Year 2 Term 1 Week 4

So imagine this.   You wake up monday morning.  You have your first cup of coffee, and make your way to work.  Work starts promptly as expected and you make your way down to Grasshoppers class.  They tell you they want to participate in a Viking war charge because that's what Vikings did and why not?  So you go onto the field, freshly cladded in the appropriate Viking shield and equipped with a sword or spear and help the children take out the teacher of the class, all in the name of history.  Meanwhile the appropriate staff member takes the necessary photos.  The teacher, having recovered from the assault, restores order to their pupils and ushers them inside, where it is hoped that violence and mayhem won't spill out over into other areas.   You feel a sense of appropriate satisfaction with the historial reenactment and move swiftly along, telling yourself all the while that its time to calm down now, lest things get even more out of hand and head to Squirrels class where the intellectual pursuit of mathematics is being engaged and children will match numbers to the appropriate outdoor resource (i.e. 1 - 1 leaf, 2 - 2 sticks and so on and so forth) and build all the way up to number 12.  Not before being met at the door, however, by a small grinning child, who tells you to "go home".   After what is deemed to be an appropriate luncheon you realise its time for FOREST SCHOOL, and upon hearing the echo of those words you head to Sycamore where all manner of activities are engaged in, not the least of which was learning about using a "clove hitch" knot and this, you believe, will eventually lead into lashing and frapping.  You realise that many other people may not know what lashing and frapping is, but you feel safe in the comforting knowledge that you do and that this will suffice.

The alarm clock sounds very loudly upon Tuesday and you begin to make yet another cup of coffee before coming into work and engaging your legs to take you down the corridor to greet Cedar class.  The teacher informs you that the children are learning about the size of objects and you are to go with them to Outdoor learning to discover what large obstacles are around and compare them in size to much smaller ones.  The children each in turn help you to understand the nature of big and small by placing the correct objects by the appropriate symbols before informing you that time really is getting on and that they have much more things to take care of, along with some important meetings they must attend with some of the other children from other areas of the school (playtime).  And so off they go.  You begin to head back inside the school and direct yourself via memory towards Oak class who wish to search for some hidden dinosaurs that have reportedly been seen in the Outdoor Learning area and they wish to verify those rumours.  You take them to Outdoor Learning, and lo and behold you also discover that there ARE dinosaurs in Outdoor Learning (because you put them there) and that the children are happy about this as they also learn to pronounce some of the names that your ancestors may have known them by.  Moving onward with your day you once again endulge in the appropriate lunch traditions and head along to Ladybirds class who wish to grow their own produce, therefore you have been summoned to help them in this endeavour and you should bring along the appropriate items in the necessary wheelbarrow.  After much sweat, toil and traveil, a fresh plot of land is dug and turned over and the children inform you that their work here has been achieved and that they are needed elsewhere. So they trundel off back inside.  Leaving Ladybirds behind you, you finally head towards an enthusiastic Maple class that tell you they wish to help build The Cave that other Trees (different classes in the school area) have been building, and that they wish to contribute.  They assuage your concern about planning permission having not yet been obtained and tell you that it is an appropriate and necessary structure and will be for the betterment of mankind.  Or at least this particular area of the school grounds.  Various levels of branch, leaf, twig and stick are added, and amid much consultation as to the correct placing of these items, a general consensus is reached and it is decided that it is time to go home.   You agree.

You open your eyes on Wednesday morning, realising that there is a distinct lack of caffienated aroma in the air and head off to correct that mistake.  As you come into work you enquire as to the availability of Beech class and whether they can see you today, and they inform you that while they're currently in a meeting someone will soon be in touch to answer your query and that you should wait in an appropriate manner somewhere else.  Rapidly you are informed that they'll be able to see you today, first thing and that they'd like some "Green Time" in Outdoor Learning and to simply "be".  You begin to wonder how the other colours feel about this level of favouritism towards the colour green.  Yet not before allowing the children to "be" and seeing no short amount of delight upon their faces as they explore the various outdoor elements in Outdoor learning, you feel that this is a good thing.  Noticing somewhat immediately for some of the children, that their expressions change from excitement, to calm contentment in a very short amount of time.  Poplar class have informed you that they wish to continue with their landscaping project (also known as their Back to Eden garden) and you collude with them and help them to dig, compost and lay woodchips on their plot with the children, and that you believe photos with shortly follow (HIGHLIGHT OF THE WEEK Y'ALL!).  Heading back inside you begin to consider the endless possibilities of produce you may grow, and think that you may actually consider retiring to a small holding someday.  Not before heading in, to allow yourself an appropriate midday meal.

It is Thursday, and you're very aware of this.  Imagine you now have a coffee in one hand, while considering placing another in the vacant hand, while telling yourself that this is perfectly acceptable behaviour.  Greeting you is Willow class, who having been informed of the progress of The Cave, wish to leave their mark upon the structure and continue to do so by tying down any loose areas and adding timber.  You consider that this structure may actually become a habitation at this rate and therefore you should at least consider adding some furniture before Winter arrives.  Hazel also have seen the hard work their class neighbours have put in, and feel they should do the same.  And this is what they do.  It is time for Hedgehogs to come outside, and you believe that they should engage in some form of alternative natural art.  They agree with you and you spend time with them making "mud faces" and each child decorates his or her face with the appropriate natural elements. 

It is Friday and therefore you come to Butterflies class, and begin a Viking hunt for treasure.  This is a planned activity and so you are not concerned about this, as it wasn't a spontaneous event.  Throughout the day you are informed about exciting events, not least of which was that waterproof coats and overtrousers have arrived and that this will be used to allow more visitors to come to Outdoor Learning.  You feel pleased about this.  In finality to your week, you take Badgers with you to dig over a plot of land that they wish to use for growing vegetables, and you diligently work alongside them and leave the area happily knowing they now have a plot they can call their own.

That was my week.  How about yours? 

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Springwood Primary School (Years 1 – 6)

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Swinton

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Irlam

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