Welcome to

Year One

This Week's News

Reception Weekly News

September 30, 2024

Reception Weekly News 13.9.24

Reception Weekly News 20.9.24

Reception News 5.9.24

MEET THE TEAM

Gerard Turner (Mr)

Year One Phase Leader and Teacher & Phonics Subject Leader

Rose Salvage (Ms)

Year One Teacher

About

This is a transition year as pupils move from continuous provision to more formal learning. They start the year with a few formal carpet sessions for maths, phonics and maths and then a variety of guided and free activities.  As the year progresses we slowly move to more formal lessons with pupils increasing the amount of time there are focused on one activity. At the end of year one all pupils take part in the statutory phonics screener. Pupils have a morning and afternoon break and a dedicated outside space.

THIS TERM WE

ARE LEARNING

English

Key Texts: Hoot Owl & The Storm Whale

Class Reads: The Owl Who was Afraid of the Dark & The Snail and the Whale

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Key Texts: And Tango Makes Three & Bedtime for Monsters

Class Reads: Einstein the Penguin & Rabbit's Bad Habits

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Key Texts: Pattan's Pumpkin & A Midsumer Night's Dream

Class Reads: The Enorous Turnip

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Maths

Number and Place Value: 

•Count forwards and backwards within 10/ 

•To read and write  numbers to 10 in numerals and words.

•To compare numbers using the terms '1 more' or '1 less'.

Addition and Subtraction:

•To add  and subtract facts within 10.

•To add by counting on.

•To be able to subtract using number bonds and counting back. 

•To make addition and subtraction sentences or stories. 

Position and Direction:

•Learn positional language (ordinal numbers) for up to 10 positions.

•To name positions including left and right.

Number and Place Value: 

•Count forwards and backwards within 20.

•To recognise, read and write numbers up to 20 in words and numerals.

•To compare numbers with 20 using ‘greater than’ or ‘less than’

•To arrange numbers up to 20 in ascending and descending order.

Addition and Subtraction:  

•To add to numbers  using the make 10 strategy. 

•To add by separating the ones and ten. 

•To subtract by counting back from the largest number.  

•To gain an understanding of inverse.

•To solve problems in the context of addition and subtraction and find the corresponding number families.

Addition and Subtraction:

•To subtract from 10

•To go through number facts derived from addition and subtraction sentences.

Properties of Shapes 

•Recognise common 2D and 3D shapes. 

•To be able to group shapes using different criteria. 

•To make patterns using common 2-Dshapes.

Measurement:

•To compare height and length by using key terminology.

•To be able to measure objects using other items, such as pencils or books. 

•To introduce the concept of using rulers for measuring.

Number and Place Value:

•To use the make 10 strategy to count numbers above 10

•To write numbers to 40

•To understand that digits represent tens and ones.

•To compare two or three numbers and determine which number is bigger/smaller

Word Problems:

•To decide whether addition or subtraction is the most appropriate operation

•To apply addition and subtraction to multi-step word problems

•To use and apply concepts of how many more and how many fewer/less. 

Multiplication:

•Count forwards and backwards in multiples of 2, 5 and 10.

•To understand we can count groups of the same quantity more efficiently.

•To organise objects into equal rows in order to begin counting equal numbers efficiently.

•To understand that doubling is the same as saying two groups of the same amount.

Multiplication:

•To solve word problems using equal groupings as the basis for multiplication.

Division:

•To divide even numbers into equal groups using concrete materials.

Fractions:

•To split an object (shape) into two and four equal parts.

•To share and group objects into halves and quarters.

Number and Place Value:

• To count in sequences of 10in order to 100.

•To understand the value of the tens and ones digits in a number.

•To see patterns of numbers when increasing or decreasing by 1, 2 or 5; 

Time:

•To develop familiarity with the analogue clock. 

•To tell time to the half hour using the term 'half past'.

•To sequence events in order of time; 'next', 'before' and 'after'

•To estimate an amount of time using seconds, minutes and hours.

•To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.

•To order the days of week and months of the year. 

Money:

•To recognise coins and noted and determine their value using size, colour, markings and shape.

Volume and Capacity:

•To compare volume and capacity using 'more than' and 'less than', 'full' and 'empty'.

•To find the volume and capacity of a container using non-standard units.

•To describe volume using the terms 'half' and 'quarter'.

Mass:

•To compare the mass of objects using  'heavy' and 'light'. 

•To find the mass of an object using non-standard units

Position and Direction:

•To describe the position and  movement of objects in relation to one another using varied vocabulary.

Music

· Explore the different sounds the body and voice can make

· Learn 5 new songs

· Tap pulse and rhythm of known songs using hands and then sticks, note difference between pulse and rhythm

· Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

· Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

· Recognise wooden, metal, shaking, skinned and tuned instruments from sound alone

· Explore the different sounds wooden, metal, shaking, skinned and tuned instruments can make and make up sound effects for a story such as 'Peace at Last' by Jill Murphy

·Listen for longer periods to live or recorded music. Listen for the sound of different instruments and move appropriately to loud/soft and fast/slow parts.

·  Explore long and short sounds vocally

·  Learn 5 new songs

·  Tap pulse and rhythm of known songs using hands and sticks, repeat the rhythms of some lines and use as an ostinato

·  Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

·  Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

·  Play wooden, metal, shaking, skinned and tuned instruments and recognise which make short and long sounds and which can make either.  Make up sequences of long and short sounds in pairs. (Teacher provides the plan)

·  Listen for longer periods to live or recorded music. Note parts of the music which have long and short sounds. Move appropriately with long flowing movements or short sharp movements

 

·  Walk the pulse at different speeds

·  Learn 5 new songs or chants

·  Continue to learn about high/low, soft/loud, fast/slow by changing the way songs and instruments are performed

·  Move arm to show high/low/medium-high/medium-low pitches. (use C, E, G, & high C from tuned instrument) or sing these notes.

·  Play rhythm copy cats tapping or using instruments -.Use 4 and 8 beat rhythms. (Teacher does it first - children copy)

·  Play 'Pass the tambourine' Teacher has one tambourine and another is passed round the circle. Teacher chooses number of passes and children count steadily as the tambourine is passed round the circle. When the number is up the teacher taps a short rhythm and the child with the instrument copies it.

·  Tap pulse and rhythm of known songs using hands and sticks, repeat the rhythms of some lines and use as an ostinato - tap the rhythm of the song in 2 parts, group 1 - lines 1&3, group 2 - lines2&4, change speed

· Listen and move to recorded music noting its pulse and rhythm.

Art & Design

Mark Making:

    In this  unit children develop the following Artistic techniques:  

• Why looking skills are important

•Looking through talking

• Making different types of line in pencil

•Experimenting with line in mixed media

•Making different lines with fine, medium and broad  line pens

•Drawing different textures

•Making pattern with line and colour

Structures: 

 • Learning the importance of a clear design criteria.

• Including individual preferences and requirements in a design.

• Making stable structures from card, tape and glue .

• Learning how to turn 2D nets into 3D structures.

• Following instructions to cut and assemble the supporting structure of a windmill.

• Making functioning turbines and axles which are assembled into a main supporting structure.

• Evaluating a windmill according to the design criteria, testing whether the structure is strong and stable and altering it if it isn’t.

• Suggest points for improvements.

Painting:

•Recording from observation, working from natural seaside objects.

•Simplifying what they see when they look at an object and carry that vision forward into their drawing.

•Observing where shadows lie.

•Drawing by touch: making drawings of what a natural object feels like.

•Exploring the potential of making small, deliberate marks and patterns.

Textiles: 

• Using a template to create a design for a puppet.

• Cutting fabric neatly with scissors.

• Using joining methods to decorate a puppet.

• Sequencing steps for construction.

• Reflecting on a finished product, explaining likes and dislikes.

Seaside Sculptures:

In this unit children develop the following artistic techniques:

 

  • I understand the difference between two-dimensional and three-dimensional artworks.
  • I can practise making patterns and shapes in preparation for my final design 
  • I understand how to draw and paint onto foam board

Cooking and Nutrition: 

• Designing smoothie carton packaging by-hand or on ICT software.

• Chopping fruit and vegetables safely to make a smoothie.

• Tasting and evaluating different food combinations.

• Describing appearance, smell and taste.

• Suggesting information to be included on packaging.

PSHE / Wellbeing

Being  Me In My World:

•Feeling special and safe

•Being part of a class

•Rights and responsibilities

•Rewards and feeling proud

•Consequences

•Owning the Learning Charter

Celebrating Difference:

•Similarities and differences

•Understanding bullying and knowing how to deal with it

•Making new friends Celebrating the differences in everyone

Dreams & Goals: 

•Setting goals Identifying successes  and achievements

•Learning styles Working well and celebrating achievement  with a partner  

•Tackling new challenges Identifying  and overcoming obstacles

•Feelings of success

Healthy Me:

•Keeping myself healthy  

•Healthier lifestyle choices  

•Keeping clean Being safe Medicine  safety/safety with household items  

•Road safety Linking health and happiness

Relationships:

•Belonging to a family Making  friends/being a good friend  

•Physical contact preferences

•People who help us Qualities as a  friend and person  

•Self-acknowledgement Being a good  friend to myself  

•Celebrating special relationships

Changing Me:

•Life cycles – animal and human  

•Changes in me Changes since being a  baby  

•Differences between female and male  bodies (correct terminology)

•Linking growing and learning

•Coping with change

•Transition

RE

Introduction to Islam:

What does it mean to be a Muslim?

-Learningthe vocabulary of Allah, Muslim, mosque, Islam

-Lookingat halal food, Ramadan and Eid festival

What does God look like in Islam?

-Looking at Muslim ideas on Creation and stewardship

-InvestigatingIslamic ideas about Allah through art

-Learningabout Islamic prayer

Introduction to Christianity:

What does it mean to be a Christian?

-Learning what it means to believe in God

-Looking at Christian prayer, church worship and baptism

-Talkingabout what God looks like in Christianity

Who was Jesus and why is he soimportant to Christians?

-Introducing Jesus as the Son of God

-Looking at miracles, parables and the story of Christmas through Bible stories

-Learning about the importance of symbols in Christianity

Islam: Practices

What is the Hajj?

-Learning about the idea of pilgrimage and the Hajj pilgrimage for Muslims

-Lookingat the different areas and activities that take place during the Hajj

What happens inside a mosque?

-Learning about what a mosque is and what happens in one

-Looking at wudu and salat

-Using Google Street View to tour famous mosques

Science

Animals,  including Humans:

•Identify,  name, draw and label the basic parts of the human body and say which part of  the body is associated with each sense.

•Identify  and name a variety of common animals including fish, amphibians, reptiles, birds  and mammals . 

•Identify  and name a variety of common animals that are carnivores, herbivores and  omnivores.

•Describe  and compare the structure of a variety of common animals (fish,  amphibians, reptiles, birds and mammals, including pets).

 

Topic: Everyday Materials:

•Distinguish between am object and the material it is made from.

•Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock.

• Describe  the simple physical properties of a variety of everyday material materials.  

•Identify and classify

•Gather and record data to help in answering questions

Topic: Seasonal Changes:

• Know  when each of the four seasons occurs  

•Observe  changes across the four seasons

•Knows  what the features of autumn are and what happens to trees in this season  

•To  Know that days are longer in summer (sunshine hours) than in winter  

Topic: Plants:

• Use of materials and plants  

• Observe and describe how seeds grow into mature plants.  

•Knows and can identify and describe the basic structure of a variety of common flowering plants, including trees.

Animals,  including Humans:

•Identify,  name, draw and label the basic parts of the human body and say which part of  the body is associated with each sense.

•Identify  and name a variety of common animals including fish, amphibians, reptiles, birds  and mammals . 

•Identify  and name a variety of common animals that are carnivores, herbivores and  omnivores.

•Describe  and compare the structure of a variety of common animals (fish,  amphibians, reptiles, birds and mammals, including pets).

Topic: Seasonal Changes:

• Know  when each of the four seasons occurs  

•Observe  changes across the four seasons

•Knows  what the features of autumn are and what happens to trees in this season  

•To  Know that days are longer in summer (sunshine hours) than in winter

Geography / History

Geography - Our Local Area:

 

Locational knowledge

•Children will  use google maps to understand how the local area fits into London, the UK, Europe  and the world

 

Place knowledge

•Children will  learn major landmarks of London

•Children will  learn about the importance of the River Thames

•Children will  compare and contrast our local area with a UK seaside location

 

Human geography

•Children will  learn the vocabulary associated with key human features, including: city,  town, village, house, office, museum and shop

 

Geographical skills

•Children will  label maps of the classroom and school environment, including adding keys

•Children will  draw routes from school to the park on existing maps

•Children will  use the four compass points to give each other directions

•Children will  use positional and locational language

 

British History- Gunpowder, Fleabites & Flame:

This unit covers four key events between 1605 and 1666. They are:

• The Gunpowder Plot 1605

• The Civil War which began in 1641

•The Great Plague of London 1665

• The Great Fire of London 1666

Geography - Shanghai:

Locational knowledge. Children will learn to:

•Name and locate the world’s seven continents and five oceans

•Name, locate and identify characteristics of the four countries and capital and major cities of the United Kingdom, including the importance of rivers to the growth of cities

•Name the UK’s and its surrounding seas

 

Place knowledge. Children will learn to:

•Understand geographical similarities and differences through studying the human and physical geography of the four countries of the UK

Human and physical geography. Children will learn to:

•Identify key physical features of each of the countries of the UK

•Compare land usage in rural and urban areas.

 

Geographical skills. Children will learn to:

• Use world maps, atlases and globes to identify the United Kingdom and its countries

•Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

•Use Google Earth to recognise basic human and physical features

•Use simple fieldwork and observational skills to study the geography of the surrounding environment, through conducting surveys of land use and wildlife.

World History- Space Exploration:

This unit covers events in humankinds exploration of space. They are:

•First  voyage into space (uncrewed & no sentient life).  

•First  voyage into space (Laika).

•First  Crewed voyage into space.  

•First  land rover exploration of Mars.

•Developments  of space travel (move towards space tourism).

 

Geography- Seaside:

•I can define a coast

•I can define a beach

•I can identify the coastline on a map

•I know what a physical feature is

•I know what a human feature is

•I can identify the wildlife found in a rockpool

•I knowhow to look after the seaside environment

•I can compare beaches in the UK to beaches around the world

•I can use grid references

History- Significant Individuals (Walter Tull & Marcus Rashford): 

• Who was Walter Tull and why is he famous?

• What were the key events in Walter Tull’s life that made him famous?

• Who is Marcus Rashford and why is he famous?

• How has the life of a footballer changed over time?

• Which Lyndhurst value would you award Walter Tull and Marcus Rashford?

Computing

Technology Around Us:

•Explain  what technology is and give examples. 

•Identify  a computer and its’ main parts. 

•Use  a mouse in different way.  

•Use  a keyboard to edit text.  

•Create  rules for using technology responsibly 

Digital Painting:

•Describe  what different freehand tools do. 

•Use  the shape tool and the line tools. 

•Select  appropriate colours, brush sizes, and brush tools to independently create  their own image in the style of an artist. 

Online Safety:

•Identify rules that help keep us safe and healthy in and beyond the home.

•Know that the work I create belongs to 

•Name my work so that others know it belongs to me

•Describehow to behave online in ways that do not upset others and can give examples

Programming:

•Identify what each floor robot commanddoes and predict the outcome of programs. 

•Give and follow instructions, i.e. Combine forwards and backwards commands to make a sequence. 

•Plan and simple program.  Findmore than one solution to a problem

Data and Information:

•Begin to use labels to put objects intogroups, and labelling these groups. 

•Count a small number of objects, beforeand after the objects are grouped 

Sortobjects into different groups, based on the properties they choose.

Creating Media:

•Use a computer to write (word processor, identifying different keys and typing). 

•Identify that the look of text can be changed on a computer. 

1.Begin to understand when it is best to change the look of their text and which tool will achieve the most appropriate outcome. 

Programming: 

•Find and use the commands to move asprite. 

•Show that a series of commands can bejoined together. 

•Identify the effect of changing a valueon a command block.  

•Explain that each sprite (character) hasits own instructions. 

Designthe parts of a project and use an algorithm to create a program.

P.E.

Attach, Defend & Shoot:

•Sending to targets.

•Catching to intercepting.

•Rolling.

•Attacking and defending. 

•Attacking and defending with a partner. 

•Competing in a game.

Send & Return:

•Slide and receive a ball/ beanbag

•Hit the ball with hand in a variety of ways

•Move position to get in line with the ball and return it

•Work with a partner to receive and return balls to score points against opposition

•Play in a rally with a partner

•Hit the ball over a bench with hand

Gymnastics:

•Refining shapes and jumps to improve co-ordination.

•To be able to carry equipment safely.

•To change and create new shapes. 

•Take-off and landing. 

•To perform basic skills in travelling. 

•Link movements together.

Dance: 

•Master basic movements. 

•To perform basic shapes and adapt with a partner. 

•To perform using a simple compositional idea.

•To create a short dance based on a visual stimulus. 

•To show basic skills in a clearly defined sequence. 

•Link repetitive movements in a sequence. 

Run, Throw & Jump:

•Start and stop at speed

•Arm movement in running – use hips to lips movement when running quickly

•Jumping – taking off on two feet

•Using the leading arm to direct a throw

•Refine basic agility, balance and coordination skills

•Recall and use running, throwing and jumping techniques to compete

MFL

One Third Stories:

A series of storybooks which introduce French words.

One Third Stories:

A series of storybooks which introduce French words.

One Third Stories:

A series of storybooks which introduce French words.

Personal, Social & Emotional Development

English

Key Texts: Pattan's Pumpkin & A Midsumer Night's Dream

Class Reads: The Enorous Turnip

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Maths

Addition and Subtraction:

•To subtract from 10

•To go through number facts derived from addition and subtraction sentences.

Properties of Shapes 

•Recognise common 2D and 3D shapes. 

•To be able to group shapes using different criteria. 

•To make patterns using common 2-Dshapes.

Measurement:

•To compare height and length by using key terminology.

•To be able to measure objects using other items, such as pencils or books. 

•To introduce the concept of using rulers for measuring.

Number and Place Value:

•To use the make 10 strategy to count numbers above 10

•To write numbers to 40

•To understand that digits represent tens and ones.

•To compare two or three numbers and determine which number is bigger/smaller

Word Problems:

•To decide whether addition or subtraction is the most appropriate operation

•To apply addition and subtraction to multi-step word problems

•To use and apply concepts of how many more and how many fewer/less. 

Multiplication:

•Count forwards and backwards in multiples of 2, 5 and 10.

•To understand we can count groups of the same quantity more efficiently.

•To organise objects into equal rows in order to begin counting equal numbers efficiently.

•To understand that doubling is the same as saying two groups of the same amount.

Multiplication:

•To solve word problems using equal groupings as the basis for multiplication.

Division:

•To divide even numbers into equal groups using concrete materials.

Fractions:

•To split an object (shape) into two and four equal parts.

•To share and group objects into halves and quarters.

Number and Place Value:

• To count in sequences of 10in order to 100.

•To understand the value of the tens and ones digits in a number.

•To see patterns of numbers when increasing or decreasing by 1, 2 or 5; 

Time:

•To develop familiarity with the analogue clock. 

•To tell time to the half hour using the term 'half past'.

•To sequence events in order of time; 'next', 'before' and 'after'

•To estimate an amount of time using seconds, minutes and hours.

•To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.

•To order the days of week and months of the year. 

Money:

•To recognise coins and noted and determine their value using size, colour, markings and shape.

Volume and Capacity:

•To compare volume and capacity using 'more than' and 'less than', 'full' and 'empty'.

•To find the volume and capacity of a container using non-standard units.

•To describe volume using the terms 'half' and 'quarter'.

Mass:

•To compare the mass of objects using  'heavy' and 'light'. 

•To find the mass of an object using non-standard units

Position and Direction:

•To describe the position and  movement of objects in relation to one another using varied vocabulary.

Understanding the World

Expressive Art and Design

Physical Development

Personal, Social & Emotional Development

English

Key Texts: Pattan's Pumpkin & A Midsumer Night's Dream

Class Reads: The Enorous Turnip

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

·  Inform (recount, instructions, facts)

·  Entertain (story, poetry, performance)

·  Persuade (letters, posters)

·  Discuss (newspapers, book reviews, debates)

Maths

Addition and Subtraction:

•To subtract from 10

•To go through number facts derived from addition and subtraction sentences.

Properties of Shapes 

•Recognise common 2D and 3D shapes. 

•To be able to group shapes using different criteria. 

•To make patterns using common 2-Dshapes.

Measurement:

•To compare height and length by using key terminology.

•To be able to measure objects using other items, such as pencils or books. 

•To introduce the concept of using rulers for measuring.

Number and Place Value:

•To use the make 10 strategy to count numbers above 10

•To write numbers to 40

•To understand that digits represent tens and ones.

•To compare two or three numbers and determine which number is bigger/smaller

Word Problems:

•To decide whether addition or subtraction is the most appropriate operation

•To apply addition and subtraction to multi-step word problems

•To use and apply concepts of how many more and how many fewer/less. 

Multiplication:

•Count forwards and backwards in multiples of 2, 5 and 10.

•To understand we can count groups of the same quantity more efficiently.

•To organise objects into equal rows in order to begin counting equal numbers efficiently.

•To understand that doubling is the same as saying two groups of the same amount.

Multiplication:

•To solve word problems using equal groupings as the basis for multiplication.

Division:

•To divide even numbers into equal groups using concrete materials.

Fractions:

•To split an object (shape) into two and four equal parts.

•To share and group objects into halves and quarters.

Number and Place Value:

• To count in sequences of 10in order to 100.

•To understand the value of the tens and ones digits in a number.

•To see patterns of numbers when increasing or decreasing by 1, 2 or 5; 

Time:

•To develop familiarity with the analogue clock. 

•To tell time to the half hour using the term 'half past'.

•To sequence events in order of time; 'next', 'before' and 'after'

•To estimate an amount of time using seconds, minutes and hours.

•To use the terms 'quicker', 'slower’, 'earlier’ and 'later' when comparing time.

•To order the days of week and months of the year. 

Money:

•To recognise coins and noted and determine their value using size, colour, markings and shape.

Volume and Capacity:

•To compare volume and capacity using 'more than' and 'less than', 'full' and 'empty'.

•To find the volume and capacity of a container using non-standard units.

•To describe volume using the terms 'half' and 'quarter'.

Mass:

•To compare the mass of objects using  'heavy' and 'light'. 

•To find the mass of an object using non-standard units

Position and Direction:

•To describe the position and  movement of objects in relation to one another using varied vocabulary.

Understanding the World

Expressive Art and Design

Physical Development

REMINDERS

•PE kits (green t-shirt and sweatshirt and black shorts or tracksuit bottoms or leggings and appropriate sports shoes)  should be worn to school on PE Days

•PE kits should be worn on all school trips

•Water bottles (labelled) in school for the week

•School Planner in school each day

•Punctuality and Attendance vital

•Appropriate Dress – details in Parent Guide (trainers for sports)

•Contacting us – details in Parent Guide

Key Dates:

•​Waikato trip to Dulwich Picture Gallery​ - 7th March

•Mekong trip to Dulwich Picture Gallery ​- 14th March

•Horniman Museum​ - 23rd April