Hi Seth,
I've enjoyed reading your blog. Your letter to Ella was lovely to read.
Ka pai
Sara Moppett
Deputy Principal
Seth Green
Wednesday, 19 December 2018
Monday, 17 December 2018
Literacy
Literacy
ILP Goal: Seth will make the correct sound for all of the letters of the alphabet.
Evaluation: Improver. Seth's ability to sight letters and remember their sounds is variable depending on how recently he has practiced this skill. During term 3 and 4 Seth has had a lot of time away due to illness and hasn't been well enough to participate in learning. However, Seth was tested in week 3 of term 4 and he correctly identified sounds of; b,c,f, h, j, k, l, m, o, p, q, s, t, u, w, z.
Next Step: Continue to regularly practice identifying the sounds of the letters as this does give Seth more confidence when reading to make attempt at words he doesn't know.
Written Learning Goal: Seth will learn to write a letter.
Evaluation: Learner. Seth can discuss the contents of his letter with a teacher and use clicker sentences to select the correct words already dictated into the grid by Seth. Seth knows that you begin a letter with 'Dear', and finish a letter with 'from'.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.
Oral Language Goal: Seth will learn to present a letter to an audience.
Evaluation: Learner. Seth can present his letter by recalling what he has written and making connections with the first sound of words he has written.
Reading Goal: Seth will read at Level 3.
Evaluation: Learner. Seth has begun to decode words by pointing at the first letter of unknown words and making the initial sound.
Next Steps: Seth needs to continue regular reading and practicing the skills he has to gain more confidence with his reading.
Written Learning Goal Term 3: Seth will learn to write a poem.
Evaluation: Improver. Seth can write interesting poems about subjects such as, bees, by thinking about his topic and discussing his ideas with a teacher. Seth dictates the words he wants to write, which are logged on clicker sentences on a grid so that Seth has to select the correct words to make the sentence. Seth will also copy the poem into his writing book.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.
Oral Language Goal: Seth will present his poem to an audience.
Evaluation: Learner. Seth can present the poem by recalling what he has written and making connections with the first sound of words he has written.
Next Steps: Continue to practice presenting material Seth has written to an audience of one or more.
Reading Goal: Seth will read at Level 3.
Evaluation: Learner. Seth continues to make attempts at decoding words during reading. He is more enthusiastic about his efforts and appears happier with his attempts at reading.
Next Steps: Continue with this strategy of decoding words and support Seth's enthusiasm around reading.
ILP Goal: Seth will make the correct sound for all of the letters of the alphabet.
Evaluation: Improver. Seth's ability to sight letters and remember their sounds is variable depending on how recently he has practiced this skill. During term 3 and 4 Seth has had a lot of time away due to illness and hasn't been well enough to participate in learning. However, Seth was tested in week 3 of term 4 and he correctly identified sounds of; b,c,f, h, j, k, l, m, o, p, q, s, t, u, w, z.
Next Step: Continue to regularly practice identifying the sounds of the letters as this does give Seth more confidence when reading to make attempt at words he doesn't know.
Written Learning Goal: Seth will learn to write a letter.
Evaluation: Learner. Seth can discuss the contents of his letter with a teacher and use clicker sentences to select the correct words already dictated into the grid by Seth. Seth knows that you begin a letter with 'Dear', and finish a letter with 'from'.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.
Oral Language Goal: Seth will learn to present a letter to an audience.
Evaluation: Learner. Seth can present his letter by recalling what he has written and making connections with the first sound of words he has written.
Next Steps: Seth can present information to an audience very well. To present information that he has already written, Seth will need to continue practicing his reading skills.
Evaluation: Learner. Seth has begun to decode words by pointing at the first letter of unknown words and making the initial sound.
Next Steps: Seth needs to continue regular reading and practicing the skills he has to gain more confidence with his reading.
Written Learning Goal Term 3: Seth will learn to write a poem.
Evaluation: Improver. Seth can write interesting poems about subjects such as, bees, by thinking about his topic and discussing his ideas with a teacher. Seth dictates the words he wants to write, which are logged on clicker sentences on a grid so that Seth has to select the correct words to make the sentence. Seth will also copy the poem into his writing book.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.
Oral Language Goal: Seth will present his poem to an audience.
Evaluation: Learner. Seth can present the poem by recalling what he has written and making connections with the first sound of words he has written.
Next Steps: Continue to practice presenting material Seth has written to an audience of one or more.
Reading Goal: Seth will read at Level 3.
Evaluation: Learner. Seth continues to make attempts at decoding words during reading. He is more enthusiastic about his efforts and appears happier with his attempts at reading.
Next Steps: Continue with this strategy of decoding words and support Seth's enthusiasm around reading.
Sunday, 16 December 2018
Thematic Plan Terms 3 & 4
Thematic Unit
Our Theme for terms 3 & 4 has involved the exploration of our individual emotions through the experience of emotion focused art activities, and the use of role play, to make connections with and learn to identify our emotions. Students used the Emotional Regulation System to identify how they were feeling and the coreboard to communicate if they needed help to regulate their feelings.
Students also practiced waiata, karakia and kapahaka for enjoyment and to experience and express emotion. Seth has developed and matured a great deal with his displays of emotion, learning to manage himself with much more control when he becomes upset about a situation he doesn't like.
NB Seth's lengthy absence due to his illness in term 3 meant that he missed many photo opportunities.
NB Seth's lengthy absence due to his illness in term 3 meant that he missed many photo opportunities.
Monday, 3 December 2018
Maths
Maths
Goal: Seth will learn to make a pattern.
Evaluation: Achiever. Seth understood, very quickly, how to make a pattern using 2 or more colours and shapes.
Next Steps: A next step to follow making a pattern is to observe patterns that exist in our environment and to use this information for understanding maths problems.
Goal: Seth will learn about grouping numbers.
Evaluation: Improver. Seth can instantly identify groupings to 10. He can accurately group objects in the range to 20.
Next Steps: Seth can work towards recalling groups of objects in the range to 20 and make groups of objects beyond 20.
Goal: Seth will Learn about Fractions.
Evaluation: Learner. Seth can identify halves and quarters by cutting an apple and other objects.
Next Steps: To extend his fractions further to thirds and more.
Goal: Seth will practice addition and subtraction skills.
Evaluation: Achiever. Seth can use numicon to complete addition and subtraction equations independently in the range to 30, and needs some assistance to do the same in the range to 50.
Next Steps: Continue to practice add sub skills into bigger numbers.
Goal: Seth will participate in statistical activities and language.
Evaluation: Improver. Seth has learned about collecting data, displaying the date on various types of graphs and using the correct language to describe statistical mathematics.
Next Steps: Seth will continue to learn more about maths with statistics and collating this information.
Goal: Seth will learn about Geometry and Measurement.
Evaluation: Improver. Seth has extended his knowledge of shapes and has learned more about tools used to measure, how to measure and record information.
Next Steps: Seth will extend his knowledge to use more conventional units of measurement.
Money
During Term 3 Seth continued to practice real money skills by shopping with $2 at New World to purchase something that he had chosen which he could afford to buy. Seth understood that he could only purchase items that added up to or below $2.
During term 3 and 4 Seth has continued to practice using money in our class shop lessons and from ipad money apps that Seth participated in. Seth also enjoyed being the bingo caller for money bingo, which tested knowledge of identifying coins and notes.
Seth has achieved well with the money assessment by achieving matching the money to the correct price and Seth is now working on identifying the notes and coins in a price.
Goal: Seth will learn to make a pattern.
Evaluation: Achiever. Seth understood, very quickly, how to make a pattern using 2 or more colours and shapes.
Next Steps: A next step to follow making a pattern is to observe patterns that exist in our environment and to use this information for understanding maths problems.
Goal: Seth will learn about grouping numbers.
Evaluation: Improver. Seth can instantly identify groupings to 10. He can accurately group objects in the range to 20.
Next Steps: Seth can work towards recalling groups of objects in the range to 20 and make groups of objects beyond 20.
Goal: Seth will Learn about Fractions.
Evaluation: Learner. Seth can identify halves and quarters by cutting an apple and other objects.
Next Steps: To extend his fractions further to thirds and more.
Goal: Seth will practice addition and subtraction skills.
Evaluation: Achiever. Seth can use numicon to complete addition and subtraction equations independently in the range to 30, and needs some assistance to do the same in the range to 50.
Next Steps: Continue to practice add sub skills into bigger numbers.
Goal: Seth will participate in statistical activities and language.
Evaluation: Improver. Seth has learned about collecting data, displaying the date on various types of graphs and using the correct language to describe statistical mathematics.
Next Steps: Seth will continue to learn more about maths with statistics and collating this information.
Goal: Seth will learn about Geometry and Measurement.
Evaluation: Improver. Seth has extended his knowledge of shapes and has learned more about tools used to measure, how to measure and record information.
Next Steps: Seth will extend his knowledge to use more conventional units of measurement.
Money
During Term 3 Seth continued to practice real money skills by shopping with $2 at New World to purchase something that he had chosen which he could afford to buy. Seth understood that he could only purchase items that added up to or below $2.
During term 3 and 4 Seth has continued to practice using money in our class shop lessons and from ipad money apps that Seth participated in. Seth also enjoyed being the bingo caller for money bingo, which tested knowledge of identifying coins and notes.
Seth has achieved well with the money assessment by achieving matching the money to the correct price and Seth is now working on identifying the notes and coins in a price.
EOTC Terms 3 & 4
During term 3 Seth missed a number of our shopping trips due to his illness. When he was with us he did enjoy going to the shop to buy treats of his choice and he was able to manage his $2 well.
In term 4 we went to Foster Park for a whanau day where Seth had fun playing on all the equipment with his class mates.
Physical Education-Terms 3 & 4
Term 3 PE
Soccer
This term Seth has learned soccer skills, including moving the ball with his feet, kicking off the cone and aiming the kick to score a goal. Seth enjoys involvement in all sports activities and has excellent physical co-ordination.
PMP Term 3 &4
PMP activities this half of the year have focused on movement to music and small
games which incorporate coordination, balance, body awareness, turn taking and
rhythm all while following instructions. Students then move to small group circuit
work consisting of pencil rolls to develop core strength, scooter boards for upper body
strength, obstacles for coordination and motor planning and crawling through a
tunnel aimed at improving bilateral movement, core strength and coordination.
Seth is participating in the bean bag song. He has just dropped the beanbag to land on his foot. Seth is enthusiastic about all PMP activities.
Term 4 PE
Athletics
This term Seth has practiced a variety of athletic sports including discus, shot put and running races. PE has also involved learning and practicing games including Duck Duck Goose, What's the time Mr Wolf and follow the leader.
Soccer
This term Seth has learned soccer skills, including moving the ball with his feet, kicking off the cone and aiming the kick to score a goal. Seth enjoys involvement in all sports activities and has excellent physical co-ordination.
PMP Term 3 &4
PMP activities this half of the year have focused on movement to music and small
games which incorporate coordination, balance, body awareness, turn taking and
rhythm all while following instructions. Students then move to small group circuit
work consisting of pencil rolls to develop core strength, scooter boards for upper body
strength, obstacles for coordination and motor planning and crawling through a
tunnel aimed at improving bilateral movement, core strength and coordination.
Seth is participating in the bean bag song. He has just dropped the beanbag to land on his foot. Seth is enthusiastic about all PMP activities.
Term 4 PE
Athletics
This term Seth has practiced a variety of athletic sports including discus, shot put and running races. PE has also involved learning and practicing games including Duck Duck Goose, What's the time Mr Wolf and follow the leader.
Communication
Communication:
ILP Goal: Seth will speak confidently to a group when sharing details about an activity.
Evaluation: Improver. Seth is making great strides with speaking clearly and concisely to an audience. Seth will arrive armed with news or with a photo of an experience that he will talk about. Seth is sharing more detail about his stories in an excited, interesting way.
Next Step: Seth could work on slowing down a little, and making a eye contact connection with his audience.
ILP Goal: Seth will speak confidently to a group when sharing details about an activity.
Evaluation: Improver. Seth is making great strides with speaking clearly and concisely to an audience. Seth will arrive armed with news or with a photo of an experience that he will talk about. Seth is sharing more detail about his stories in an excited, interesting way.
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| Seth told us that he had medicine and the bugs were all gone from his tummy. |
Next Step: Seth could work on slowing down a little, and making a eye contact connection with his audience.
Managing Self
Managing Self:
ILP Goal: Seth will remember his mother’s and father’s phone numbers and his street address, when asked.
Evaluation: Improver. Seth has begun to learn his mum and dad's phone numbers. This goal is one that Seth would normally achieve easily, however, Seth has been absent for a number of weeks during this ILP session and this has affected some of his goals.
Next Step: Continue learning this important information as Seth will easily achieve this when present at school.
Managing Self:
ILP Goal: Seth will identify his own feelings when experiencing a range of emotions.
Evaluation: Improver. Seth can strongly express his feelings around situations that occur in the class. If he is not happy or he is angry he will state this very clearly with words. Seth also has emergent skills around asking for help from others and being corrected by others.
Next Step: The assessment tool I used to collect data around Seths emotional regulation skills show he can be independent in a number of areas and he is growing in areas such as identifying how his behaviour affects others. Seth will continue to experience work on Emotional Regulation and develop in these areas.
ILP Goal: Seth will remember his mother’s and father’s phone numbers and his street address, when asked.
Evaluation: Improver. Seth has begun to learn his mum and dad's phone numbers. This goal is one that Seth would normally achieve easily, however, Seth has been absent for a number of weeks during this ILP session and this has affected some of his goals.
Next Step: Continue learning this important information as Seth will easily achieve this when present at school.
Managing Self:
ILP Goal: Seth will identify his own feelings when experiencing a range of emotions.
Evaluation: Improver. Seth can strongly express his feelings around situations that occur in the class. If he is not happy or he is angry he will state this very clearly with words. Seth also has emergent skills around asking for help from others and being corrected by others.
Next Step: The assessment tool I used to collect data around Seths emotional regulation skills show he can be independent in a number of areas and he is growing in areas such as identifying how his behaviour affects others. Seth will continue to experience work on Emotional Regulation and develop in these areas.
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| Seth told me he felt good coming to school after being sick. |
Thursday, 5 July 2018
Managing Self
Learning Goal: Seth can send a text message to a family member to convey a message.
Evaluation: Improver. Seth is able to text his mother an emoji message and write 'from Seth' at the end, when the phone number has already been selected into the text message.
Next Steps: Seth can continue to practice texting using Maily, however, next term Seth will learn to identify his emotions, using the Emotional Regulation Plan, and practice techniques to regulate his response in situations where he experiences different emotions.
Learning Goal: Seth can use a knife and fork to eat his food.
Evaluation: Achieved. Seth uses his knife and fork to eat his pie at school.
Evaluation: Improver. Seth is able to text his mother an emoji message and write 'from Seth' at the end, when the phone number has already been selected into the text message.
Next Steps: Seth can continue to practice texting using Maily, however, next term Seth will learn to identify his emotions, using the Emotional Regulation Plan, and practice techniques to regulate his response in situations where he experiences different emotions.
Learning Goal: Seth can use a knife and fork to eat his food.
Evaluation: Achieved. Seth uses his knife and fork to eat his pie at school.
Maths
Goal: Seth will consolidate his number knowledge by solving basic double digit (20-30) addition, subtraction and skip counting activities.
Evaluation: Improver. He is able to use numicon to solve addition and subtraction problems in the range to 30 with minimal assistance. He will correctly write the answer to the problem in his math book. Seth is also able to skip count in ten's independently to 30 and with assistance to 100.
Next Steps: Seth will be working on identifying groups of numbers and making groups of numbers to ten, and will also learn about patterns.
Goal: Seth will name number groups to 10 and make number groups to 10.
Evaluation: Achieved. Seth can instantly name a group of objects up to 10. He can also accurately make groups of objects to 10.
Next Steps: Identify groups of numbers to 20.
Goal: Seth will identify what a pattern is, and make a pattern of his own design.
Evaluation: Achieved. Seth can identify patterns in the environment and he can make his own pattern using materials.
Next Steps: Seth will learn about more complex patterns and use these understandings with his number knowledge.
Evaluation: Improver. He is able to use numicon to solve addition and subtraction problems in the range to 30 with minimal assistance. He will correctly write the answer to the problem in his math book. Seth is also able to skip count in ten's independently to 30 and with assistance to 100.
Next Steps: Seth will be working on identifying groups of numbers and making groups of numbers to ten, and will also learn about patterns.
Goal: Seth will name number groups to 10 and make number groups to 10.
Evaluation: Achieved. Seth can instantly name a group of objects up to 10. He can also accurately make groups of objects to 10.
Next Steps: Identify groups of numbers to 20.
Goal: Seth will identify what a pattern is, and make a pattern of his own design.
Evaluation: Achieved. Seth can identify patterns in the environment and he can make his own pattern using materials.
Next Steps: Seth will learn about more complex patterns and use these understandings with his number knowledge.
Thursday, 28 June 2018
Communication
Communication
ILP Goal: Seth can share news by using a photo to assist him with details about the story.
Evaluation: Achieved. Seth can use a photo about an experience he has had and discuss it with great detail. He will find appropriate words to describe what we see in the photo plus will tell me how he felt at the time.
Next Steps: Seth will continue to work on becoming more independent with his texting, by selecting the person he is calling from the address book and writing "hi" and "from Seth".
ILP Goal: Seth can share news by using a photo to assist him with details about the story.
Evaluation: Achieved. Seth can use a photo about an experience he has had and discuss it with great detail. He will find appropriate words to describe what we see in the photo plus will tell me how he felt at the time.
Next Steps: Seth will continue to work on becoming more independent with his texting, by selecting the person he is calling from the address book and writing "hi" and "from Seth".
Literacy
Literacy
ILP Goal: Seth can answer detailed questions asked from Blanks Level 3 Questions.
Evaluation: Achiever. Seth is able to answer questions and explain his answers about questions at Level 4 of Blanks Questions. This means that Seth is able to interpret meaning and make inferences about information within scenarios that he sees.
Next Steps: Seth will learn a range of phonics skills which will assist with his learning in literacy.
Written Learning Goal: Seth will learn to write a narrative using Clicker Sentences to form his stories.
Learner. Seth can listen and view a narrative, such as a fairy tale, and make alterations to the characters, theme, or details of the plot, resulting in the creation of his own narrative. Seth achieves this by discussing his ideas with the teacher, who sets up sentences on Clickers Sentences for Seth, who then selects the correct words to build his story. Seth then writes his story into his book.
Next Steps: Seth will learn the conventions around writing a letter.
Oral Language Goal: Seth will present a narrative he has written.
Independent. Seth is a very dramatic story teller and can present information about his stories and adventures with his family, in a very enthusiastic and exciting way.
Next Steps: Seth will continue to present his written work orally to the class.
Reading Goal: Seth will read at level 3.
Learner. Seth is continuing to develop reading at this level. This year during reading time Seth is being taught to slow down and look at words more carefully, identifying the letters that begin the word and what sounds they make, so that he can make more accurate attempts to read words he does not recognise. Seth is beginning to be more accurate with reading words by taking more time to decode.
Next Steps: Seth will continue to work on slowing down and taking time to look carefully at the words.
ILP Goal: Seth can answer detailed questions asked from Blanks Level 3 Questions.
Evaluation: Achiever. Seth is able to answer questions and explain his answers about questions at Level 4 of Blanks Questions. This means that Seth is able to interpret meaning and make inferences about information within scenarios that he sees.
Next Steps: Seth will learn a range of phonics skills which will assist with his learning in literacy.
Written Learning Goal: Seth will learn to write a narrative using Clicker Sentences to form his stories.
Learner. Seth can listen and view a narrative, such as a fairy tale, and make alterations to the characters, theme, or details of the plot, resulting in the creation of his own narrative. Seth achieves this by discussing his ideas with the teacher, who sets up sentences on Clickers Sentences for Seth, who then selects the correct words to build his story. Seth then writes his story into his book.
Next Steps: Seth will learn the conventions around writing a letter.
Oral Language Goal: Seth will present a narrative he has written.
Independent. Seth is a very dramatic story teller and can present information about his stories and adventures with his family, in a very enthusiastic and exciting way.
Next Steps: Seth will continue to present his written work orally to the class.
Learner. Seth is continuing to develop reading at this level. This year during reading time Seth is being taught to slow down and look at words more carefully, identifying the letters that begin the word and what sounds they make, so that he can make more accurate attempts to read words he does not recognise. Seth is beginning to be more accurate with reading words by taking more time to decode.
Next Steps: Seth will continue to work on slowing down and taking time to look carefully at the words.
Monday, 25 June 2018
Friday, 22 June 2018
Strand Maths
Time Goal: Seth will learn o'clock times, followed by half past, quarter past and quarter to.
Evaluation: Independent. Seth can tell you o'clock and half past times and he can draw and name times on a blank clock.
Next Steps: Seth will begin to explore quarter to and quarter past times.
Money Goal: Seth will match prices to notes and coins.
Evaluation: Achiever. Seth can read a price and find the correct notes and coins to match that price.
Next Steps: Seth will learn to identify the dollars and cents in the price.
Evaluation: Independent. Seth can tell you o'clock and half past times and he can draw and name times on a blank clock.
Next Steps: Seth will begin to explore quarter to and quarter past times.
Money Goal: Seth will match prices to notes and coins.
Evaluation: Achiever. Seth can read a price and find the correct notes and coins to match that price.
Next Steps: Seth will learn to identify the dollars and cents in the price.
Physical Education - Term 2 2018
JOLT Term 2 2018
Term 1. Seth will participate in a range of sports that were played at the Commonwealth Games.
Seth enjoyed learning sports that were played at the Commonwealth Games. Seth participated in team games, such as t-ball, where he learned how to play by the rules independently and to bat and field independently. Seth also played dodgeball, where he was required to use good movement and perceptual skills. Duck duck goose was also a game that required listening and movement with a set of rules, which Seth played well and enjoyed.
Term 2. Seth will participate in floor gymnastic activities.
Along with the theme of Commonwealth Games, Seth participated in floor gymnastics where he developed the sequence of movements, including a pike roll, forward roll, leap and teddy bear roll. Seth learned these skills individually then put them together as a sequence to present.
Cross Country:
Seth participated in both the West Rolleston Cross Country and the Selwyn Zones Cross Country where Seth ran extremely well gaining a first in the year 5 Boys section. Seth was then selected from this competition to represent Waitaha School at the Canterbury Primary Cross Country.
Term 1. Seth will participate in a range of sports that were played at the Commonwealth Games.
Seth enjoyed learning sports that were played at the Commonwealth Games. Seth participated in team games, such as t-ball, where he learned how to play by the rules independently and to bat and field independently. Seth also played dodgeball, where he was required to use good movement and perceptual skills. Duck duck goose was also a game that required listening and movement with a set of rules, which Seth played well and enjoyed.
Term 2. Seth will participate in floor gymnastic activities.
Along with the theme of Commonwealth Games, Seth participated in floor gymnastics where he developed the sequence of movements, including a pike roll, forward roll, leap and teddy bear roll. Seth learned these skills individually then put them together as a sequence to present.
Cross Country:
Seth participated in both the West Rolleston Cross Country and the Selwyn Zones Cross Country where Seth ran extremely well gaining a first in the year 5 Boys section. Seth was then selected from this competition to represent Waitaha School at the Canterbury Primary Cross Country.
Saturday, 9 June 2018
Monday, 12 March 2018
EOTC
Term 1. Seth, during our outing to Foster Park where we played and picnicked alongside our West Rolleston friends and families.
Term 2:
As part of our money skills plan, this term our students have traveled to New World Supermarket with 2 dollars to spend. Seth was required to find something he liked to purchase which cost 2 dollars or less. This process involved looking after his money, finding an item within the price range and making the purchase at the checkout. Seth is now an experienced shopper.
Theme
During term one Seth had the opportunity to learn through symbolic play. This is Seth getting some sleep in the tent while he was camping. He also cooked up some camp food including eggs, sausages and hash browns. This experience enables students the opportunity to learn and use vocabulary for everyday situations.
Seth also experienced the Vet corner, where he played at being the vet and looking after the sick animals. He enjoyed seeing the animals that visited TPH during our Pet Day.
cSeth is cooking on the BBQ which is set up outside a supermarket to catch the passing shoppers. Seth is on the radio calling back to base for more backup for the fire.
Term 2 Royalty:
Students have participated in activities to learn about British Royal customs and history. Seth has had the opportunity to create and eat some of the Queen's favourite dishes. He dressed up as a prince, on our Royal Wedding Day, and celebrated with our shared lunch.
Seth has made Coronation Chicken, Cucumber and radish sandwiches, Victoria Sponge.
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