a team of conservationists, so we were particularly interested in nature and the natural world. We decided we’d collect natural resources, like Andy Goldsworthy. Woodrow First School is full of oak trees, so we were able to find lots of acorns, oak leaves, bark, twigs and stones. 

Artists are collectors

After collecting all of our resources, we set to work creating non-permanent art and using our collection of materials to make patterns with nature. 

After we all created our patterns, Miss Sleem collected all of the photos and created a collective collage to display the art work altogether.

Collective collage

Building our skills


In Year 1, we learnt the skill of continuous line drawing. In Year 2, we build upon that skill, using it to add intricate details and make closer observations of our object we’re drawing. We used both pencil and fine line pens to create our art.

Our final skill in this part of our learning was to explore and experiment with wax resist painting. Within Mrs Ryall’s mantle, the team were finding out about Eyam and had observed lots of heather growing in Eyam Moor. We examined the heather, making very close observations and magnifying so that we could see the very fine details.


We then used wax crayons to outline the heather and revisited our watercolour skill to paint the heather in purples and pinks. When we painted over the wax, we discovered  that the paint didn’t stick to the wax.

Maths - Geometry 2D shape (to be continued)


We have been building on our shape knowledge, learning new shape names and building our mathematical vocabulary.

We have been challenging ourselves to recognise 2D shapes, count the number of sides, count the number of vertices, accurately draw shapes using a ruler and look for vertical lines of symmetry. 


We used various resources to create representations of 2D shapes.

Drawing accurate 2D shapes is REALLY challenging, so if you can try and use a ruler/straight edge at home with a pencil to try drawing shapes, that will help you a lot!


Have a look at the different ways we joined vertices with straight sides....


Mantle with Miss Sleem 


This half term, we will be learning about lots of science! We are finding out about animals and their young, including humans. 

To begin, we heard of a road in Australia, lined with bushes and trees. Along the road there had been an accident, and sadly a kangaroo had been hurt. As a team of Wildlife Rescuers, we were called to help. 

When we arrived at the site, we could confirm that the kangaroo had died, but one of our team members noticed a clue that might suggest that the kangaroo was a female…


It must be a female, because it has a pouch. The female ones have a pouch to carry the baby” 


We agreed, it did have a pouch and we agreed it must be female. This lead another team member to explain that kangaroo babies actually have a name…


“Kangaroo babies are called a joey”

The scene became tense, what if this kangaroo had a joey in the pouch? 



The team discovered there was a joey, a tiny furless joey known as a pinky. 

Time was ticking, we needed to safely remove the pinky but one team member said “babies are delicate and we must be very gentle”. We also discovered that touching them with our germs could be dangerous for them, so we agreed to remove it using a clean, dry blanket. 

To help us with our story, we each made a representation of the pinky using playdough. We all loved it and thought they looked so sweet and tiny. 

Once we had our furless joey, we stepped back in and began rescuing it from the pouch. Right now, temperature was the main danger, the pinky could not get too cold.

The joey is now safely out, but the next few weeks will be critical. What other needs will this living creature have? What else will we need to do as experts to keep this tiny living creature alive? 

Critical Care Unit

The furless joey (pinky) was placed in our Critical Care Unit and we briefed the team with the care it would require. 

The joey needs:

  • warmth 
  • water
  • food
  • clean, fresh air to breathe


The incubator has air holes to allow fresh air in. The team have created a rota for everyone to take it in turns to be responsible for feeding the joey. Each feed has to be measured and we can only give two drops per feed. 

Our focus here is to keep the joey hydrated and avoid dehydration. To ensure each feed is delivered accurately, we are collecting evidence on our feeding chart. We then will be able to calculate the number of feeds the joey has per week. 


The importance of good hygiene 


As a responsible team, we must take measures to maintain good hygiene. We have been monitoring our hygiene habits, washing our hands, wearing protects clothing and ensuring that the water is clean and fresh. 


The team have been carefully monitoring the furless joey, giving it regular feeds and recording each feed to help them gather information. They have been working scientifically by observing over time the amount of feeds it needs over one week. 

They then were able to use that information to create a block graph to show their findings.

After some time, the team noticed that the furless joey had started to change. It started to grow fur and its body grew bigger. This made us wonder, are we feeding the joey enough now it’s grown? One of our team members knew that kangaroos were herbivores and that they definitely didn’t eat meat, but we all wondered if it was ready for solid food yet. We discovered that joeys aged up to 2 years need to be kept in the mothers pouch and would still feed milk. So, our joey still needed milk. We did some reading…

At this age, the joey needs roughly 4 large bottle feeds per day because it’s not feeding from its mother. When it grows, it will begin to eat grass, leaves and flowering plants, and once fully grown it will no longer need milk. 

We created bottles to feed the joey it’s new measure of milk.

We learnt the term offspring. This means the young of an animal, human or plant. To expand our knowledge we explored ‘what offspring belongs to which animal?’ We matched the offspring to the animal. 

So, now we have successfully helped the joey to grow by providing the basic needs for survival, it’s clear it is doing well. It was time to take them out of the incubator and place them into a warm pen. We used a thick, warm fabric to create a pouch-like space. We will soon need to explore who will continue to care for the joey now our work is complete. 

Perhaps we will be faced with a new animal to care for…

We were extremely excited, but also sad to see Australia Zoo had contacted us to say that they were ready to take our joey to their kangaroo enclosure. We were concerned about how well the kangaroo would be cared for, so asked to see more about where it would be placed. We watched a video of Chandler and Bindi the keepers, feeding the mob of kangaroos and we could tell, our joey would be far happier with other animals. 

We prepared the cage for transportation…

Preparing for transferring the joey to Australia Zoo

The team passed the joey to Chandler and Bindi

New animal to care for!

Following a recent flood, some members of the local community collected up buckets and buckets of stranded frog spawn! They brought it to us to care for, but are we fully prepared?


To help us represent the frog spawn, we used chia seeds. We observed how it changed over time when we add water and leave it over night.  

Observing the change over time...

We learnt about the life cycle of a frog and used art resources to represent each phase

Preparing the tank for the spawn


To help us to understand the environment the frog spawn would need to survive, we watched a video that gave us all the information we needed. We the created a step by step plan, that we can keep in our department to help future team members understand how to care for frog spawn. 

We successfully created a suitable environment to allow the frog spawn to develop into a tadpole. After this, the tadpoles developed into froglets that eventually became frogs and could be released back into the wild.


We have really enjoyed working in the critical care team caring for animals, 

Autumn 2 Maths - Money


This half term we are learning about money, including coins and notes.


We have been looking at the words value and worth

To help us understand the value of each coin, we have been using base 10 to support our leaning. This helps us when we are trying to find the total of a given number of coins. For example, 20p can be repressed as two 10s - see below for examples of base 10 alongside coins to support calculating the total. 

We have been using our place value knowledge to help us calculate totals that include tens and ones. Have a look at how this looks in the classroom…

In the pictures above, we have chosen either base 10 tens or ones to show the value of each coin, then counted them by counting the tens first, then the ones to find the total. 

We also use drawing the tens and ones as a method of finding the total, see below for a representation of a pictorial drawing of base 10.

Here we have used a line to represent each ten and a dot to represent each one. We are familiar in counting in groups or multiples of 2, 5 and 10, so we can count in tens first, then count on to find the total.


Can you find the total below? It would be great to see the children exploring money at home, using coins to buy items within your home!