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Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles.

Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 1
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 2
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 3
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 4
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 5
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 6
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 7
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 8
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 9
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 10
Today, we designed, made and evaluated our bridges made from food. Our building materials were fragile, but that didn't stop us making some brilliant structures to hold a number of vehicles. 11

We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool!

We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 1
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 2
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 3
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 4
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 5
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 6
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 7
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 8
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 9
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 10
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 11
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 12
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 13
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 14
We started our new topic 'How have people from the past had an impact on our lives today?', by looking at the work of Isambard Kingdom Brunel. Inspired by his work on the Clifton Suspension bridge, we have spent time this week looking at bridges. Today we made paper bridges across a gap to hold a weight, and used our bodies to help us understand how important the supports are for a suspension bridge, before making our own suspension bridges using cardboard tubes and wool! 15

Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.

Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  1
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  2
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  3
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  4
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  5
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  6
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  7
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  8
Inspired by Harry Potter's visit to Ollivander's wand shop, the children designed wands, measured each other (as Harry was measured in the book), sawed and shaped their wands.  9

The finished wands...in the hands of some powerful wizards. Beware!

The finished wands...in the hands of some powerful wizards. Beware! 1
The finished wands...in the hands of some powerful wizards. Beware! 2
The finished wands...in the hands of some powerful wizards. Beware! 3
The finished wands...in the hands of some powerful wizards. Beware! 4
The finished wands...in the hands of some powerful wizards. Beware! 5
The finished wands...in the hands of some powerful wizards. Beware! 6
The finished wands...in the hands of some powerful wizards. Beware! 7
The finished wands...in the hands of some powerful wizards. Beware! 8
The finished wands...in the hands of some powerful wizards. Beware! 9
The finished wands...in the hands of some powerful wizards. Beware! 10
The finished wands...in the hands of some powerful wizards. Beware! 11
The finished wands...in the hands of some powerful wizards. Beware! 12
The finished wands...in the hands of some powerful wizards. Beware! 13
The finished wands...in the hands of some powerful wizards. Beware! 14
The finished wands...in the hands of some powerful wizards. Beware! 15
The finished wands...in the hands of some powerful wizards. Beware! 16
The finished wands...in the hands of some powerful wizards. Beware! 17
The finished wands...in the hands of some powerful wizards. Beware! 18
The finished wands...in the hands of some powerful wizards. Beware! 19
The finished wands...in the hands of some powerful wizards. Beware! 20
The finished wands...in the hands of some powerful wizards. Beware! 21
The finished wands...in the hands of some powerful wizards. Beware! 22
The finished wands...in the hands of some powerful wizards. Beware! 23

Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand.

Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 1
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 2
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 3
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 4
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 5
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 6
Professor Dumbledore sent an 'owl' to the children. In the letter, he asks the children to find out about solids, liquids and gases and challenges them to explain how the particles in each of the three states of matter behave. The children made human models of a solid, liquid and gas, before sorting images to decide which state of matter they belonged to. There was divided opinion on bubbles, ice and sand. 7

Professor Dumbledore also asked us to find out if gas weighs anything, so we carried out an experiment.

Professor Dumbledore also asked us to find out if gas weighs anything, so we carried out an experiment. 1
Professor Dumbledore also asked us to find out if gas weighs anything, so we carried out an experiment. 2
Professor Dumbledore also asked us to find out if gas weighs anything, so we carried out an experiment. 3
Professor Dumbledore also asked us to find out if gas weighs anything, so we carried out an experiment. 4

Professor Dumbledore also wanted us to investigate how to change a solid to a liquid, or a liquid to a gas. We observed the kettle boiling, turning water into steam/water vapour, and saw the water vapour condense back into water on a cold mirror. Then we observed what happened to some chocolate in hot water!

Professor Dumbledore also wanted us to investigate how to change a solid to a liquid, or a liquid to a gas. We observed the kettle boiling, turning water into steam/water vapour, and saw the water vapour condense back into water on a cold mirror. Then we observed what happened to some chocolate in hot water! 1
Professor Dumbledore also wanted us to investigate how to change a solid to a liquid, or a liquid to a gas. We observed the kettle boiling, turning water into steam/water vapour, and saw the water vapour condense back into water on a cold mirror. Then we observed what happened to some chocolate in hot water! 2

For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids.

For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 1
For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 2
For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 3
For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 4
For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 5
For our first potions lesson, Professor Snape sent us an 'owl' challenging us to make a solid by mixing 2 liquids. 6

Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.

Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  1
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  2
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  3
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  4
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  5
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  6
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  7
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  8
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  9
Hagrid (in Harry Potter) has a dragon's egg which is hatching. This has inspired us to imagine what our own dragons would look like. We have written some descriptions, and have made dragon's eyes from clay.  10

The finished dragon eyes look amazing.

The finished dragon eyes look amazing.  1
The finished dragon eyes look amazing.  2
The finished dragon eyes look amazing.  3

To commemorate the centenary of the end of WW1, Phoenix class used tissue paper on plastic pockets to create these pictures. Here is a selection.

To commemorate the centenary of the end of WW1, Phoenix class used tissue paper on plastic pockets to create these pictures. Here is a selection. 1
To commemorate the centenary of the end of WW1, Phoenix class used tissue paper on plastic pockets to create these pictures. Here is a selection. 2

Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy!

Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 1
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 2
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 3
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 4
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 5
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 6
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 7
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 8
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 9
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 10
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 11
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 12
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 13
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 14
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 15
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 16
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 17
Harry Potter ate pumpkin pasties on the Hogwarts Express on his way to his first year at Hogwarts. So we had a go at making some, and used some spare pasty mixture to make a pumpkin risotto. Yummy! 18

We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.

We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  1
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  2
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  3
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  4
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  5
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  6
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  7
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  8
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  9
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  10
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  11
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  12
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  13
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  14
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  15
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  16
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  17
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  18
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  19
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  20
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  21
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  22
We had a wonderful visit to the Museum of Somerset, for a myths and legends workshop. The children enjoyed exploring the exhibits, trying on military outfits and making 'hunky punks' as part of their workshop.  23

Our class assembly was a lovely end to our magic topic: thinking about the lessons we can learn from the Harry Potter stories.

Our class assembly was a lovely end to our magic topic: thinking about the lessons we can learn from the Harry Potter stories. 1
Our class assembly was a lovely end to our magic topic: thinking about the lessons we can learn from the Harry Potter stories. 2
Our class assembly was a lovely end to our magic topic: thinking about the lessons we can learn from the Harry Potter stories. 3

Our fantastic take away tasks about owls.

Our fantastic take away tasks about owls.  1
Our fantastic take away tasks about owls.  2
Our fantastic take away tasks about owls.  3

We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival.

We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 1
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 2
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 3
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 4
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 5
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 6
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 7
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 8
We have enjoyed 2 sports festivals this term. Here are just a few images of what we got up to at the net and wall festival. 9

When learning about place value, we used coloured paper to represent the thousands, hundreds, tens and ones. We then worked in pairs to make numbers for each other to write down.

When learning about place value, we used coloured paper to represent the thousands, hundreds, tens and ones. We then worked in pairs to make numbers for each other to write down. 1
When learning about place value, we used coloured paper to represent the thousands, hundreds, tens and ones. We then worked in pairs to make numbers for each other to write down. 2
When learning about place value, we used coloured paper to represent the thousands, hundreds, tens and ones. We then worked in pairs to make numbers for each other to write down. 3
Please remember that Monday 25th February is an InSET day and the school will be closed to pupils.
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