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Weekly Blog 2018 - 2019

The Trashion show! Weeks of designing and team work have gone into this and the outfits and scripts were truly sensational!

Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.

Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  1
Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  2
Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  3
Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  4
Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  5
Trashion in D&T. The children have been put into design teams and are creating a show stopping outfit made entirely from items we would otherwise throw away. Here they are in the early stages of the design process, creating stylish, comfortable and sturdy creations. They will then create their outfit and model it on the BCS catwalk in a few weeks time.  6

Zoos: Good or Bad? The great debate. This week, we’ve been learning how to write a balanced argument. Here is a video of the children editing their work, looking for ways to improve on it. Great examples will be shortly posted on the ‘great example’ page.

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Looking at Discipleship in RE. We have discussed the old and new covenants mentioned in the Bible and did a freeze frame activity to demonstrate ways of achieving God’s new covenant.

Looking at Discipleship in RE. We have discussed the old and new covenants mentioned in the Bible and did a freeze frame activity to demonstrate ways of achieving God’s new covenant.  1
Looking at Discipleship in RE. We have discussed the old and new covenants mentioned in the Bible and did a freeze frame activity to demonstrate ways of achieving God’s new covenant.  2
Looking at Discipleship in RE. We have discussed the old and new covenants mentioned in the Bible and did a freeze frame activity to demonstrate ways of achieving God’s new covenant.  3
Looking at Discipleship in RE. We have discussed the old and new covenants mentioned in the Bible and did a freeze frame activity to demonstrate ways of achieving God’s new covenant.  4

Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball!

Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 1
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 2
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 3
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 4
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 5
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 6
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 7
Taking things gently on the last day of term - some of the class came in wearing their bed clothes for own clothes day! Perfect attire for basketball! 8

Year five reading their fabulous poetry at the Easter Service.

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Both Y5 classes had a fantastic morning immersed in the Narnia Experience. They looked at the similarities between Aslan in CS Lewis’ classic novel and Jesus Christ. A really interactive and engaging way to look at resurrection and the Easter story.

Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels!

Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 1
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 2
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 3
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 4
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 5
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 6
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 7
Times table Rockstars! The children are absolutely loving this. Here we are in our Computing lesson challenging each other to times table duels! 8

In Geography, as part of our topic on Contrasting Places, we looked at the push and pull factors that affect migration. We looked at the reasons why a Brazilian person may need to leave the safety of the countryside for one of Rio's favelas as well as reasons to remain.

In Geography, as part of our topic on Contrasting Places, we looked at the push and pull factors that affect migration. We looked at the reasons why a Brazilian person may need to leave the safety of the countryside for one of Rio's favelas as well as reasons to remain.  1
In Geography, as part of our topic on Contrasting Places, we looked at the push and pull factors that affect migration. We looked at the reasons why a Brazilian person may need to leave the safety of the countryside for one of Rio's favelas as well as reasons to remain.  2
In Geography, as part of our topic on Contrasting Places, we looked at the push and pull factors that affect migration. We looked at the reasons why a Brazilian person may need to leave the safety of the countryside for one of Rio's favelas as well as reasons to remain.  3
In Geography, as part of our topic on Contrasting Places, we looked at the push and pull factors that affect migration. We looked at the reasons why a Brazilian person may need to leave the safety of the countryside for one of Rio's favelas as well as reasons to remain.  4

We have finished our Giacometti inspired sculptures - a rather impressive display!

We have finished our Giacometti inspired sculptures - a rather impressive display! 1
We have finished our Giacometti inspired sculptures - a rather impressive display! 2
We have finished our Giacometti inspired sculptures - a rather impressive display! 3
We have finished our Giacometti inspired sculptures - a rather impressive display! 4
We have finished our Giacometti inspired sculptures - a rather impressive display! 5
We have finished our Giacometti inspired sculptures - a rather impressive display! 6
We have finished our Giacometti inspired sculptures - a rather impressive display! 7
We have finished our Giacometti inspired sculptures - a rather impressive display! 8

A huge well done to 5E for all their hard work in delivering a fantastic class assembly. The theme was 'Talents' and they certainly showed off theirs! It seems our parents have hidden talents too. Have a look in the video resource section to see our brilliant music video.

A huge well done to 5E for all their hard work in delivering a fantastic class assembly. The theme was 'Talents' and they certainly showed off theirs! It seems our parents have hidden talents too. Have a look in the video resource section to see our brilliant music video.  1
A huge well done to 5E for all their hard work in delivering a fantastic class assembly. The theme was 'Talents' and they certainly showed off theirs! It seems our parents have hidden talents too. Have a look in the video resource section to see our brilliant music video.  2
A huge well done to 5E for all their hard work in delivering a fantastic class assembly. The theme was 'Talents' and they certainly showed off theirs! It seems our parents have hidden talents too. Have a look in the video resource section to see our brilliant music video.  3
A huge well done to 5E for all their hard work in delivering a fantastic class assembly. The theme was 'Talents' and they certainly showed off theirs! It seems our parents have hidden talents too. Have a look in the video resource section to see our brilliant music video.  4

We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.

We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.  1
We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.  2
We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.  3
We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.  4
We looked at reversible and irreversible changes, discussing the difference between chemical and physical changes. We mixed vinegar with bicarbonate of soda to produce CO2, which blew up a balloon. We were very interested to find it was much heavier than a normal balloon! We also mixed vinegar with warm milk to create a brand new product: casein plastic.  5

Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.

Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  1
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  2
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  3
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  4
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  5
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  6
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  7
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  8
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  9
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  10
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  11
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  12
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  13
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  14
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  15
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  16
Yet more Science investigations! This time we asked, "How much air is there in soil and does the amount of air vary in different soil types?" We formed sandy soil, peat and clay soil into balls and put them into water to observe the amount of air bubbles. The results were unanimous - sandy soil contains the most soil due to the larger particles within it.  17

An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels!

An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 1
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 2
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 3
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 4
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 5
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 6
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 7
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 8
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 9
An investigation to test whether temperature affects the rate of evaporation. Thanks for the loan of your tea towels! 10

A carousel of activities and investigations to understand the water cycle.

A carousel of activities and investigations to understand the water cycle.  1
A carousel of activities and investigations to understand the water cycle.  2
A carousel of activities and investigations to understand the water cycle.  3
A carousel of activities and investigations to understand the water cycle.  4
A carousel of activities and investigations to understand the water cycle.  5

Creating sculptures in the style of Giacometti in Art.

Creating sculptures in the style of Giacometti in Art.  1
Creating sculptures in the style of Giacometti in Art.  2
Creating sculptures in the style of Giacometti in Art.  3
Creating sculptures in the style of Giacometti in Art.  4
Creating sculptures in the style of Giacometti in Art.  5
Creating sculptures in the style of Giacometti in Art.  6
Creating sculptures in the style of Giacometti in Art.  7
Creating sculptures in the style of Giacometti in Art.  8
Creating sculptures in the style of Giacometti in Art.  9
Creating sculptures in the style of Giacometti in Art.  10

Celebrating Mr Hamblett Day with lots of fun activities, which he would have loved. We played in the snow, did an investigation into how fit and healthy we are, designed a plant pot in his honour and planted some bulbs in it as well as decorating (and eating) some gingerbread biscuits. We interspersed this with plenty of Mr Hamblett's favourite foods: pizza and cake.

We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.

We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.  1
We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.  2
We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.  3
We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.  4
We started our new Science topic this week: Changing States. We discussed the arrangement of particles in solids, liquids and gases. In these pictures, small groups are acting out a particle arrangement while we had to work out which state it was.  5

Acting out the Parable of the Talents in RE. We discussed the talents that make our school community so successful and how important it is to both recognise your own unique talents and not waste them.

Acting out the Parable of the Talents in RE. We discussed the talents that make our school community so successful and how important it is to both recognise your own unique talents and not waste them.  1
Acting out the Parable of the Talents in RE. We discussed the talents that make our school community so successful and how important it is to both recognise your own unique talents and not waste them.  2

In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.

In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  1
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  2
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  3
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  4
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  5
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  6
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  7
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  8
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  9
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  10
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  11
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  12
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  13
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  14
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  15
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  16
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  17
In Art, we are looking at Giacometti and will be recreating some of his elegant sculptures. We started by looking at the different shapes the human body can form and then created a model, made from tinfoil, and played around with different poses.  18

We have written a class poem all about our beloved Mr H. We initially brainstormed adjectives to describe him - here they are. A fitting tribute to a great man.

We have written a class poem all about our beloved Mr H. We initially brainstormed adjectives to describe him - here they are. A fitting tribute to a great man.  1

Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch

Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  1
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  2
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  3
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  4
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  5
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  6
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  7
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  8
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  9
Build it like Baghdad - AD900. Having learnt about the innovative design of the Round City built in Iraq in the 10th Century, the children are designing their own cities from scratch  10

Bright eyed and bushy tailed! The clan are back together again after the Christmas break.

Bright eyed and bushy tailed! The clan are back together again after the Christmas break.  1

Enjoying some games together on our last day in 2018!

Enjoying some games together on our last day in 2018! 1
Enjoying some games together on our last day in 2018! 2
Enjoying some games together on our last day in 2018! 3
Enjoying some games together on our last day in 2018! 4
Enjoying some games together on our last day in 2018! 5
Enjoying some games together on our last day in 2018! 6
Enjoying some games together on our last day in 2018! 7
Enjoying some games together on our last day in 2018! 8
Enjoying some games together on our last day in 2018! 9

The Year Five brass and singing concert.

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Creating Christmas cards.

Creating Christmas cards. 1
Creating Christmas cards. 2
Creating Christmas cards. 3
Creating Christmas cards. 4

A very special visitor came to visit BCS today because of their charity work in raising money for the homeless. Children in both Y5M and Y5E, who raised the money, took Andy Burnham on a tour around the school. We are very proud of you girls!

A very special visitor came to visit BCS today because of their charity work in raising money for the homeless. Children in both Y5M and Y5E, who raised the money, took Andy Burnham on a tour around the school. We are very proud of you girls!  1

Getting festive - we have been practising the Christmas carols for our Carol Service on 12th December at 7pm. The children sound amazing and if you don't feel Christmassy after that, then there's no hope!

Getting festive - we have been practising the Christmas carols for our Carol Service on 12th December at 7pm. The children sound amazing and if you don't feel Christmassy after that, then there's no hope!  1

Having been penned in for every break today, thanks to our lovely Mancunian weather, we stretched our legs and did '5 a day'. Focused brains followed!

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Writing about famous scientists who did work on forces in Science.

Writing about famous scientists who did work on forces in Science.  1
Writing about famous scientists who did work on forces in Science.  2
Writing about famous scientists who did work on forces in Science.  3
Writing about famous scientists who did work on forces in Science.  4
Writing about famous scientists who did work on forces in Science.  5
Writing about famous scientists who did work on forces in Science.  6
Writing about famous scientists who did work on forces in Science.  7
Writing about famous scientists who did work on forces in Science.  8
Writing about famous scientists who did work on forces in Science.  9
Writing about famous scientists who did work on forces in Science.  10
Writing about famous scientists who did work on forces in Science.  11
Writing about famous scientists who did work on forces in Science.  12

WW1 Remembrance Day

WW1 Remembrance Day 1
WW1 Remembrance Day 2
WW1 Remembrance Day 3

In Science, we learnt about water resistance and how the more streamlined an object, the less water resistance it will incur. The children all designed a boat with this in mind and we put them to the test.

And the winner was...

And the winner was... 1

Practising jumps and rolls in PE.

Practising jumps and rolls in PE.  1
Practising jumps and rolls in PE.  2
Practising jumps and rolls in PE.  3
Practising jumps and rolls in PE.  4
Practising jumps and rolls in PE.  5
Practising jumps and rolls in PE.  6

The children added to the poppy art which will be hung from the MUGAs in memory of the 100th anniversary of World War 1.

The children added to the poppy art which will be hung from the MUGAs in memory of the 100th anniversary of World War 1.  1

In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.

In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  1
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  2
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  3
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  4
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  5
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  6
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  7
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  8
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  9
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  10
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  11
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  12
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  13
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  14
In Science, Y5 have started their new topic: Forces. They looked at air resistance and discussed Galileo's findings in the 1500s and watched a video of a man on the moon testing his hammer and feather theory. This sparked loads of great conversations and addressed any misconceptions. The children were then asked to plan an investigation to test the effects of air resistance by making 2 different parachutes. The children were given a range of equipment which they chose from and then decided their own independent, dependent and controlled variables. We ended up having 31 diifferent experiments taking place in one classroom at the same time! Sixty two wildly different parachutes were made before lots of testing took place in a very positive and productive (and noisy!) learning environment. A great experience.  15

In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.

In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  1
In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  2
In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  3
In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  4
In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  5
In PE, we have been refining our jumps by working on our core to ensure stability. The children had to sequence a series of different jumps followed by martial arts poses. Balancing was initially tricky but once they'd got the hang of it, they achieved some great moves.  6

As part of our history topic on the Ancient Egyptians, we took part in an embalming ceremony. The children followed the different stages from removing brains (via the nose) to drying the body with natron salt and massaging with oil to make the skin elastic. They then extracted the stomach, lungs, liver and intestines before placing them into canonic jars. The mummies were then wrapped 20 times with amulets hidden in the layers, before the death ask was placed over the head.

The curse of the Mummy...

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Generosity and beautiful singing at our Harvest service at St Mary's.

Generosity and beautiful singing at our Harvest service at St Mary's.  1
Generosity and beautiful singing at our Harvest service at St Mary's.  2
Generosity and beautiful singing at our Harvest service at St Mary's.  3
Generosity and beautiful singing at our Harvest service at St Mary's.  4
Generosity and beautiful singing at our Harvest service at St Mary's.  5
Generosity and beautiful singing at our Harvest service at St Mary's.  6

An unbelievable show of generosity for our wider community.

An unbelievable show of generosity for our wider community.  1

In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.

 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  1
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  2
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  3
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  4
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  5
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  6
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  7
 In Computing, continuing with the theme of E-safety, we have been discussing the different ways we can communicate using technology. We then went on to talk about which apps are appropriate for different scenarios e.g.Twitter for reaching a wide audience v. Text messages for fewer recipients. Finally, we looked at emojis and 'text talk' and how differently they can be perceived - which can lead to mistakenly offending a person.  8

Our Y5 Christian value is 'Wisdom'. We have been looking at verses from the Bible which talk about showing and gaining wisdom in the things we do. Here are some of our 'Pearls of Wisdom'.

Our Y5 Christian value is 'Wisdom'. We have been looking at verses from the Bible which talk about showing and gaining wisdom in the things we do. Here are some of our 'Pearls of Wisdom'.   1

Practising some notes in Music with their saxophones. It's starting to come together!

Still image for this video

The 5E pen licence holders so far - The Cursive Crew!

The 5E pen licence holders so far - The Cursive Crew! 1

Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.

Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  1
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  2
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  3
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  4
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  5
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  6
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  7
Looking at our changing relationship with the internet and how we know how to stay safe in the real world compared to the online world. The dangers are more obvious in the real world. We grouped different methods of online communication and talked about which were most appropriate for their intended audience.  8

Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.

Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.  1
Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.  2
Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.  3
Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.  4
Honing our map skills to find the area of a mystery section of map. The children had to look carefully at the coastline and topographical features to identify the UK county.  5

In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu

In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 1
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 2
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 3
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 4
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 5
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 6
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 7
In History, we learnt about the 3 seasons the Ancient Egyptians had and how it governed their farming: Akhet, Proyet and Shomu 8

Comment ca s'ecrit?

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Learning how to spell our names with French pronunciation.

In Art, we painted the background; our Egyptian landscape; we are looking at perspective. Here are a few of the dry ones!

In Art, we painted the background; our Egyptian landscape; we are looking at perspective. Here are a few of the dry ones! 1

In History, we were looking at how historians make deductions from the artefacts they find. The questions asked help to build an idea of our ancestors lives. We also discussed the different sources we use to find out about our past.

Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.

Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.  1
Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.  2
Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.  3
Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.  4
Looking at different professions in French and putting them into grammatically correct sentences with the correct feminine or masculine endings depending on who is saying the sentence.  5

In Computing, we talked about what the internet was used for - the children wrote their ideas down on post it notes and we then categorised them into the different services that make up the ‘internet’. They were then asked to draw the internet. The results were rather interesting - most children drew Google’s logo! Rest assured they now know this isn’t the case and can now describe how information is transported on the internet via a router to an ISP, then on to a DNS which turns it into an IP address to go to the correct server. It then splits the web page into packets and sends them to the home router, where the packets are put back together, via WAN routers. Phew - what a journey! We dramatised it to understand it more clearly.

In Computing, we talked about what the internet was used for - the children wrote their ideas down on post it notes and we then categorised them into the different services that make up the ‘internet’. They were then asked to draw the internet. The results were rather interesting - most children drew Google’s logo! Rest assured they now know this isn’t the case and can now describe how information is transported on the internet via a router to an ISP, then on to a DNS which turns it into an IP address to go to the correct server. It then splits the web page into packets and sends them to the home router, where the packets are put back together, via WAN routers. Phew - what a journey! We dramatised it to understand it more clearly.  1

In Science, we learnt the names of the different phases of the moon through the medium of biscuits!

In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  1
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  2
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  3
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  4
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  5
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  6
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  7
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  8
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  9
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  10
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  11
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  12
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  13
In Science, we learnt the names of the different phases of the moon through the medium of biscuits!  14

In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.

In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  1
In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  2
In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  3
In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  4
In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  5
In Art, we have started to create an Egyptian landscape thinking about perspective. Pyramids have been drawn and now we are sketching some Egyptian figures, thinking about proportion.  6

We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music!

We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 1
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 2
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 3
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 4
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 5
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 6
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 7
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 8
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 9
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 10
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 11
We were practising some balances while travelling. We then learnt some Bollywood hand positions and worked on creating a short sequence in groups - this was assisted with the accompaniment of some Bollywood music! 12

We discussed how the Earth's revolution creates night and day (and that we move - not the Sun!) and how its tilt creates our seasons and therefore varies the length of our days and weather throughout the year. The children then drew line graphs to plot the changing length of shadows during a day as well as interpreting bar charts. We ploughed through an impressive amount of work!

We discussed how the Earth's revolution creates night and day (and that we move - not the Sun!) and how its tilt creates our seasons and therefore varies the length of our days and weather throughout the year. The children then drew line graphs to plot the changing length of shadows during a day as well as interpreting bar charts. We ploughed through an impressive amount of work! 1
We discussed how the Earth's revolution creates night and day (and that we move - not the Sun!) and how its tilt creates our seasons and therefore varies the length of our days and weather throughout the year. The children then drew line graphs to plot the changing length of shadows during a day as well as interpreting bar charts. We ploughed through an impressive amount of work! 2
We discussed how the Earth's revolution creates night and day (and that we move - not the Sun!) and how its tilt creates our seasons and therefore varies the length of our days and weather throughout the year. The children then drew line graphs to plot the changing length of shadows during a day as well as interpreting bar charts. We ploughed through an impressive amount of work! 3
We discussed how the Earth's revolution creates night and day (and that we move - not the Sun!) and how its tilt creates our seasons and therefore varies the length of our days and weather throughout the year. The children then drew line graphs to plot the changing length of shadows during a day as well as interpreting bar charts. We ploughed through an impressive amount of work! 4

Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.

Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  1
Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  2
Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  3
Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  4
Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  5
Linking our Science topic on Earth and Space in our Computing lesson. The children carried out research to answer various questions on the planets in our Solar System.  6

Week 1

The children wrote about their holidays this week, telling me all about their fabulous adventures over the summer. They have also been writing recipes for themselves - what makes them special and unique. I've had quite a lot of fun reading the results; there are a few strange irritations ranging from sand on clothes to the obvious annoyance of siblings but there does seem to be a lot of love and genuine affection too! We have also kicked off our Science topic: Earth and Space. We talked about the planets and their distance from both Earth and the Sun and learnt what the darker patches on the Moon are. In Maths, we have been consolidating our place value understanding with numbers up to one million and focusing on punctuation in English. All in all, an awful lot has been packed into the first 3 days. Have a great weekend everyone and get plenty of rest!