Friday, 30 May 2014

Experimenting with colour

Experimenting with colour header

Experimenting with colour


The first blog on colour we are going to work with original RYB (primary colours) we will move onto CMY (true primary colours)and Additive (Mixing Light)Colour later.

For this colour exercise you will need the following things:


Paint
paint
Ready mixed paint available from Schools Direct Supplies
Cellophane
Clear wrap rolls
Cellophane Rolls available from Schools Direct Supplies
Paint Brushes
jumbo non roll brush
Ready mixed paint available from Schools Direct Supplies
Paint Palettes
palette
Aprons
aprons
wide range of aprons available from Schools Direct Supplies
Table Cover
table cover

Red, Yellow and Blue are Primary Colours.




If you mix the following colours you will get 3 new colours, these are called Secondary colours



Secondary colours are Orange, Green and Purple

You can now mix the following colours you will get 6 new colours, these are called Tertiary colours



Mixing (RYB) colours in paint gives an bit of a dull affect

Using coloured Cellophane you can see the affects much better.

Just lay the coloured cellophane over each other to see the affect.

Blue Cellophane
Blue Cellophane
Blue Cellophane from Schools Direct Supplies
Red Cellophane
Red Cellophane
Red Cellophane from Schools Direct Supplies
Yellow Cellophane
Yellow Cellophane
Yellow Cellophane from Schools Direct Supplies

Friday, 4 April 2014

School Displays

School Displays

Displays are considered to play a very important role in learning and provide an attractive learning environment.
They can be interactive and used as a teaching tool to enhance learning and stimulate interest.
Displays are not just decorative!
They can make the class room a bright and colourful more interesting place of learning.
School displays should be changed at least every term and replaced with work relating to the appropriate topics around the school.
Classroom displays should be changed according to new topics generate student interest.

All your Display needs can be found at
Schools Direct Supplies


Playful Penguins Display

A geat use of textures, colours to create a stunning 3d winter display.

Wild about Maths

Animal prints create form a fantastic backdrop for an interactive display.

Framed at Last!

A perfect for showing off classroom writing and art projects as well as staff or student photos.
 Framed at last Fadeless® Designs display paper is available in 2 sizes
Roll size 1218mm x 15m.
or
Roll size 1218mm x 3.5m. 

Framed with
Crayons Design Bordette Border.


Dont forget to take photographs of your displays for reference and evidence.
Why not kept a photograph album of past displays in the visitors waiting area?


Wednesday, 12 March 2014

Pre School Art & Craft



Mister Maker Kits are Ideal for 3 to 6+ year olds.
Mister Maker encourages every child to be a confident artist and ‘have a go’ themselves.
Stimulates children’s personal and social growth through fun, play and experimentation inspires children to learn new art techniques.

An amazing range of Kits from Mini kits to large Boxed Kits are available from Schools Direct Supplies


Packed full of crafty fun! 

With 4 special projects for you to make and easy to follow instructions, including the chance to make your very own farmyard scene. 

 
 



Mister Maker Puppet Craft Box

6 Mister Maker craft kits in a red storage box.

Includes puppets, play stick pets and foam models.

Keep little ones fully entertained with this fantastic craft box.
  



The Craft Chest is equally is full of your favourite Craft items.

Over 1000 pieces all inside this handy superb chest with removable tray for storage and sorting.

Brilliant for you and superb as a gift.
 
 



Friday, 23 August 2013

Key Stage 1 & 2 Science


By September 2013 schools across England will have been given the new curriculum for science.



The current national curriculum program of study for science at key stages 1 and 2 have been disapplied with effect from 1 September 2013 for pupils in years 3 and 4 and are no longer statutory in relation to those year groups.

This means that schools are free to develop their own curriculums for science that best meet the needs of their pupils, in preparation for the introduction of the new national curriculum from September 2014.

Science remains a compulsory national curriculum subject at all 4 key stages, and the existing program of study and attainment targets remain statutory for pupils in years 1, 2, 5 and 6 in 2013 to 2014, because they will underpin the statutory key stage 1 and 2 tests in 2014 and 2015.

New statutory program of study and attainment targets will be introduced from September 2014 for all year groups except years 2 and 6: for those year groups, the new curriculum will take effect from September 2015.


The current program of study for science at key stages 1 and 2, and the attainment target level descriptions, are listed below.

Check out Schools Direct extensive range for Science

 
The science key stage 1 curriculum consists of:

Sc1 Scientific enquiry

Ideas and evidence in science

Pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer a question.

Investigative skills

Planning
a. ask questions [for example, 'How?', 'Why?', 'What will happen if ... ?'] and decide how they might find answers to them
b. use first-hand experience and simple information sources to answer questions
c. think about what might happen before deciding what to do
d. recognise when a test or comparison is unfair


Obtaining and presenting evidence
e. follow simple instructions to control the risks to themselves and to others
f. explore, using the senses of sight, hearing, smell, touch and taste as appropriate, and make and record observations and measurements
g. communicate what happened in a variety of ways, including using ICT [for example, in speech and writing, by drawings, tables, block graphs and pictograms]


Considering evidence and evaluating
h. make simple comparisons [for example, hand span, shoe size] and identify simple patterns or associations
i. compare what happened with what they expected would happen, and try to explain it, drawing on their knowledge and understanding
j. review their work and explain what they did to others


 

Sc2 Life processes and living things

Life processes
a. the differences between things that are living and things that have never been alive
b. that animals, including humans, move, feed, grow, use their senses and reproduce
c. to relate life processes to animals and plants found in the local environment

Humans and other animals
a. to recognise and compare the main external parts of the bodies of humans and other animals
b. that humans and other animals need food and water to stay alive
c. that taking exercise and eating the right types and amounts of food help humans to keep healthy
d. about the role of drugs as medicines
e. how to treat animals with care and sensitivity
f. that humans and other animals can produce offspring and that these offspring grow into adults
g. about the senses that enable humans and other animals to be aware of the world around them

Green plants
a. to recognise that plants need light and water to grow
b. to recognise and name the leaf, flower, stem and root of flowering plants
c. that seeds grow into flowering plants

Variation and classification
a. recognise similarities and differences between themselves and others, and to treat others with sensitivity
b. group living things according to observable similarities and differences

Living things in their environment
a. find out about the different kinds of plants and animals in the local environment
b. identify similarities and differences between local environments and ways in which these affect animals and plants that are found there
c. care for the environment

Sc3 Materials and their properties

Grouping materials
a. use their senses to explore and recognise the similarities and differences between materials
b. sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic]
c. recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally
d. find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties

Changing materials
a. find out how the shapes of objects made from some materials can be changed by some processes, including squashing, bending, twisting and stretching
b. explore and describe the way some everyday materials [for example, water, chocolate, bread, clay] change when they are heated or cooled

 

Sc4 Physical processes

Electricity
a. about everyday appliances that use electricity
b. about simple series circuits involving batteries, wires, bulbs and other components [for example, buzzers, motors]
c. how a switch can be used to break a circuit

Forces and motion
a. to find out about, and describe the movement of, familiar things [for example, cars going faster, slowing down, changing direction]
b. that both pushes and pulls are examples of forces
c. to recognise that when things speed up, slow down or change direction, there is a cause [for example, a push or a pull]

Light and sound

Light and dark
a. to identify different light sources, including the Sun
b. that darkness is the absence of light


Making and detecting sounds
c. that there are many kinds of sound and sources of sound
d. that sounds travel away from sources, getting fainter as they do so, and that they are heard when they enter the ear


The science key stage 2 curriculum consists of:

Sc1 Scientific enquiry

Ideas and evidence in science
a. that science is about thinking creatively to try to explain how living and non-living things work, and to establish links between causes and effects [for example, Jenner's vaccination work]
b. that it is important to test ideas using evidence from observation and measurement

 
 
 
 
Investigative skills
Planning
a. ask questions that can be investigated scientifically and decide how to find answers
b. consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions
c. think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use
d. make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same


Obtaining and presenting evidence
e. use simple equipment and materials appropriately and take action to control risks
f. make systematic observations and measurements, including the use of ICT for datalogging
g. check observations and measurements by repeating them where appropriate
h. use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner


Considering evidence and evaluating

i. make comparisons and identify simple patterns or associations in their own observations and measurements or other data
j. use observations, measurements or other data to draw conclusions
k. decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made
l. use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions
m. review their work and the work of others and describe its significance and limitations

Sc2 Life processes and living things

Life processes
a. that the life processes common to humans and other animals include nutrition, movement, growth and reproduction
b. that the life processes common to plants include growth, nutrition and reproduction
c. to make links between life processes in familiar animals and plants and the environments in which they are found

 
 
 
Humans and other animals

Nutrition
a. about the functions and care of teeth
b. about the need for food for activity and growth, and about the importance of an adequate and varied diet for health


Circulation
c. that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs
d. about the effect of exercise and rest on pulse rate


Movement
e. that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move
Growth and reproduction
f. about the main stages of the human life cycle


Health
g. about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health
h. about the importance of exercise for good health


Green plants
Growth and nutrition
a. the effect of light, air, water and temperature on plant growth
b. the role of the leaf in producing new material for growth
c. that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant


Reproduction
d. about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination

Variation and classification
a. to make and use keys
b. how locally occurring animals and plants can be identified and assigned to groups
c. that the variety of plants and animals makes it important to identify them and assign them to groups

Living things in their environment
a. about ways in which living things and the environment need protection

Adaptation
b. about the different plants and animals found in different habitats
c. how animals and plants in two different habitats are suited to their environment


Feeding relationships
d. to use food chains to show feeding relationships in a habitat
e. about how nearly all food chains start with a green plant


Micro-organisms
f. that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial [for example, in the breakdown of waste, in making bread] or harmful [for example, in causing disease, in causing food to go mouldy]

Sc3 Materials and their properties

Grouping and classifying materials
a. to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials
b. that some materials are better thermal insulators than others
c. that some materials are better electrical conductors than others
d. to describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability
e. to recognise differences between solids, liquids and gases, in terms of ease of flow and maintenance of shape and volume

Changing materials
a. to describe changes that occur when materials are mixed [for example, adding salt to water]
b. to describe changes that occur when materials [for example, water, clay, dough] are heated or cooled
c. that temperature is a measure of how hot or cold things are
d. about reversible changes, including dissolving, melting, boiling, condensing, freezing and evaporating
e. the part played by evaporation and condensation in the water cycle
f. that non-reversible changes [for example, vinegar reacting with bicarbonate of soda, plaster of Paris with water] result in the formation of new materials that may be useful
g. that burning materials [for example, wood, wax, natural gas] results in the formation of new materials and that this change is not usually reversible

Separating mixtures of materials
a. how to separate solid particles of different sizes by sieving [for example, those in soil]
b. that some solids [for example, salt, sugar] dissolve in water to give solutions but some [for example, sand, chalk] do not
c. how to separate insoluble solids from liquids by filtering
d. how to recover dissolved solids by evaporating the liquid from the solution
e. to use knowledge of solids, liquids and gases to decide how mixtures might be separated

Sc4 Physical processes

Electricity
Simple circuits
a. to construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work [for example, buzzers, motors]
b. how changing the number or type of components [for example, batteries, bulbs, wires] in a series circuit can make bulbs brighter or dimmer
c. how to represent series circuits by drawings and conventional symbols, and how to construct series circuits on the basis of drawings and diagrams using conventional symbols


Forces and motion
Types of force
a. about the forces of attraction and repulsion between magnets, and about the forces of attraction between magnets and magnetic materials
b. that objects are pulled downwards because of the gravitational attraction between them and the Earth
c. about friction, including air resistance, as a force that slows moving objects and may prevent objects from starting to move
d. that when objects [for example, a spring, a table] are pushed or pulled, an opposing pull or push can be felt
e. how to measure forces and identify the direction in which they act


Light and sound
Everyday effects of light
a. that light travels from a source
b. that light cannot pass through some materials, and how this leads to the formation of shadows
c. that light is reflected from surfaces [for example, mirrors, polished metals]


Seeing
d. that we see things only when light from them enters our eyes

Vibration and sound
e. that sounds are made when objects [for example, strings on musical instruments] vibrate but that vibrations are not always directly visible
f. how to change the pitch and loudness of sounds produced by some vibrating objects [for example, a drum skin, a plucked string]
g. that vibrations from sound sources require a medium [for example, metal, wood, glass, air] through which to travel to the ear


The Earth and beyond
The Sun, Earth and Moon
a. that the Sun, Earth and Moon are approximately spherical

Periodic changes
b. how the position of the Sun appears to change during the day, and how shadows change as this happens
c. how day and night are related to the spin of the Earth on its own axis
d. that the Earth orbits the Sun once each year, and that the Moon takes approximately 28 days to orbit the Earth


Wednesday, 26 June 2013

Key Stage 1

Key Stage 1 for pupils are aged between 5 and 7 in maintained schools in England and Wales normally known as Year 1 and Year 2.

All pupils in this Key Stage must follow a programme of education in at least 10 statutory areas set out on the 

    Popular topics on the Key Stage 1 curriculum



  • Christmas
  • Easter/Spring
  • Electricity and magnetism
  • Fire of London
  • Florence Nightingale
  • Forces and movement
  • Growth
  • Houses and homes
  • Human body and healthy living 
  • Journeys
  • Light and dark
  • Materials
  • Minibeasts
  • Ponds
  • Seashore
  • Seaside holidays
  • Seasons
  • Senses
  • Sound
  • Teeth and healthy eating
  • Toys
  • Traditional tales
  • Water
  • Weather around the world