TERM 5 AND 6 PROJECT 

Coastline

 

 

In the Coastline project, your child will use maps to learn about the location of the world’s seas and oceans and keys to learn about map symbols. They will also find out about the directions on a compass. They will learn about the human and physical features of a coastline, including the effects of erosion and how to stay safe when visiting the coast. They will have the opportunity to learn about the work of the RNLI, what happened to the SS Rohilla and about the coastal town of Whitby, including how Captain Cook is linked to the town. They will research the tourism industry and consider what features make a place a successful tourist destination.

Project	Coastline
English	Narrative based on The Midnight Fair. Non-chronological report on Pirates. Poetry based on the seaside.
Maths	Money, Fractions, Time, Position and direction
Geography	Maps, globes and atlases; World seas and oceans; Human and physical features; Locational language; Compass directions; Physical processes – erosion; Changes over time; Tourism
History	Jobs in the past; Significant people – Captain Cook
Religious Education	Is Shabbat important to Jewish children? Does visiting the synagogue help Jewish children feel closer to God?
Collective Worship	Value: Friendship
Science	Uses of materials: Identifying materials and their properties; Shaping materials; Uses of materials; Linking properties to use; Sustainability and recycling; Working scientifically – Identifying and classifying, Pattern seeking, Comparative tests, Research   Plant Parts: Plant parts; Seasonal changes in plants; Investigating germination; Investigating plant growth; Unusual plants; Working scientifically – Observing changes over time, Identifying and classifying, Pattern seeking, Comparative test, Research
Art and Design	Flower Head: Analysing artwork; Exploring visual elements – colour, shape, form, texture and pattern; Significant artist – Yayoi Kusama; Drawing; Printmaking; 3-D forms
Design Technology	Beach Hut: Structures – strengthening and joining
Music	Pitched percussion
Computing	We are photographers
PSHE	Special people; Staying safe; Strengths and goals

Our PE days this term are: Tuesday (Outdoor) and Wednesday (Outdoor).

Forest School: Friday 

 

Home learning

Homework will be set on a Friday. Activities and reading logs can be accessed via our online learning platform, Learning with Parents. 

Log on to TTRS or Numbots to practice your times tables and number bonds. Try to do this 5 minutes a day - it really makes a difference! Log in details can be found in your home learning journal. 

Reading Books

We hope that you will be able to read with your child for at least 10 minutes per day. Children in Green phonics group onwards will have 2 phonic books we are currently reading in class in their bags to read each night. Please ensure these are in your child's bag each day so they can be changed when we begin the next text.

Every Friday we will have a library session during which your child will choose a new reading book to take home or continue with one they are already reading. Books cannot be changed for a new text unless the previous one is returned.

Summer Term

Collective Worship 

Our value for the summer term is Friendship, inspired by the words of wisdom from 1 Thessalonians 5:11 — “Encourage one another and build each other up.” Throughout the term, we will explore what true friendship looks like in action. We will think about sticking together, reflecting on Proverbs 18:24 which reminds us that “there is a friend who sticks closer than a brother.” We will learn about encouraging one another, returning to 1 Thessalonians 5:11 and its call to lift each other up. We will explore supporting one another, using the story in Luke 5:17–39, where friends work together to help a man reach Jesus. We will think about making time for each other, inspired by Luke 10:38–42, where Jesus shows the importance of stopping and being present. And we will practise learning to listen, guided by Proverbs 17:17 which teaches that “a friend loves at all times.” This term we will also celebrate Pentecost, the moment when the Holy Spirit came to Jesus’ friends like a rushing wind and dancing flames, filling them with courage, joy, and the power to share God’s love with the world. It’s a story of friendship, teamwork, and the amazing things that can happen when people come together with kindness and purpose

RE

In RE this term, our focus religion will be Judaism, and our Big Question is “Is Shabbat important to Jewish children?” We will learn why Shabbat is such a special weekly celebration, linking it to the Ten Commandments and the idea of resting because God rested on the seventh day. We will explore how Jewish families prepare for Shabbat, such as tidying the home, cooking food in advance, and setting the table with candles, challah bread and grape juice. We will look at the celebrations and rituals, including lighting the Shabbat candles, sharing a family meal, singing blessings, and enjoying peaceful time together without work or technology. We will also learn about the symbolism of these traditions, for example how the candles represent bringing light and peace into the home. Throughout the unit, we will link this learning to our own experiences by reflecting on days that are special to us, how we prepare for them, and what we believe makes time with family and friends meaningful.

Pupil Voice:

Finn: My special day is Saturday because I play football for Chadlington. 

Augustin: I like the weekends because I play games on my tablet. 

Vadym: Mondays are the best because I go swimming. 

Spring Term 

Collective Worship 

 

Justice this term takes centre stage as our whole school explores what it really means to do what is right in a way children can understand. A child‑friendly way to think about justice is: treating everyone fairly, making good choices, and helping to put things right when something feels wrong. Our key scripture, “Learn to do right; seek justice.” (Isaiah 1.17), guides everything we do.

What we’ll be learning

• Making wise decisions — inspired by Isaiah 1.17, we’ll think about how our choices affect others and how we can choose what is fair.
• Seeing God’s love in action — through Matthew 20.1–16, children will explore how God shows fairness and generosity.
• Seeing the whole picture — using 2 Corinthians 8.21, we’ll learn why honesty and doing the right thing matters even when no one is watching.
• Goodness is stronger than evil — from John 18–19, we’ll reflect on how goodness, courage, and truth can overcome wrong.

Throughout the term, children will practise being fair, sharing kindly, and thinking carefully about what is right, helping them grow into thoughtful, compassionate members of our school community.

RE Spring Term 2: Why does Easter matter to Christians? 

Oak have begun exploring the Big Question “Why does Easter matter to Christians?” by digging deeper into the Easter story and thinking carefully about the emotions, symbols and celebrations connected to this important time in the Christian calendar.

We revisited the key events of Holy Week, reflecting on the joy of Palm Sunday, the sadness of Good Friday and the hope of Easter Sunday. The children explored how Christians around the world celebrate Easter in different ways, from church services and candlelit vigils to joyful parades and family gatherings.

We also learned about a range of Easter traditions, including:

• decorating and sharing eggs as a symbol of new life

• lighting candles to represent hope and Jesus as the light of the world

• special foods such as hot cross buns, simnel cake and Easter breads

• creating Easter gardens to retell the story of the empty tomb

Pupil Voice

Rapha: “Easter matters because Christians believe Jesus gave people hope.”

Casimir: “I like that people celebrate in different countries but the meaning stays the same.”

Augustin: “The hot cross bun reminds me of the cross. It helps me remember the story.”

RE Spring Term 1: Why was Jesus welcomed like a king or celebrity on Palm Sunday? 

This term, Oak Class dived into the Big Question “Why was Jesus welcomed like a king or celebrity on Palm Sunday?” We began by thinking about how we would welcome someone important to our school. The children had brilliant ideas, from making banners and singing songs to giving a special tour of the classrooms.

We then learned about Jesus’ entrance into Jerusalem, discovering that crowds gathered to celebrate him because they believed he was someone incredibly special. The children explored how people waved palm branches, laid cloaks on the ground, and shouted “Hosanna!” as Jesus rode into the city on a donkey. We looked at the Bible story together, including the line:“Blessed is he who comes in the name of the Lord!” (John 12:13)

To deepen our understanding, we also explored the events leading up to Jesus’ crucifixion, thinking carefully about the emotions, choices, and actions of the people involved. The children showed great empathy as they discussed how quickly the crowd’s feelings changed and why this might have happened.

Pupil Voice

Arlo: “If someone important came to our school, I’d make a big banner so they know we’re excited to see them.”

Rapha: “I think people welcomed Jesus like a king because they thought he was going to save them.”

Casimir: “Palm Sunday feels like a celebration, but the next part of the story is really sad.”

 

Prayer Space 

This term, Oak engaged deeply with a range of reflective prayer space activities designed to help them pause, process their feelings, and explore the values of hope, forgiveness, uniqueness and light. Across both terms, the atmosphere was calm and thoughtful, with children showing real maturity and care in their responses.

In Term 3, we explored themes of light and courage through Glow Stick Prayers, where children cracked their glow sticks while reflecting on Jesus’ words: “I am the light of the world”. One child shared, “I felt brave when I cracked mine – like Jesus was with me.” Through Heart Strings, children wrote prayers for friends of different backgrounds, tying their hearts to a string as a symbol of connection and kindness. “I hope my friend knows I care about them,” one pupil said. In Think Good Thoughts, children replaced negative self-talk with affirmations, choosing to focus on their strengths. “I’m good at helping others – I forgot that,” reflected one child. Muddy Mess offered a tactile way to explore forgiveness, with children washing away the mud as they said quiet sorry prayers.

In Term 4, we celebrated uniqueness with Fingerprint Prayers, where children added their prints to a shared card, giving thanks for being “wonderfully different.” “No one else is like me – that’s special,” said one pupil. During Lent, Turning Over a New Leaf encouraged children to reflect on habits they’d like to change, writing their intentions on leaves to take home. The Cross: Sorry gave space for children to pin their regrets to a wooden cross, embracing the Easter message of forgiveness. Finally, Forest Hope invited children to draw their hopes for the world on wooden disks, combining creativity with compassion. “I want the world to be peaceful and kind,” one child wrote.

These spaces offered a gentle, inclusive way for children to explore faith, emotions and choices. Their voices, honesty and empathy shone through every activity.

Autumn Term 

 

RE Autumn Term 2: Why Does Christmas Matter to Christians?

This term in RE, we continued our journey learning about Christianity by exploring the theme of Incarnation.

What is Incarnation? We learned that “Incarnation” means God coming to earth as a human being. Christians believe that Jesus is God’s Son, and that at Christmas we celebrate His birth. A child-friendly way to understand this is: God wanted to be close to people, so He came into the world as Jesus to show His love.

Starting with the big question: We began our unit by reflecting on the question “Why does Christmas matter to Christians?” to see what we already knew and to share our ideas.

Pupil Voice

Augustin: I don’t know

Jaxon: I love Christmas and presents

Rapha: Jesus was born

Signs and symbols of Christmas: We explored how people know Christmas is on its way. We noticed decorations appearing, TV adverts beginning, colder weather setting in, animals hibernating, and cards being sent — all signs that the season is approaching.

Preparing for a new arrival: Next, we thought about how families prepare for the arrival of a new baby. We had lots of ideas, from buying toys and learning how to change a nappy, to talking about the feelings new arrivals bring — excitement and happiness, but also a little nervousness too. This helped us connect with how Christians see the birth of Jesus as a very special arrival.

We brought the Christmas story to life as we listened to the Nativity from the Bible and explored its meaning together. The children enjoyed sequencing pictures to retell the story in their own words, inspired by the verse “For unto you is born this day… a Saviour, who is Christ the Lord.”

We spent some time on mid‑unit reflections. The children shared what they had learned so far:

• “Jesus was born at Christmas in Bethlehem.” – Finn
• “Jesus’ birthday is Christmas Day and he was a baby in a manger.” – Jackson
• “Jesus was born on the first Christmas.” – Arlo

We explored Advent in a child‑friendly way, learning that it is a special time when Christians get ready for Christmas. It is a season of waiting, hope, joy, and preparing our hearts to celebrate Jesus’ birth.

We wrote thank‑you prayers. The children wrote their own thoughtful messages to God, including:

• “Thank you for the star that led the wise men.” – Finn and Rufus

Our end‑of‑unit reflections showed just how much the children had absorbed:

• “We celebrate when Jesus was born.” – Jaxon
• “Jesus is the saviour of the world.” – Rapha

A warm, joyful journey through the Christmas story, told beautifully in the children’s own voices.

Term 1 focused on the big question: Who made the world?

 Exploring nature: We began by looking at the beauty of the natural world around us. Pupils created artwork using natural materials, helping us to appreciate the wonder of creation.

Pupil Voice

Rapha: God made lots of animals.

Thomas: God is kind. I like flowers

 Thinking about the Creator: Together, we reflected on what the Creator must be like to design such a beautiful world. We decided that God is clever, kind, and generous.

 Learning the Creation Story: We studied the story of creation from the book of Genesis. “In the beginning God created the heavens and the earth” (Genesis 1:1). We learned that Christians believe God made the world in six days and rested on the seventh.

 Prayers of thanks: Children wrote their own prayers to thank God for all His wonderful creations.

Josie: God made everyone and everything.

Augustin: God created fish and birds.

Harvest connections: We linked our learning to the celebration of Harvest, thinking about how Christians thank God for the food we receive. Pupils created Harvest artwork which was proudly displayed in church during our Harvest Service, brightening the space beautifully.

 Reflecting on the big question: Throughout the unit, we returned to our guiding question: Who made the world? Pupils recorded their thoughts and showcased their learning in their Express Books, before completing end-of-unit reflections.

Pupil voice

Thomas: God made the world. He made animals.

Casi: God made the world. God made the sun and the moon. It took his 6 days.

Rapha: Christians believe God made the world.

This unit gave us the chance to combine creativity, reflection, and faith, while deepening our understanding of Christian beliefs about creation.

 

Collective Worship: Exploring the Value of Generosity

This half term, our Collective Worship has centred around the Christian value of Generosity—giving freely, joyfully, and with love.

Scripture Focus: “God loves a cheerful giver” We began by exploring the Bible verse from 2 Corinthians 9:7, which reminds us that generosity is not just about giving, but about how we give. Children reflected on what it means to be a cheerful giver and how generosity can bring joy to both the giver and the receiver.

Generosity means sharing what we have with others — not just things like toys or food, but also our time, kindness, and friendship. It’s about thinking of others before ourselves and giving without expecting anything in return.

We have explored generosity through a range of themes and activities, including:

Caring for creation – thinking about how we can look after the world God made

“The Lord God placed the man in the Garden of Eden to tend and look after it.” — Genesis 2:15

We learned that we are Earthkeepers and we are responsible to protecting the Earth.

Casimir: Save the world

Jaxon: Keep the world safe

Finn: Take care of the environment

Rapha: Throw rubbish in bins- recycle

Fairness – discussing what it means to seek the good of others

“Nobody should seek his own good, but the good of others.” — 1 Corinthians 10:24

We linked this to Luke 12: 13-21 and explored what we have extra and what we could give away.

Augustin: My mum gives eggs away from our chickens

Jaxon: I gave away some toys.

Arlo: I gave some toys to Ivy.

Giving our time – reflecting on how we can be generous with our attention and care

“Each of you should look not only to your own interests, but also to the interests of others.” — Philippians 2:4

Each week, we’ve enjoyed songs, stories, scripture, and creative tasks that help us understand how generosity can make our school and community a kinder place.

 

Prayer Space – Autumn Term 1 and 2

This term, we have enjoyed spending time in our Prayer Space — a calm and welcoming area where children can pause, reflect, and explore big ideas through quiet activities.

A Prayer Space is a special place set up in school that helps children think about themselves, others, and the world around them. It gives everyone a chance to be still, say thank you, ask questions, or simply enjoy a peaceful moment.

Children took part in activities such as:

 Exploring the wonders of nature — looking closely at natural objects through magnifying glasses and hunting for them with binoculars

Creating leaf prayers — writing thoughtful messages of thanks and reflection on autumn leaves

Bubble breathing — using slow, mindful breathing to help us feel calm and focused

Still time — enjoying quiet moments both in the classroom and in our outdoor reflection area

Prayer Space helps children grow in confidence, develop empathy, and build emotional wellbeing — all while deepening their understanding of faith and values in a gentle, personal way.

Pupil Voice

Rapha: I liked creating unique hand monsters because we are all unique

Casimir: I liked making finger print oak tress- a one off like our fingerprints. There is no one like me

Thomas: I like to close my eyes

 

Memorable Experience

Term 3 and 4

Oak kicked off their Magnificent Monarchs project with an unforgettable trip to Oxford Castle & Prison. The adventure began with great excitement aboard a huge coach — and although a few children drifted off for a quick nap, the buzz never really faded.

During the Castle workshop, pupils discovered the different parts of a castle and who might have lived or worked within its walls. They also took part in a brilliantly entertaining (and slightly disgusting) activity exploring the smells of a medieval castle. The children were fascinated — and a little horrified — to learn just how smelly castle life could be.

The visit continued with a tour of the old prison and a climb up all 101 steps of St George’s Tower, where determination and teamwork paid off with spectacular views from the top.

The journey home was a much quieter affair, with the occasional hint of gentle snoring drifting through the coach. A brilliant start to an exciting new topic.

Rapha: Castles smelled disgusting

Arlo: I liked feeling all of the pots and drawing my favourite 

Casimir: I liked climbing 101 steps to the top of the tower

Term 1 and 2

We’re delighted to share a truly memorable experience from our recent School Days project! Last week, we welcomed Sonia from The Oxford Museum, who brought Victorian school life vividly to life for our children.

From the moment Sonia arrived, the classroom was transformed into a scene from the past. The children were captivated as they explored what life was like for pupils in Victorian times. They loved dressing up in period clothing, trying their hand at writing on slates, and even using ink pens—quite a change from our usual pencils and whiteboards!

There were plenty of giggles (and a few gasps!) as they learned about the dunce hat and the cane—thankfully just for show! It was a fantastic opportunity for the children to reflect on how education has changed and to appreciate the comforts of modern schooling.

We extend a heartfelt thank you to FoFS for their kind and generous donation, which made this enriching experience possible. Your support continues to bring history to life in the most engaging ways

Oak Class Express – Chop, Slice, Mash! 

Oak Class recently hosted their exciting Express event, inviting families into the classroom to take part in our Chop, Slice, Mash project. The children have been learning all about food hygiene, preparation techniques, and where our food comes from, before putting their knowledge into practice by designing their very own healthy snack.

With the wonderful support of family members, we rolled up our sleeves and created delicious fruit kebabs and sandwiches together. It was a fantastic opportunity for children to share their learning, showcase their skills, and enjoy preparing food alongside their families.

A huge thank you to all the families who joined us—your involvement made the experience even more special

Oak Class Express- Push and Pull!

Our first Express Event of the spring term was a wonderfully creative finale to our Push and Pull DT project. The children were so excited to invite their families in and work together to design and make their own moving picture cards. The room buzzed with imagination, teamwork, and pride. What amazing creativity from everyone involved.

"Thank you for inviting us in".