During RE, the
children have focused on the key skills of:
Can they reflect on and begin to analyse what it means to belong
to a faith community, communicating their own and others’ responses?
Can they describe the key aspects of religions and worldviews,
especially the people, stories, traditions and customs that influence their
beliefs and values?
these key skills in mind and Advent in process, the children celebrated
Christmas with a party! The children played various party games for example,
musical statues and the ‘over and under’ game. The children were able to show
an awareness of their opponents and team mates during these games, they showed
good awareness of space and the actions of others and recognise good
performances in themselves and others and use what they have learned improve
their own work. All of these are key PE skills they have learnt throughout PE
this half term.
will be looking at how people from other countries celebrate Christmas and
comparing it to other English traditions.
On Wednesday 11th
December, Year 3 had a visitor from Portals to the Past to consolidate our
learning about the Ancient Egyptians and the remarkable events in their
history. The visitor brought lots of resources with him which enabled us to
visualise and use some of the objects in the same way as the Egyptians! The
children dressed as they wished in relation to the Ancient Egyptians. We had
many Egyptologists, Pharaohs, servants and even some mummies and a god! The
children were able to talk about their costume amulets, such as the eye of
Horus for good luck and golden jewellery to signify wealth.
Firstly, we began
the day by talking about the geography of Egypt and the changes over time to
it’s parts and it’s rulers. We had learnt how to identify key features of a locality by using a map and
discussed famous landmarks in
Egypt, but our visitor taught us about the reasons for their appearance and
introduction due to some of the ideas from Pharaohs over time, like the
Pyramids and the Valley of the kings. The children showed off some of their
learning by describing the place and events that they had already learnt about
using geographical language.
We applied the
skill of researching from the given information boards and learnt some facts
about many things, including why Gods and Goddesses were so important but are
no longer worshipped in the same way.
Use of our previous internet searches for information, the things we
found out on the information boards and from our visitor helped the children to
come to the conclusion that Cleopatra’s love stories played a large part in the
demise of the Egyptian rule. It was interesting for the children to consider
how invasions from other cultures, such as the Persians and the Greeks, had an
influence on their faith and that once the land became Roman led, the land
became Christian, then later Muslim and Egyptians ceased to worship their old
gods and goddesses. We also learnt about the influence of some of these
invasions on the language used, such as the word “pyramis” which translates to
“wheat cake” as the pyramids reminded them of the shape of their wheat cakes
with a pointed top.
We were shown lots of objects and applied the skill of
deducing and answering questions about the purpose of the artefacts and the
photographs; the children were able to give plausible explanations about what
they thought the objects were for by considering the clues given e.g. A small
pot used to hold kohl, an earring stud and versions of alabaster pottery.
We knew that Ancient Egyptians played board games and so it
was exciting to play a game that would have been played by children in Ancient
Egypt called ‘Jackals’. The children were able to apply their historical
understanding skills to discuss similarities to games developed and played
today, like snakes and ladders! We were told that some of the games had
markings for which the instruction was unknown so some of the children were
able to suggest inventive game rules to do with these markings.
In the afternoon, we took part in and watched a role-played
version of the life and death of a pharaoh, including his mummification! We
watched the process that we had learnt and discussed the job roles of different
people that would have been employed in the process. In class we had already
carried this out on a tomato before the day, but watching this on a life size
dummy allowed us to really visualise the process and consider the significance
of this event in their culture on history.
Finally, we played
a game of hounds versus jackals. The objective of which was to aim for the
animals that would have been present in Ancient Egypt. Each animal had
different points for their temperaments and importance in Ancient Egyptian
Quotes from the
children about the day –
Leo “I liked it
because I like watching and listening to all the things we have learnt about
Bailey “I like
Egyptian day because it’s very fun as we get to dress up and play real life
board games like the Egyptians”.
Lexi “I enjoyed
being able to research extra information about Tutankhamun”.
Year 4 have been working on persuasive writing. The children watched the Aldi advert about Calvin the Carrot and had to write about him. They then created their own very persuasive advert selling Christmas Food. Have a look and see if you would buy from them!
Year 1 and 2
children have worked extremely hard this half term to produce the pantomime of Aladdin
Trouble and have performed this to Reception, Year 3 children, parents and
members of the community.
All children were
given a role to play in the pantomime and made everyone who was part of the
production very proud! The children learnt songs and lines as well as being
very professional on stage. They all enjoyed being part of the show and worked
really well as a team.
The teachers and
TAs worked incredibly hard too, to put the show together and make all of the
props that brought the tale to life.
The finished show
was fantastic and was enjoyed by every audience that came to see it. One member
of the community said “I enjoyed watching the performance so
much, the children try very hard and it is lovely to see them having so much
fun on stage!”
Some of the main characters from the show: Genie, Aladdin, Jasmine, Widow
Twankey and Abanazar
In Literacy, the Year 2 children became Theatre Critics and wrote reviews
of their pantomime. Here are a couple of examples:
This half term, Year Three have investigated light sources and the need for light to be able to see. We investigated materials which best reflected light and the purpose for which we might need reflective materials, for example, to be safe when walking home. We also investigated the reasons why we need to protect ourselves when out in the sun and looked for patterns in the way that the size of shadows change when we move the light source in relation to an opaque object. Fair testing was a big focus in these investigations to ensure that we were manipulating the variables.
To finish off the term, we combined our learning in history about mummification with an investigation over time on drying out tomatoes. The children chose between rice, flour and salt to absorb the liquid from the tomatoes and then left them for over a week to see the effect. It was very interesting to see the results that each choice had on the tomatoes!
children in Reception have been really busy in their first term at school,
learning all of their single sounds, some digraphs and even a couple of tricky
been working really hard to apply all this new knowledge and have all written a
letter to Father Christmas! They practised hearing initial sounds and sounding
out words as well as their letter formation. The children have thought
carefully about how we ask nicely for something and discussed with each other
what they would like for Christmas.
letters were finished, the children helped to stick a stamp on and seal the
envelope. The letters were ready for posting so the children all went for a
morning walk to the nearest post box to post them.
returning to school the children learnt about the journey of a letter and they
saw how the letters are sorted and get ready for delivery.
now got to wait patiently to see if they a reply from Father Christmas!
KM3 were very lucky to have Mr Gibson and two children from
Neatherd High School, part of the Digital School House, complete an exciting
and interesting computing lesson.
The children learnt how to become computational thinkers, using
algorithms (clear, precise instructions) to direct a computer. During our usual
computing sessions in class previously, the children have been using 2Code on
Purple Mash to create a programme and this session moved the children on from
The children focussed on listening to instructions, working
in pairs to be the ‘computer’ and the ‘programmer’ providing directing each
other to create a picture using playdough as the stimulus. We learnt that if
our instructions were not clear enough, the ‘computer’ could not create the
Following this, after learning that it is important to be
clear with our instructions and directions, we learn how to create an algorithm
for the dance the ‘Hokey Cokey’. Step by
step instructions were written and edited by the children and tested on each
We learnt that we had to use accurate measurements, for
example 360 degrees and move forwards 30cm to ensure that the computer knew
exactly what they were supposed to do.
Our next step is to apply this knowledge and our algorithms
to a programme called ‘Scratch’ to make a character move and dance to the Hokey
The children said:
“It was really fun, I especially enjoyed doing the play dough work!” (Emma)
“It was amazing! I learnt that I need to make instructions really clear.” (Olivia)
“I really enjoyed doing the Hokey Cokey and making clear and precise instructions for this.” (Millie)
Mr Gibson is due to come back in to work with CP3 and FB3 in the Spring term.
Year 5 have been reflecting on British Values in their
lessons, realising their relevance across different continents and at different
points in history.
In Re the children have been considering the people of the Old
Testament and their prophecy of a Messiah. When examining extracts of the Old
Testament, Ben commented that “they wanted strict rules and laws”. Paloma
added, “the people of Israel were wishing for a saviour to stop all the
attacking.” (Isiah 9 6-7: power and peace will be his kingdom.) We then
reflected on what a society would be like if it did not share our British
values. We were interested to realise that people in the past, wished for such values,
whereas perhaps we take them for granted.
We also found an extract in the Old testament that made
reference to equality, where the people of Israel were wanting a Messiah who
would treat the poor fairly. (Isiah 11 1-5 He will judge the poor honestly.)
Previously in RE we had been looking at the impact of Nelson
Mandela and reflected on what life would be like in the midst of apartheid. Ben
said that, “there was no equality in apartheid”.
In Year 4, thirty children were delighted with the opportunity to have the Head of Computer Science from Neatherd: Mr Gibson, introduce us to Computational Thinking.
We started off the session by playing bingo. Mr Gibson gave each child a different grid with 0’s in different cells. As he read the co-ordinates out to us we had to mark them off on the sheets. The first child to win the game was delighted as Mr Gibson was reading the co-ordinates very fast and we all had to keep up!
The children were keen to demonstrate their skills and were able to complete the second activity with aplomb! They were tasked to create a drawing on a grid and then write the co-ordinates of each cell. Mr Gibson then told them to pass their instructions but not their drawing to someone the other side of the room. They all then attempted to follow each other’s instructions to duplicate each other’s drawings, some were very accurate, some discovered the instructions needed tweaking and others had not followed the instructions implicitly. Lots of hilarity ensued when the instructions and drawings were displayed.
This week Mr Gibson brought two very professional and able Year 10 students to assist with the topic of Conditional Formatting. The children were delighted to welcome Mr Gibson back for a second week and were keen to get started on the new lesson.
Mr Gibson gave the children a warm up exercise in which they had to colour a grid following the co-ordinates on the paper, they had to remember that each comma meant they had to leave a cell blank. It was very impressive to see the concentration and focus from all the children – well done Year 4’s.
The main activity required intense concentration from the children as .listened intently to the instructions on how to change the colour of a cell (pixel) using conditional formatting. One child was so competent with his new found skill that he created an image of a dog on the grass with a brilliant blue sky.
Yet another fantastic learning experience! Year Four would like to extend a huge than you to Mr Gibson and his assistants.
On Friday the 15th of November, year 5 enjoyed a fantastically vicious Viking visit. Our learning truly came to life with the help of Thorul Hammerson, our visiting Viking. By dressing up in fantastic costumes, the children felt that they had been transported back in time. We learnt that his trousers that were made of plentiful material, were to demonstrate his wealth, as was his silver-tipped leather belt and bag.
We had studied the significance of artefacts; how they can indicate how far and wide the Vikings had travelled and traded with places as far away as North Africa and Constantinople. Being able to hold them meant that we could appreciate what Viking life was like, with several families all living in a long-house alongside the animals. Through Thor’s clever questioning, we were able to piece together the facts that we had already learnt and apply this knowledge. Eg. where did the horn come for to make the drinking horn?
We were also surprised that many of the Viking words for cutlery and kitchenware are very similar to words we use today eg “ketill”
We were also interested to learn other words with Viking origin eg “Ransack”
from the old Norse “rannsaka” which means to search a house. Also, “window” which literally translated means “a wind-eye”.
We knew, from our study of artefacts that chess pieces and dice had been found, made from walrus tusk or reindeer antler. Therefore it was great to have the chance to play a fun game of ‘Fox and Geese’ which tested our tactical moves; one fox tries to eat the 13 geese and the geese win if they manage to block in the fox.
In the afternoon, the children watched as he made some coins which would have been worth £25. If you wanted to spend less, you chopped the coin in half or even quarters, known as a “four-thing” (farthing). Who knew a blunt axe could split a watermelon in half as well as split your money into pieces?
The following quotes show how much this visit added to our learning……
Autumn – “It’s been a fun day and it gives you a lot of education.”
Jasmin – “It’s interesting to learn about the Vikings. The day has helped us to learn how they lived.”