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ARCHIVED - 3E 2017-18

This week's Role Model has been an absolute superstar EVERY week; she is helpful, hardworking, kind and polite - what more could you ask for? Our Merit winners have shone in their English and Maths work this week. One has mastered equivalent fractions; he can also order, compare, add and subtract them while the other has stunned me with her rhetoric in our persuasive writing - she is also a master of hyperbole. A huge well done to these 3 musketeers!

This week's Role Model has been an absolute superstar EVERY week; she is helpful, hardworking, kind and polite - what more could you ask for? Our Merit winners have shone in their English and Maths work this week. One has mastered equivalent fractions; he can also order, compare, add and subtract them while the other has stunned me with her rhetoric in our persuasive writing - she is also a master of hyperbole. A huge well done to these 3 musketeers!  1

We had a special visitor for Show and Tell this afternoon...

We had a special visitor for Show and Tell this afternoon... 1

We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.

We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  1
We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  2
We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  3
We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  4
We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  5
We have been learning about persuasive writing this week in English. The children have looked at the different features that advertisers use to lure you in and how they persuade you to buy their products. They then used this information to write a script for a toy of their choice and create a campaign poster with a buzzy catchphrase. Here they are busy on their posters.  6

The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious!

The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 1
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 2
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 3
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 4
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 5
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 6
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 7
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 8
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 9
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 10
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 11
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 12
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 13
The children had a fun time at the Y6 Enterprise Challenge Fair - it was incredibly fast and furious! 14

An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.

An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  1
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  2
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  3
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  4
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  5
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  6
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  7
An investigation looking at transparency, translucency and opacity. The children had to test a range of different materials to find a suitable one to create a blackout blind for a baby's bedroom.  8

Double Role Model and Merit winners this week - well done for all your hard work at this late stage in the year!

Double Role Model and Merit winners this week - well done for all your hard work at this late stage in the year! 1

Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part!

Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 1
Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 2
Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 3
Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 4
Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 5
Some members of the LJ Choir in their performance of Oliver: they were all amazing and totally unaffected by nerves. Well done to everyone who took part! 6

The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun!

The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 1
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 2
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 3
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 4
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 5
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 6
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 7
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 8
The children became detectives in order to solve a murder. They had to use their reasoning and problem solving skills to crack the clues and then solve the investigation by a process of elimination. Learning, working together and having lots of fun! 9

In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.

In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    1
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    2
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    3
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    4
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    5
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    6
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    7
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    8
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    9
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    10
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    11
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    12
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    13
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    14
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    15
In Science, the children learnt about sun safety in our ongoing topic on Light. They learnt about the visible spectrum of light which we can see and the harmful UV light which we can't see. They then had to design a pair of sunglasses which would protect their eyes from the UV light effectively while looking stylish, as they had to then create a poster to promote the benefits of wearing / buying their sunglasses.    16

Our Role Model has really knuckled down and is now working with enthusiasm and is completing the tasks set - keep it up! One of our Merit Winners has written the most amazing piece of performance poetry and rehearsed it with pride - we can't wait to watch her! The other Merit Winner has the most fantastic attitude to work. He has turned into a machine when it comes to his work - it is simply remarkable and wonderful to see: well done!

Our Role Model has really knuckled down and is now working with enthusiasm and is completing the tasks set - keep it up! One of our Merit Winners has written the most amazing piece of performance poetry and rehearsed it with pride - we can't wait to watch her! The other Merit Winner has the most fantastic attitude to work. He has turned into a machine when it comes to his work - it is simply remarkable and wonderful to see: well done! 1

Our Roman Guard had to test the effectiveness of the children's scutum defence- he was very thorough!

Still image for this video

Writing their poems (and practising them) in our performance poetry unit. They have a Roman theme.

Writing their poems (and practising them) in our performance poetry unit. They have a Roman theme.  1
Writing their poems (and practising them) in our performance poetry unit. They have a Roman theme.  2
Writing their poems (and practising them) in our performance poetry unit. They have a Roman theme.  3

Rehearsing for their performance poetry.

Still image for this video

Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.

Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  1
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  2
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  3
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  4
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  5
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  6
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  7
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  8
Practising the formal written methods for multiplication and division in a fun way! The children did a carousel of activities in order to generate different numbers.  9

This week's Role Model has proved that you can create works of perfection despite finding it difficult and our Merit winners have quite literally bounced back into school after half term with the most positive 'can-do' attitudes - not easy at this late stage in the year. Well done to these 3 Musketeers!

This week's Role Model has proved that you can create works of perfection despite finding it difficult and our Merit winners have quite literally bounced back into school after half term with the most positive 'can-do' attitudes - not easy at this late stage in the year. Well done to these 3 Musketeers! 1

We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods.

We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 1
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 2
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 3
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 4
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 5
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 6
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 7
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 8
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 9
We were looking at the different elements of religion for Romans: ritual, prayer, sacrifice, worship, omens and superstition. They then discussed, drew and wrote about a selection of the most popular Roman Gods. 10

The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).:

The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 1
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 2
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 3
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 4
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 5
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 6
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 7
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 8
The children completed a mind map showing what they already know about 'Light' in our new Science topic. They then wrote some questions that they'd like to find out over the next few weeks. Finally, we talked about the importance of light and how darkness is the absence of light - the children were given feely bags to identify objects. It was more difficult to work the objects out without being able to see them (through the benefit of light).: 9

A Role Model who is maturing before our very eyes into a lovely young man and 2 whizz-kid mathematicians as our Merit winners. Well done to each of you.

A Role Model who is maturing before our very eyes into a lovely young man and 2 whizz-kid mathematicians as our Merit winners. Well done to each of you.  1

Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.

Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  1
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  2
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  3
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  4
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  5
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  6
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  7
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  8
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  9
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  10
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  11
Measuring capacity in maths - the children first had to work out the scale on each jug and then fill them to a given capacity.  12

Our amazing assembly. The children performed brilliantly, remembering all of their lines with aplomb! #proudteacher!

Our first Klee inspired watercolour paintings are finished!

Our first Klee inspired watercolour paintings are finished! 1

To round off our brilliant Geography Day Year 3 enjoyed a very welcome ice lolly and Boogie Friday outside.

To round off our brilliant Geography Day Year 3 enjoyed a very welcome ice lolly and Boogie Friday outside. 1
To round off our brilliant Geography Day Year 3 enjoyed a very welcome ice lolly and Boogie Friday outside. 2

Wednesday 16th May - Our Year 3 choir members had the amazing privilege of visiting Media City with Mr. Cunliffe this morning to watch and hear the BBC Philharmonic perform live! The 'Three Pieces for Orchestra' concert was presented by Radio 3's Tom Redmond and included orchestral pieces, such as; Nimrod by Elgar, March of the Valkyries by Wagner and Waltz of the Flowers by Tchaikovsky. We absolutely loved it! There are some videos on the 3C blog, if you'd like a sneak-peak at what we saw!

Wednesday 16th May - Our Year 3 choir members had the amazing privilege of visiting Media City with Mr. Cunliffe this morning to watch and hear the BBC Philharmonic perform live! The 'Three Pieces for Orchestra' concert was presented by Radio 3's Tom Redmond and included orchestral pieces, such as; Nimrod by Elgar, March of the Valkyries by Wagner and Waltz of the Flowers by Tchaikovsky. We absolutely loved it! There are some videos on the 3C blog, if you'd like a sneak-peak at what we saw!  1
Wednesday 16th May - Our Year 3 choir members had the amazing privilege of visiting Media City with Mr. Cunliffe this morning to watch and hear the BBC Philharmonic perform live! The 'Three Pieces for Orchestra' concert was presented by Radio 3's Tom Redmond and included orchestral pieces, such as; Nimrod by Elgar, March of the Valkyries by Wagner and Waltz of the Flowers by Tchaikovsky. We absolutely loved it! There are some videos on the 3C blog, if you'd like a sneak-peak at what we saw!  2
Wednesday 16th May - Our Year 3 choir members had the amazing privilege of visiting Media City with Mr. Cunliffe this morning to watch and hear the BBC Philharmonic perform live! The 'Three Pieces for Orchestra' concert was presented by Radio 3's Tom Redmond and included orchestral pieces, such as; Nimrod by Elgar, March of the Valkyries by Wagner and Waltz of the Flowers by Tchaikovsky. We absolutely loved it! There are some videos on the 3C blog, if you'd like a sneak-peak at what we saw!  3
Wednesday 16th May - Our Year 3 choir members had the amazing privilege of visiting Media City with Mr. Cunliffe this morning to watch and hear the BBC Philharmonic perform live! The 'Three Pieces for Orchestra' concert was presented by Radio 3's Tom Redmond and included orchestral pieces, such as; Nimrod by Elgar, March of the Valkyries by Wagner and Waltz of the Flowers by Tchaikovsky. We absolutely loved it! There are some videos on the 3C blog, if you'd like a sneak-peak at what we saw!  4

This week's Role Model has been making huge efforts with his behaviour and attitude recently and has been a pleasure to have in the classroom. Keep it up! We also have a Merit winner who has such a positive approach - she always perseveres in the face of adversity and it has really paid off in her assessments this week. Our other Merit winner is working with more focus and independence and has successfully completed a number of tricky tasks on his own. Well done!

This week's Role Model has been making huge efforts with his behaviour and attitude recently and has been a pleasure to have in the classroom. Keep it up! We also have a Merit winner who has such a positive approach - she always perseveres in the face of adversity and it has really paid off in her assessments this week. Our other Merit winner is working with more focus and independence and has successfully completed a number of tricky tasks on his own. Well done! 1

In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk.

In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 1
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 2
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 3
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 4
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 5
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 6
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 7
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 8
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 9
In Art the children have been studying the artist Paul Klee and have developed their own composition having used one of Klee's quotes: A line is a dot that went for a walk. 10

The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.

The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  1
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  2
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  3
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  4
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  5
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  6
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  7
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  8
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  9
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  10
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  11
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  12
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  13
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  14
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  15
The children were superstars in Computing today. They designed a number of different animations onto the LED display on their microbits and then created code to make their designs appear and disappear using the following code: show LEDs, pause for 1000 milliseconds and clear screen, all surrounded by a 'forever loop'. They then went on to create a fading heart which gradually faded in and out within a tenth of a second.  16

Can you spot the code from the pictures above that was written to make the microbit do this?

Still image for this video

A Role Model who is becoming an independent thinker - using her existing knowledge and applying it to problems she comes across before seeking help. This is when the learning takes place: well done! Our Merit winners have worked with great, positive attitudes. One has shown he can write a great story despite not believing he can and the other has lit up the classroom each day with his happy smile and 'can do' attitude. Well done to this terrific trio!

A Role Model who is becoming an independent thinker - using her existing knowledge and applying it to problems she comes across before seeking help. This is when the learning takes place: well done! Our Merit winners have worked with great, positive attitudes. One has shown he can write a great story despite not believing he can and the other has lit up the classroom each day with his happy smile and 'can do' attitude. Well done to this terrific trio! 1

The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.

The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  1
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  2
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  3
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  4
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  5
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  6
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  7
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  8
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  9
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  10
The children are really starting to make progress with their D&T project: they have chosen the colour scheme for their elephants and are now stitching them together before they add the fine stitching for the saddle.  11

In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant.

In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 1
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 2
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 3
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 4
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 5
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 6
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 7
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 8
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 9
In Science, the children were dissecting flowers and identifying each part of the flower and their role in pollination and germination. They also became bees and used finger paint (pollen) and pollinated each other's tables to see how easily it is transferred from plant to plant. 10

Two Role Models this week - they are the epitome of what it means to be a Role Model and in the words of Mary Poppins - "Practically perfect in every way!" Our Merit winner works incredibly hard to achieve the very best she can - a huge thank you and a big well done to her.

Two Role Models this week - they are the epitome of what it means to be a Role Model and in the words of Mary Poppins - "Practically perfect in every way!" Our Merit winner works incredibly hard to achieve the very best she can - a huge thank you and a big well done to her.  1

We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.

We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  1
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  2
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  3
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  4
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  5
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  6
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  7
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  8
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  9
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  10
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  11
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  12
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  13
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  14
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  15
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  16
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  17
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  18
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  19
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  20
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  21
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  22
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  23
We really enjoyed the theatre production of Alice in Wonderland: it was hilariously funny and very entertaining. The children were so engaged.  24

In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.

In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  1
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  2
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  3
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  4
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  5
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  6
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  7
In Computing, the children are starting to code microbits: they were very excited indeed! They wrote code to create looping scrolling messages with pauses in between.  8

In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.

In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  1
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  2
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  3
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  4
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  5
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  6
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  7
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  8
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  9
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  10
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  11
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  12
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  13
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  14
In RE, our topic is Creation - we are looking at ways we can help to protect the beautiful earth that God gave us, so the children are learning about Fairtrade. They ordered the production process of tea : from planting to the supermarkets. We then split into groups to work out how to spend some Fairtrade premium - there were some tough desicions to make: doctor or mosquito net, school or a water supply? It really got the children thinking about the issues some people, who are less fortunate than us, have to face on a daily basis.  15

We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.

We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  1
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  2
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  3
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  4
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  5
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  6
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  7
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  8
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  9
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  10
We were looking at the typical weather in rainforests - it's warm and rainy. The children created weather forecast presentations for a variety of different rainforest locations.  11

Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.

Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  1
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  2
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  3
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  4
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  5
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  6
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  7
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  8
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  9
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  10
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  11
Developing our map skills by locating rainforests around the world - we found that rather a lot of them are in South America.  12

It's a boy thing! What a fantastic first week back for these 3 Merit winners; have shone in their attitude to their work since returning after the Easter break. They are super-switched on, contributing during lessons and completing every piece of work they are given. Keep it up boys!

It's a boy thing! What a fantastic first week back for these 3 Merit winners; have shone in their attitude to their work since returning after the Easter break. They are super-switched on, contributing during lessons and completing every piece of work they are given. Keep it up boys! 1

Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks.

Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 1
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 2
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 3
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 4
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 5
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 6
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 7
Our new Science topic: Plants. The children are conducting an experiment to see what conditions make plants grow healthily. They will be making regular measurements and observations over the next few weeks. 8

The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke:

The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke: 1
The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke: 2
The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke: 3
The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke: 4
The children are starting to plan their elephants in D&T with Mrs Murray and Mrs Clarke: 5

Consistently fabulous manners and kindness towards others from our Role Model and amazing play scripts and time telling for these Merit Winners

Consistently fabulous manners and kindness towards others from our Role Model and amazing play scripts and time telling for these Merit Winners 1

Our Easter church service:

Our Easter church service: 1
Our Easter church service: 2
Our Easter church service: 3

Our beautiful Stone Age jewellery is complete - now we need a Stone Age ball to wear it to!

Our beautiful Stone Age jewellery is complete - now we need a Stone Age ball to wear it to! 1

Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.

Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  1
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  2
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  3
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  4
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  5
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  6
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  7
Rounding off our science topic on Rocks & Soils. The children have been learning about soil and how it is formed from rock - there are over a hundred different types of soil. We were testing the permeability of 3 different soils : clay, peat and sandy soil.  8

Two Role Models this week to reflect their exemplary behaviour on our school trip: true ambassadors!

Two Role Models this week to reflect their exemplary behaviour on our school trip: true ambassadors! 1

Making wormeries in our Science topic on rocks and soils.

Making wormeries in our Science topic on rocks and soils.  1
Making wormeries in our Science topic on rocks and soils.  2
Making wormeries in our Science topic on rocks and soils.  3
Making wormeries in our Science topic on rocks and soils.  4
Making wormeries in our Science topic on rocks and soils.  5
Making wormeries in our Science topic on rocks and soils.  6
Making wormeries in our Science topic on rocks and soils.  7
Making wormeries in our Science topic on rocks and soils.  8
Making wormeries in our Science topic on rocks and soils.  9

Our skipathon for Sports Relief:

Our skipathon for Sports Relief: 1
Our skipathon for Sports Relief: 2
Our skipathon for Sports Relief: 3
Our skipathon for Sports Relief: 4
Our skipathon for Sports Relief: 5
Our skipathon for Sports Relief: 6
Our skipathon for Sports Relief: 7
Our skipathon for Sports Relief: 8
Our skipathon for Sports Relief: 9
Our skipathon for Sports Relief: 10
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We had the most amazing day on our trip to Tatton learning all about the Stone Age and consolidating our topic work. Den building, fire making, hunting, farming, wattle and daub as well as cave painting. An action packed day!

A Role Model who has managed to turn things around and improve both his behaviour and attitude in a remarkably short space of time - well done! Our Merit winners have excelled in everything this week: from Maths to English, R.E to D.T and French to Science while consistently contributing and sharing their brilliant ideas in class discussions.

A Role Model who has managed to turn things around and improve both his behaviour and attitude in a remarkably short space of time - well done! Our Merit winners have excelled in everything this week: from Maths to English, R.E to D.T and French to Science while consistently contributing and sharing their brilliant ideas in class discussions.  1

Looking at the properties of 3D shapes:. the children handled the shapes and discussed the various properties with each other - challenging their ideas before noting them down in a table.

Making Stone Age beads and sabre teeth to thread onto string to create necklaces. It is like a Stone Age equivalent of the Tower of London in our classroom!

Identifying angles: right, obtuse and acute as well as labelling parallel and perpendicular lines in Maths.

Identifying angles: right, obtuse and acute as well as labelling parallel and perpendicular lines in Maths.  1

We have been looking at how masculine and feminine nouns alter the spelling and pronunciation of the adjectives used to describe them. The children were sorting masculine and feminine words (by looking at their determiner: un / une) into a Carroll diagram using 'petit / petite' and 'grand / grande' while singing our favourite French song!

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We have had some amazing writers this week - pace, paragraphs, punctuation and fabulous vocabulary. Well done girls!

We have had some amazing writers this week - pace, paragraphs, punctuation and fabulous vocabulary. Well done girls! 1

Coding with Scratch using an 'if' statement.

Coding with Scratch using an 'if' statement.  1
Coding with Scratch using an 'if' statement.  2
Coding with Scratch using an 'if' statement.  3
Coding with Scratch using an 'if' statement.  4
Coding with Scratch using an 'if' statement.  5
Coding with Scratch using an 'if' statement.  6

Planting our potatoes following their 2 weeks of 'chitting' in the classroom window. They should produce enough for everyone to come home with their own delicious home-grown potato!

Planting our potatoes following their 2 weeks of 'chitting' in the classroom window. They should produce enough for everyone to come home with their own delicious home-grown potato! 1
Planting our potatoes following their 2 weeks of 'chitting' in the classroom window. They should produce enough for everyone to come home with their own delicious home-grown potato! 2

Practising for our Flute concert on March 28th.

Practising for our Flute concert on March 28th.  1
Practising for our Flute concert on March 28th.  2
Practising for our Flute concert on March 28th.  3

Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.

Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.  1
Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.  2
Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.  3
Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.  4
Talk it: solve it. The children did some verbal reasoning in groups to eliminate fractions from a list according to a set of clues.  5

Our Role Model this week has been an amazing contributor in class discussions this week, particularly in his pirate adventure story ideas - well done! Our Merit winners have done some super writing this week - to say they have a huge imagination would be an understatement!

Our Role Model this week has been an amazing contributor in class discussions this week, particularly in his pirate adventure story ideas - well done! Our Merit winners have done some super writing this week - to say they have a huge imagination would be an understatement! 1

Sharing some of our favourite books in our Bookshare day.

Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.

Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  1
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  2
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  3
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  4
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  5
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  6
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  7
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  8
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  9
Looking at the properties of rocks by testing them for permeability, durability and density. We then grouped them according to their properties.  10

Our Role Model this week displays kindness all the time - she is gentle, thoughtful and considerate. A true Role Model. Our Merit award winners this week have triumphed in their writing. They both wrote super recounts, thinking carefully about the story mountain structure as well as the composition of their sentences. Well done to you all.

Our Role Model this week displays kindness all the time - she is gentle, thoughtful and considerate. A true Role Model. Our Merit award winners this week have triumphed in their writing. They both wrote super recounts, thinking carefully about the story mountain structure as well as the composition of their sentences. Well done to you all.  1

Our new English topic is adventure stories and the class have immersed themselves in all things 'pirate'! They are really excited about writing their own pirate adventure story - here they are carefully planning it out.

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Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.

Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  1
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  2
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  3
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  4
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  5
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  6
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  7
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  8
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  9
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  10
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  11
Our new Science topic is 'Rocks & Soils'. The children were looking at different types of rock and sorting them into natural and man-made. We further categorised them into Igneous, Sedimentary and Metamorphic. Lots of hands on, exciting experiments coming up over the next few weeks.  12

A Role Model who tries harder at the things she finds difficult, rather than giving up - well done! Our Merit award winners have shone in Art, Maths and English, which is no mean feat at the end of half term. The fabulous four!

A Role Model who tries harder at the things she finds difficult, rather than giving up - well done! Our Merit award winners have shone in Art, Maths and English, which is no mean feat at the end of half term. The fabulous four! 1

In History, we made 3D Stone Age houses from the Mesolithic to the Neolithic era. The children got into Stone Age role by foraging for materials to complete their houses.

Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit.

Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 1
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 2
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 3
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 4
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 5
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 6
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 7
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 8
Mrs Horner is off to Uganda during half term, so the class wrote some letters to give to the children she will visit. 9

We had some fun learning how to use inverted commas this morning - Kung Fu punctuation. The children have to do the action for each type of punctuation as they read aloud a piece of direct speech. Here are the moves:

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...and here is a direct speech sentence in action - Kung Fu style!

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Sharing our pledge following e-safety day. We learnt how to be more empathetic and caring towards others online.

Sharing our pledge following e-safety day. We learnt how to be more empathetic and caring towards others online.  1

On Friday morning we did things differently in Year 3: we had our own assembly for the presentation of our Role Model and Merit Awards in Mr Cunliffe’s class. Well done to our fabulous Role Models for their superb attitudes, focus and behaviour and to our amazing Merit Award winners for their superb writing, hand writing and hard work this week.

On Friday morning we did things differently in Year 3: we had our own assembly for the presentation of our Role Model and Merit Awards in Mr Cunliffe’s class. Well done to our fabulous Role Models for their superb attitudes, focus and behaviour and to our amazing Merit Award winners for their superb writing, hand writing and hard work this week.  1
On Friday morning we did things differently in Year 3: we had our own assembly for the presentation of our Role Model and Merit Awards in Mr Cunliffe’s class. Well done to our fabulous Role Models for their superb attitudes, focus and behaviour and to our amazing Merit Award winners for their superb writing, hand writing and hard work this week.  2

It’s been a very busy assessment week in Year 3. The children have worked extremely hard and all given their best, so what better way to end the week than to watch a pantomime. Mrs Sales organised a visiting theatre company to come in and perform Aladdin, which all the Junior children thoroughly enjoyed.

This week's Role Model has put 100% effort into EVERYTHING he has done this week and has excelled as a result. Now that's what I call a Role Model! Our Merit winners have written some superbly complex sentences in English this week by using colons to link 2 related clauses as well as dropping in a relative clause within a sentence - star writers!

This week's Role Model has put 100% effort into EVERYTHING he has done this week and has excelled as a result. Now that's what I call a Role Model! Our Merit winners have written some superbly complex sentences in English this week by using colons to link 2 related clauses as well as dropping in a relative clause within a sentence - star writers! 1

Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae.

Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 1
Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 2
Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 3
Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 4
Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 5
Combining English and History by writing some De:de sentences in preparation for our explanation text on Skara Brae. 6

Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old!

Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 1
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 2
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 3
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 4
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 5
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 6
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 7
Here is a selection of some of our amazing Stone Age non-chronological reports - they are of such a high standard it's easy to forget they are still just 7 and 8 years old! 8

The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC.

The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 1
The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 2
The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 3
The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 4
The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 5
The children became tour guides and wrote an explanation text to inform tourists at Skara Brae, an extremely well preserved Stone Age village dating back to around 3000BC. 6

We were looking at earthquakes in Geography this week and watched some videos of the devastation they can cause while discussing how they happen - plate boundaries rubbing together. We looked at the drill that children who live along the 'Ring of Fire' have to follow in the event of an earthquake. Their first attempt was rather panicked and chaotic, but after a discussion, they learnt what to do and what NOT to do!

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In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop.

In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 1
In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 2
In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 3
In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 4
In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 5
In Computing, the children have been learning to code using a program called Scratch. Firstly, they deleted and then chose a sprite of their choice and coded it to move at different speeds by pressing a key as well as using a forever loop. 6

An extremely tenacious Role Model who never gives up in the face of adversity as well as a fantastic non-chronological report writer (with WOW! handwriting) and someone who brings a smile to our lives, even on the darkest and rainiest of days! Thank you to these 3 wonderful musketeers!

An extremely tenacious Role Model who never gives up in the face of adversity as well as a fantastic non-chronological report writer (with WOW! handwriting) and someone who brings a smile to our lives, even on the darkest and rainiest of days! Thank you to these 3 wonderful musketeers!  1

Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.

 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   1
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   2
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   3
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   4
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   5
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   6
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   7
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   8
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   9
 Our Stone Age non chronological reports are well under way and they are of a very high standard. They are packed with a interesting information which they firstly gleaned as notes from a non fiction book, and then put into power sentences before finishing them with fantastic illustrations.   10

Another Cricket session, but unfortunately rain stopped play!

Another Cricket session, but unfortunately rain stopped play! 1
Another Cricket session, but unfortunately rain stopped play! 2
Another Cricket session, but unfortunately rain stopped play! 3
Another Cricket session, but unfortunately rain stopped play! 4

In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.

In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  1
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  2
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  3
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  4
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  5
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  6
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  7
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  8
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  9
In Geography, we were looking at the pros and cons of living near a volcano - the children had to sort the reasons and then choose the most important ones in each pile - justifying their reasons as a group.  10

Having practised the French words for the subjects we learn in school, the children learned how to say their most favourite and least favourite subjects using J'aime and Je n'aime pas.

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A Role Model who ALWAYS completes every piece of work she is given as well as demonstrating some super fielding skills in Cricket. The Merit winners displayed great note taking techniques in our English lessons in addition to increased class contribution and marvellous maths this week. A huge well done to this top-tastic trio!

A Role Model who ALWAYS completes every piece of work she is given as well as demonstrating some super fielding skills in Cricket. The Merit winners displayed great note taking techniques in our English lessons in addition to increased class contribution and marvellous maths this week. A huge well done to this top-tastic trio!  1

We were treated to a fantastic guitar session in Show and Tell on Friday.

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Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals!

Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals! 1
Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals! 2
Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals! 3
Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals! 4
Learning how to use apostrophes to show possession. Four children had to write a subject while four others wrote an object - they then had to create sentences using a possessive apostrophe. We even talked about possessive plurals! 5

Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.

Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  1
Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  2
Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  3
Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  4
Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  5
Cementing our place value while adding multiples of 10 and 100 to a 4 digit number in maths.  6

A tricky maths extension to challenge their column subtraction skills.

A tricky maths extension to challenge their column subtraction skills.  1

We had our first Cricket lesson with Toby this week and practised our catching and batting skills. The coach commented on how co-ordinated they were, demonstrating super hand to eye coordination.

Learning about plate tectonics, how volcanoes are created and what an eruption looks like through the medium of polystyrene cups, vinegar, baking powder, washing up liquid and food colouring!

Learning about plate tectonics, how volcanoes are created and what an eruption looks like through the medium of polystyrene cups, vinegar, baking powder, washing up liquid and food colouring! 1
Learning about plate tectonics, how volcanoes are created and what an eruption looks like through the medium of polystyrene cups, vinegar, baking powder, washing up liquid and food colouring! 2

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A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.

A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  1
A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  2
A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  3
A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  4
A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  5
A new topic in French, "Our School" - the children are learning the words of common classroom objects as well as looking at how the French language has masculine and feminine words which are preceded by le or la.  6

Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.

Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  1
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  2
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  3
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  4
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  5
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  6
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  7
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  8
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  9
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  10
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  11
Solving the mystery of Mrs Claus' missing cake - a maths investigation that really got them thinking and working as a team.  12

This week' s Role Model displayed a great act of kindness this week, unaware he was being noticed. Well done! The Merit winners stood out for their beautiful smiles throughout the carol concert. All the children were amazing though: a big thank you to everyone for coming and participating with such enthusiasm and pride!

This week' s Role Model displayed a great act of kindness this week, unaware he was being noticed. Well done! The Merit winners stood out for their beautiful smiles throughout the carol concert. All the children were amazing though: a big thank you to everyone for coming and participating with such enthusiasm and pride! 1

The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove!

The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 1
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 2
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 3
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 4
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 5
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 6
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 7
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 8
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 9
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 10
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 11
The Y3/4 Christmas party - what a fun time we all had! Great dancing, party games and lots of food! The pictures are a bit blurry as they were all taken mid groove! 12

Putting the final finishing touches to our Christmas Books.

Putting the final finishing touches to our Christmas Books.  1
Putting the final finishing touches to our Christmas Books.  2
Putting the final finishing touches to our Christmas Books.  3
Putting the final finishing touches to our Christmas Books.  4
Putting the final finishing touches to our Christmas Books.  5

Rehearsing in church - it was a very chilly morning but the singing warmed us all up!

Rehearsing in church - it was a very chilly morning but the singing warmed us all up! 1
Rehearsing in church - it was a very chilly morning but the singing warmed us all up! 2
Rehearsing in church - it was a very chilly morning but the singing warmed us all up! 3
Rehearsing in church - it was a very chilly morning but the singing warmed us all up! 4

Introducing Twinkle-toes! Our class elf has been up to some strange antics; here are a few of her hiding places since Advent began...

Introducing Twinkle-toes! Our class elf has been up to some strange antics; here are a few of her hiding places since Advent began... 1
Introducing Twinkle-toes! Our class elf has been up to some strange antics; here are a few of her hiding places since Advent began... 2
Introducing Twinkle-toes! Our class elf has been up to some strange antics; here are a few of her hiding places since Advent began... 3

A Role Model who is perfect in every way as well as superstar handwriters and focused mathematicians. Well done to this marvellous trio for working so hard.

A Role Model who is perfect in every way as well as superstar handwriters and focused mathematicians. Well done to this marvellous trio for working so hard.  1

Some cheeky Merit elves tickling a Role Model elf! This week we have seen enthusiasm for our own learning and pushing ourselves out of our comfort zone as well as fabulous writers and great signs of self control. Well done to this wonderful, hardworking triumvirate.

Some cheeky Merit elves tickling a Role Model elf! This week we have seen enthusiasm for our own learning and pushing ourselves out of our comfort zone as well as fabulous writers and great signs of self control. Well done to this wonderful, hardworking triumvirate.   1
Some cheeky Merit elves tickling a Role Model elf! This week we have seen enthusiasm for our own learning and pushing ourselves out of our comfort zone as well as fabulous writers and great signs of self control. Well done to this wonderful, hardworking triumvirate.   2

Following an 'in class' assembly with all of Y3 (a bit of a squash, but lots of fun!), we had a surprise visit from 3 very special little elves. They will help to keep everyone on track in the final countdown to the big day.

Our very own, yet to be named elf hiding in our prayer box inside my cupboard!

Our very own, yet to be named elf hiding in our prayer box inside my cupboard! 1

In Art this week the children learnt how to draw Mary and Joseph. The results were great!

Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.

Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  1
Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  2
Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  3
Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  4
Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  5
Another investigation in Science this week. The children made their own magnets powered by the force of the magnet in the earth's core. Once they had set it up, they could find their treasure hidden on the wall according to the compass point clue they'd been given.  6

Learning a dance for our assembly in drama. Let's hope they still remember it in May...! Mrs Sales is so impressed by their dancing skills and ability to follow a routine in time with each other and the music.

Still image for this video

A hard choice this week as every single child in 3E has been truly wonderful. This week's Role Model is a consistent superstar - well done! The Merit winners this week have shown the most amazing maturity in the quality of their answers in RE - really deep thinkers.

A hard choice this week as every single child in 3E has been truly wonderful. This week's Role Model is a consistent superstar - well done! The Merit winners this week have shown the most amazing maturity in the quality of their answers in RE - really deep thinkers.  1

The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing.

The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 1
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 2
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 3
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 4
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 5
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 6
The children have been taking part in a very well known shop's nationwide competition by creating their very own imaginary monster and thinking about how their friend is fun. Their ideas and creativity have been amazing. 7

Our Y3 Christian value is Thankfulness. I asked the children 5 questions: What should we be thankful for? How can we show thankfulness? How does it make you feel when you are thankful? How do others feel when you're thankful? Why should we be thankful? Here are some of their amazing answers.

Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.

Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  1
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  2
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  3
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  4
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  5
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  6
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  7
Testing the strength of a magnet in Science. The children are really starting to become scientists in their investigations - asking questions and recording using appropriate language.  8

This week's Role Model has very good observational skills and concentrates carefully, she has also had a super week in terms of her attitude to work. The Merit winners have extraordinary (word of the week, again!) handwriting and have also had a fantastic week in maths with fractions. Well done girls!

This week's Role Model has very good observational skills and concentrates carefully, she has also had a super week in terms of her attitude to work. The Merit winners have extraordinary (word of the week, again!) handwriting and have also had a fantastic week in maths with fractions. Well done girls! 1

We have some fabulously ambitious children in Y3E - what a great effort everyone put in for Children in Need. We had lots of fun and we raised money along the way. Thank you for your generosity and support.

We have some fabulously ambitious children in Y3E - what a great effort everyone put in for Children in Need. We had lots of fun and we raised money along the way. Thank you for your generosity and support.  1
We have some fabulously ambitious children in Y3E - what a great effort everyone put in for Children in Need. We had lots of fun and we raised money along the way. Thank you for your generosity and support.  2

In Science, we were testing materials to see whether they were magnetic or not - a few misconceptions were addressed along the way - not all metals are magnetic!

We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring!

We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 1
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 2
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 3
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 4
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 5
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 6
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 7
We had fun planting the bulbs which have been kindly donated - we are all looking forward to watching the Y3 patch bloom in the spring! 8

In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful!

In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 1
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 2
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 3
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 4
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 5
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 6
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 7
In English, the children were given a diagram and had to give clear instructions to their partner in order to recreate it exactly. They used the features of instructional writing and were very successful! 8

The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions. We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!

The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  1
The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  2
The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  3
The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  4
The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  5
The whole school have taken part in a nationwide computational thinking competition -the BEBRAS challenge, which involved some tricky non verbal reasoning questions.  We will have to see how we got on - the winners are invited to Oxford University for the day. Fingers crossed!  6

A perfect classroom Role Model this week. She is ALWAYS listening and trying her hardest as well as being very kind and considerate (word of the week!). Our Merit winners have shown amazing resilience this week while tackling the tricky concept of time in maths as well as beautiful handwriting across every subject.

A perfect classroom Role Model this week. She is ALWAYS listening and trying her hardest as well as being very kind and considerate (word of the week!). Our Merit winners have shown amazing resilience this week while tackling the tricky concept of time in maths as well as beautiful handwriting across every subject.  1

Starting our Christmas books - I know it's early but they take time! We are beginning with Advent; a special time of preparation.

Starting our Christmas books - I know it's early but they take time! We are beginning with Advent; a special time of preparation.  1
Starting our Christmas books - I know it's early but they take time! We are beginning with Advent; a special time of preparation.  2
Starting our Christmas books - I know it's early but they take time! We are beginning with Advent; a special time of preparation.  3
Starting our Christmas books - I know it's early but they take time! We are beginning with Advent; a special time of preparation.  4

Voici mon corps - learning some body parts in our French lesson.

Still image for this video

In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.

In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.  1
In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.  2
In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.  3
In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.  4
In Science, we tested different surfaces to see which caused the most friction. We made a prediction, tested it and then wrote our experiments up explaining our independent, dependent and controlled variables as well as drawing on our results to make a conclusion.  5