Golden Enrichment Time

“You will enrich your life immeasurably if you approach it with a sense of wonder and discovery, and always challenge yourself to try new things.”

Have a look at the the amazing Enrichments that are on offer this half term.

Click on each tab to see the different year group offers and scroll down to read more detail.

Music with Ms Allen. EYFS. 1 Class. Venue: Olives 1  or Olives 2 Classroom

Do all musical instruments sound the same? 

During The Olives enrichment time we will be exploring what a percussion instrument is; we will discover how these instruments can be sounded; describe the sounds we can hear; make our own percussion instrument and perform to our peers.

EFYS Framework links

  • PSED (Building relationships) – Work and play cooperatively and take turns with others.
  • Form positive attachments to adults and friendships with peers. • Show sensitivity to their own and to others’ needs.
  • PSED (Self-Regulation) – Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
  • C and L (Listening, attention and understanding) – Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
  • C and L (speaking) – Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
  • PD (Fine motor skills) – Use a range of small tools, including scissors, paintbrushes and cutlery.
  • EA and D (Creating with materials) – Share their creations, explaining the process they have used.
  • EA and D (Being imaginative and expressive) – Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

Exploring our senses with Mrs Hussain. EYFS. 1 class. Venue: Olives 1 or Olives 2 Classroom

Which one of our senses are we using?

During The Olives enrichment time we will be exploring our senses; We will be using different materials to identify which one of our senses we are using.

EFYS Framework links

  • PSED (Building relationships) – Work and play cooperatively and take turns with others.
  • Form positive attachments to adults and friendships with peers.
  • Show sensitivity to their own and to others’ needs.
  • PSED (Self-Regulation) – Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
  • C and L (Listening, attention and understanding) – Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
  • C and L (speaking) – Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
  • PD (Fine motor skills) – Use a range of small tools, including scissors, paintbrushes and cutlery.
  • EA and D (Creating with materials) – Share their creations, explaining the process they have used.
  • EA and D (Being imaginative and expressive) – Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

Yoga with Mrs Arshid. Year 1. 16 children. Venue: Prayer Hall 

How is yoga different from stretching or other kinds of fitness?

In this enrichment we will be practicing yoga moves and learning names of some poses performed in yoga. We will be comparing yoga moves to general stretching and other fitness’s to see the similarities and differences between them.

Children will be learning some facts about yoga and the benefits of yoga which will help them towards answering our question ‘How is yoga different from stretching or other kinds of fitness?’

NC PE – KS1 Programme of Study

  • PE1/1.1a    master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • PE1/1.1c    perform dances using simple movement patterns.

Creating model animals with Mrs Kilpatrick. Year 1. 15- 20 children. Venue: Manchester classroom

Question: Which materials are most effective for creating 3D models of animals?

In this enrichment the children will have the opportunity to discover which materials have been used through history to make 3D models of animals -wood, plaster, stone, papier mache. They will discover which are the most popular animals to make models of. e.g. Egyptians – cats.

We will explore the use of shape and line within the models, first by using play dough or plasticine to re-create animal shapes – birds, cats. The children will design and the create their own papier mache model animal and decorate it. The children will then explore using fabric as a material to create a different 3D animal model. In order to achieve this they will learn to cut out fabric shapes using a simple pattern template. Basic sewing techniques will be taught in order to make the 3D model.

 

NC Art KS1 Programme of study- Subject content Key stage 1 Pupils should be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. (Links to Year 1 Science focus)

Sign language with Miss Waller. Year 1. 18 children. Venue: Delhi classroom 

How can we communicate better using sign language?

In this enrichment we will be exploring and learning a variety of different simple sign language sentences and nursery rhymes to share with other children across school. We will begin by learning to say hello, how are you and say our names whilst leading up to learning familiar songs.

NC Music – KS1 Programme of Study

  • Music –  understand and explore how music is created, produced and communicated.

Art with Miss Ghafur. Year 2. 12 children. Venue: Cardiff classroom

How many different ways can we create Art?

In this enrichment, we will be learning about a great artist each week. You will get the opportunity to create your own works of art. You will learn new skill and techniques to create a new piece of art each week using paint, chalk, drawing, watercolours and clay.

You will compare artists and discuss which work of art you like best.

NC Art and Design – KS1 Programme of Study

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Smoothies with Mrs Zaheer. Y3. 14 children. Venue: Bukhara

What is the best fruit to put in a smoothie and why?

In this enrichment, we will be researching nutrition and the healthiest fruits. We will also experiment with different smoothie making ingredients. You will have the opportunity to research, make and evaluate a combination of different fruit smoothies. You will also make decisions about which fruits look and taste the best in a smoothie, learn about the human body and what it takes to stay healthy.

NC Design and Technology – KS2 Programme of Study

  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand and apply the principles of a healthy and varied diet
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

iPad Art with Mrs Khaliq – Year 4. 15 children. Venue: Konya Classroom

Who is David Hockney? What skills do we need to create iPad art?

In this enrichment, children will look at a range of iPad images created by British artist David Hockney, along with this they will look at quotes from the artist and a link to one of his interviews about his digital iPad exhibition. Using iPad pupils will create their own Hockney style images using ‘Sketches School’.

NC Design and Technology – KS2 Programme of Study

  • to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Table Tennis with Ustadh Saleem. Year 5. 16 children. Venue: Dining Hall

What Physical Education skills do we need to play table tennis?

In this enrichment, pupils will learn the basic rules of table tennis and how to improve table tennis skills; this includes holding the bat and service. In general, the focus is on fun, in the hope that children will learn to love the game of table tennis. They will hopefully, be inspired to continue to play and to have part with table tennis schools tournament in Derby.

NC Physical education programmes -KS2 

In this enrichment, pupils should develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, develop an understanding of how to improve in different physical activities and learn how to evaluate and recognise their own success.

Origami with Mrs Nisar. Y6. 15 children. Venue: Tarim Class

Why is origami only successful with ‘square shaped’ paper? Could rectangular paper be used?

In this enrichment, we’ll be researching and learning all about the art of Origami. This means paper-folding and its name derives from Japanese words ori (“folding”) and kami (“paper”). There is something almost magical about turning a piece of paper into a toy, animal or something useful, without using scissors or glue. One square of paper can be turned into so many different things! You will get the opportunity to practise different folds and tips, follow instructions and create some incredible creations for yourselves, whilst developing your hand-eye co-ordination.

NC Maths – KS2 Programme of Study

  • Identify lines of symmetry in 2-D shapes presented in different orientations
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