Term 4 Week 3

What a fantastic week we have had exploring the wordless picture book Flotsam by David Wiesner.

From the very first moment, the book sparked curiosity, excitement and a real sense of wonder. Without a single word to guide us, the children quickly realised that they had to become detectives, using only the illustrations to build meaning. And honestly, they rose to the challenge.

We began by exploring the front cover and making predictions. The children were fascinated by the bold red image and the mysterious lens. Ideas flowed instantly. Was it a fish? A submarine? Something magical lurking beneath the sea? What stood out most was how confidently the children justified their thinking, using clues from the image to support their ideas.

To bring the story to life, I created Flotsam trays filled with carefully chosen objects such as old cameras, maps, binoculars and a range of mysterious artefacts. This is where things really took off.

The children explored the trays collaboratively, discussing what the objects might be, who they might belong to and how they could be connected. The quality of talk was incredible. Every child was engaged, curious and eager to share their ideas. It was amazing to see how these simple objects unlocked such rich imagination and storytelling.

From there, the writing began.

Using the clues from the trays, the children created their own characters and developed detailed backstories. We saw explorers lost at sea, shipwreck survivors, deep sea adventurers and even mysterious figures who had travelled across the world. Their writing showed real progress, not just in structure, but in imagination, vocabulary and stamina.

What stood out most this week was the level of engagement. Every child had something to say. Every child had a story to tell. And because there were no words in the book, there was no ceiling. No right or wrong answer. Just pure creativity.

We also revisited our initial predictions later in the week, refining our ideas as our understanding deepened. This was a powerful moment. The children could clearly see how their thinking had evolved. They were not just making guesses anymore, they were making informed inferences.

Weeks like this remind us what writing should feel like. Engaging, purposeful and creative. Rooted in talk, exploration and curiosity.

Flotsam has truly transformed our classroom into a space full of imagination, discussion and storytelling and I have no doubt this is just the beginning.

Alongside our exciting work in English, we have also started our new Maths topic on length and perimeter this week.

The children have really enjoyed this unit so far, particularly the hands-on element of measuring and comparing lengths using rulers. They have been developing their understanding of centimetres and metres, as well as learning how to measure accurately and record their findings.

We have also begun exploring perimeter, where the children are starting to understand that it is the total distance around a shape. They have shown great enthusiasm when solving problems and applying their knowledge to different shapes.

It has been fantastic to see their confidence grow, especially when explaining their reasoning and working systematically. The presentation in books has been neat and clear, showing pride in their learning.

In RE this week, we explored how Muslims represent Allah in Islam. The children learned that in Islamic tradition, Allah is not represented through images. Instead, Muslims use beautiful Arabic calligraphy and intricate symmetrical patterns as a way of expressing faith and reflecting the importance of Allah.

We looked closely at examples of Islamic art and discussed the meaning behind the patterns, noticing how they often repeat and reflect balance, order and unity. The children were fascinated by the idea that something can be deeply meaningful without being a picture.

The children then created their own artwork inspired by this. They carefully coloured symmetrical geometric patterns, thinking about the use of repeating shapes and contrasting colours. Alongside this, they explored Arabic calligraphy, tracing and decorating words with great care and attention to detail.

It was wonderful to see the pride the children took in their work. They showed real focus and creativity, and many were able to explain the significance of their designs, linking back to what they had learned about Islamic beliefs.

In Geography this week, we have been developing our understanding of the United Kingdom and where we live in relation to it. We began by exploring what the children already knew, creating mind maps to share their prior knowledge about the UK.

From there, the children learned about the different countries that make up the United Kingdom and were able to locate them on a map. We then zoomed in further to focus on England, identifying counties and exploring where our local area fits within the wider map.

The children worked hard to locate and label counties, including Berkshire, and to identify key features such as major towns, neighbouring counties and regions. They showed great interest in finding where they live and making connections between their own experiences and the wider geographical context.

It has been lovely to see the children developing their map skills and geographical vocabulary, as well as building a stronger understanding of place and location. Their work shows increasing confidence in reading and interpreting maps, and they have taken real pride in presenting their learning clearly.

This is just the beginning and we are excited to continue our learning journey next week. There is so much more to come