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Year 5 Curriculum Overview

Welcome to Year 5

Osprey Class

2018-2019!

 

 

 

This term, our topic is ‘George’s Marvellous Medicine’ and we are really enjoying reading the book by Roald Dahl.

 

In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did?

In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 1
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 2
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 3
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 4
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 5
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 6
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 7
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 8
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 9
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 10
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 11
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 12
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 13
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 14
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 15
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 16
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 17
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 18
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 19
In Art and Design, we have been learning to draw in the style of the book’s illustrator, Quentin Blake. We looked at the different types of line he used in his drawings - thin/thick, light/dark, straight/curved, jagged and dashed lines. We tried to improve our observational drawing skills. How do you think we did? 20

In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture?

In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 1
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 2
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 3
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 4
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 5
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 6
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 7
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 8
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 9
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 10
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 11
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 12
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 13
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 14
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 15
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 16
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 17
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 18
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 19
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 20
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 21
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 22
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 23
In English, we have written our own chants in the style of Roald Dahl. Can you imagine George saying them as he mixed his marvellous medicine mixture? 24

Even though Grandma has been very mean to George, do you think that George should give his 'medicine' to Grandma? We held a Conscience Alley to help George decide!

Even though Grandma has been very mean to George, do you think that George should give his 'medicine' to Grandma?  We held a Conscience Alley to help George decide! 1

We have been very lucky to work with the Roundabout Theatre in Margate. We did a workshop with the director, Stef, of ‘How to Spot an Alien!’ So what do you do if you think your aunt is an alien?

 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  1
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  2
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  3
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  4
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  5
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  6
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  7
 We have been very lucky to work with the Roundabout Theatre in Margate. We did  a workshop with the director, Stef, of  ‘How to Spot an Alien!’  So what do you do if you think your aunt is an alien?  8

In Science, we have been looking at 'Reversible and Irreversible Changes'.

In George’s Marvellous Medicine by Roald Dahl, George wanted to get his own back on his grumpy, old grandma. He thought about doing 'Something whooping. Something absolutely terrific. A real shocker. A sort of explosion. He wanted to blow away that witchy smell that hung about her in the next room.'

Obviously we should never try to blow up a Grandma!  So we talked about the dangers of mixing chemicals, without adult supervision, and the effects they could have on a real human being and that we should never touch harmful substances.

Together we looked at mixing substances like bicarbonate of soda and vinegar and the effects this had on a balloon. The balloon inflated! Do you know why?

We looked at the indicators to see if this was a reversible or irreversible change. What do you think?

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George Kranky put lots of ingredients into his marvellous medicine mixture. We conducted a fair test to find out which of these ingredients dissolved.

Do you think curry powder is soluble or insoluble?

 

Amazing Animations!

 

In Art, we looked at works by the pop art collage artists, Richard Hamilton and Laurie Simmons . We used their ideas to make a setting for our own version of a scene for 'George’s Marvellous Medicine'.  We learnt how stop-go animations were made and studied films created by A & C Animation Studios, who are based right across the road!  We then produced our films. What do you think?

My Movie Lib Mas Lau Kie.mp4

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My Movie Char Lou Jas.mp4

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My Movie Bec Ell Ehs.mov

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My Movie dav jou fab mat.mp4

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Ty Gos Dan AZan.mov

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My Movie Zee Em Jam LiW.mp4

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My Movie Syd Tom Will.mp4

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We were lucky enough to design and make lip balm, to be sold at the school fayre. We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change.

We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 1
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 2
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 3
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 4
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 5
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 6
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 7
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 8
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 9
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 10
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 11
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 12
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 13
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 14
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 15
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 16
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 17
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 18
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 19
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 20
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 21
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 22
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 23
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 24
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 25
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 26
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 27
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 28
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 29
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 30
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 31
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 32
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 33
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 34
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 35
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 36
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 37
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 38
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 39
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 40
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 41
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 42
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 43
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 44
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 45
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 46
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 47
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 48
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 49
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 50
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 51
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 52
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 53
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 54
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 55
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 56
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 57
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 58
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 59
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 60
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 61
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 62
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 63
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 64
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 65
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 66
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 67
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 68
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 69
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 70
We were lucky enough to design and make lip balm, to be sold at the school fayre.  We worked with real STEM Scientists from Pfizer. We noticed that making lip balm was an irreversible change. 71

We were lucky enough to take part in four Discovery Planet workshops ‘Plastic Unwrapped’. We started with an examination of the problems caused by plastic waste by doing a beach clean in Margate, at Nayland Rock; we then looked at what plastics are and how they are made; explored what currently happens to plastic waste, and considered how chemical research can help us to make their use more sustainable.

 

 

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IMG_2148.MOV

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This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill.

This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 1
This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 2
This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 3
This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 4
This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 5
This year, to mark 100 years since WW1 ended, we visited the Margate war memorial on Trinity Hill. 6

With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church.

With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 1
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 2
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 3
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 4
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 5
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 6
With our new found knowledge of plastic, we decided to do our bit for the environment. To mark Remembrance Day 2018, we created a beautiful sculpture from single use plastic bottles. Every part of the bottle was used. Our work was then displayed at St. John's Church. 7

We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place!

We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 1
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 2
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 3
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 4
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 5
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 6
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 7
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 8
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 9
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 10
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 11
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 12
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 13
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 14
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 15
We also made a Christmas tree, for the 'tree festival' at St. John’s Church, out of recyled plastic bottles and card and we came second place! 16

Happy New Year! This term we are learning about the Ancient Maya! Welcome to the jungle in San Bartolo, Guatamala:

Happy New Year! This term we are learning about the Ancient Maya! Welcome to the jungle in San Bartolo, Guatamala: 1

Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)!

Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 1
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 2
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 3
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 4
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 5
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 6
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 7
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 8
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 9
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 10
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 11
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 12
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 13
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 14
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 15
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 16
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 17
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 18
Archaeologists use the objects and buildings that people in the past have left behind to learn about history. We used tools like paintbrushes and trowels to uncover some Ancient Mayan artefacts (replicas)! 19

We wrote a newspaper report about the amazing archaeological discovery in Guatemala!

We wrote a newspaper report about the amazing archaeological  discovery in Guatemala! 1
We wrote a newspaper report about the amazing archaeological  discovery in Guatemala! 2
We wrote a newspaper report about the amazing archaeological  discovery in Guatemala! 3
We wrote a newspaper report about the amazing archaeological  discovery in Guatemala! 4
We wrote a newspaper report about the amazing archaeological  discovery in Guatemala! 5

The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun.

The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 1
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 2
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 3
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 4
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 5
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 6
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 7
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 8
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 9
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 10
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 11
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 12
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 13
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 14
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 15
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 16
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 17
The ancient Maya were keen astronomers, recording and interpreting every aspect of the sky. As they believed that the will and actions of the Gods could be read in the stars, moon and planets, they dedicated much time to doing so and many of their most important buildings were constructed with astronomy in mind. The Sun, Moon and planets (Venus in particular) were studied by the Maya. The Maya also based their calendars around astronomy. Like the ancient Maya, we have been looking at our Solar System and have created models to show their size, order and distance from the Sun. 18

We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system.

We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system. 1
We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system. 2
We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system. 3
We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system. 4
We also wrote our own non-fiction booklets and made Top Trump Cards about our solar system. 5

In R.E, we have been learning about how God can bring freedom and Justice. Maggie came in to tell us about Moses and The Ten Commandments through Godly play.

In R.E, we have been learning about how God can bring freedom and Justice.  Maggie came in to tell us about Moses and The Ten Commandments through Godly play. 1
In R.E, we have been learning about how God can bring freedom and Justice.  Maggie came in to tell us about Moses and The Ten Commandments through Godly play. 2
In R.E, we have been learning about how God can bring freedom and Justice.  Maggie came in to tell us about Moses and The Ten Commandments through Godly play. 3
In R.E, we have been learning about how God can bring freedom and Justice.  Maggie came in to tell us about Moses and The Ten Commandments through Godly play. 4
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We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat. We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts!

We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 1
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 2
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 3
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 4
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 5
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 6
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 7
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 8
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 9
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 10
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 11
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 12
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 13
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 14
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 15
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 16
We had a Polar Explorer day where we had to research animals and find out why they were adapted to their habitat.  We then created our own new species to live in a certain habitat. We hope you like our fantastic beasts! 17

As part of our Prayer and Pilgrimage Week, Year 5 made a shell mosaic. This will be put up outside. We hope to create a quiet, reflective space for everyone in our school.

As part of our Prayer and Pilgrimage Week, Year 5 made a shell mosaic. This will be put up outside. We hope to create a quiet, reflective space for everyone in our school. 1

Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.

Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 1
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 2
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 3
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 4
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 5
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 6
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 7
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 8
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 9
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 10
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 11
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 12
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 13
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 14
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 15
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 16
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 17
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 18
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 19
Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature.Our new topic is called Beast Creator! In Geography, the children went on a mini-beast hunt around the school grounds, labelling where they found them on a map, and discussing how that habitat is suitable for the creature. 20

Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work.

Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 1
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 2
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 3
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 4
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 5
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 6
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 7
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 8
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 9
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 10
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 11
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 12
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 13
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 14
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 15
Our topic is ‘Living things and their habitats’. We have learned about the lifecycles and reproduction of amphibians, insects, mammals and birds. We have made mobiles, computer animations, booklets and PowerPoints. Here are a few examples of our work. 16

Saturn 2019.mov

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Mars 2019.mov

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The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing..

The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 1
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 2
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 3
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 4
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 5
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 6
The children are creating a project on entomology; drawing mini-beasts then printing them. They are also starting to create collages to make a background for their printing.. 7
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