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Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.

Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  1
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  2
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  3
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  4
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  5
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  6
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  7
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  8
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  9
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  10
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  11
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  12
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  13
Bread: In the last week of the school year, Phoenix class made bread (one of the Buckland 100 challenges). See how much fun, and hard work went in to making the delicious loaves.  14

Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type.

Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 1
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 2
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 3
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 4
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 5
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 6
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 7
Rocks: After recapping how igneous, metamorphic and sedimentary rocks are formed, the children worked in groups to label the different rocks they had. After identifying the rocks, the children carried out a fair test to find out the hardness of the rocks. The children then used their findings to try and group the rocks by type. 8

Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.

Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  1
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  2
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  3
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  4
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  5
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  6
Rocks: For the 'wow' start to our new topic, we learned about how igneous, sedimentary and metamorphic rocks are formed - using chewy sweets. Miss L made the igneous rock as it got quite hot.  7

Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them.

Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 1
Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 2
Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 3
Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 4
Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 5
Mary Anning: We started our new learning journey by learning about Mary Anning. We then had a 'fossil hunt' around the field, looking at images of fossils. We attempted to identify what the images were, and considered what scientists could learn from them. 6

St George's Day

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STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes!

STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 1
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 2
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 3
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 4
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 5
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 6
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 7
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 8
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 9
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 10
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 11
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 12
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 13
STEM: We ended our topic with a STEM challenge: to transport a chocolate egg down a zip wire, keeping it safe. Thankfully it was a chocolate egg, otherwise we would have had a few smashes! 14

The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound.

The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 1
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 2
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 3
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 4
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 5
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 6
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 7
The science of sound: We have enjoyed a day learning all about sound, inspired by the work of Alexander Graham Bell. We carried out some observations of sound being made by vibrations, before conducting an experiment to find out which material best muffled sound. 8

WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.

WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  1
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  2
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  3
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  4
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  5
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  6
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  7
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  8
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  9
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  10
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  11
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  12
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  13
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  14
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  15
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  16
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  17
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  18
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  19
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  20
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  21
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  22
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  23
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  24
WORLD BOOK DAY: What a superb job the children have done making their puppets for World Book Day 2019. Only a slight bias towards Harry Potter characters! We spent the afternoon, working in groups to create a short play using our puppets, which we will then turn into a comic strip next week.  25

'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple)

'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 1
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 2
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 3
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 4
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 5
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 6
'The Ice Man': Phoenix class have been learning about the adventures of Ernest Shackleton with Miss Burge. Thanks to Mrs James, we had a visit from Sean Chapple, a local, record breaking polar explorer who has planned, managed and led over twenty high risk polar expeditions. Sean has spent more than 700 days living beyond the Arctic and Antarctic Circles, and skiing more than 6,500km, earning himself the nickname 'The Ice Man'. (Taken from Polar Quest - a journey to the Poles by Sean Chapple) 7

TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.

TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.  1
TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.  2
TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.  3
TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.  4
TOOTHPASTE This afternoon we learned about Washington Sheffield, the inventor of the first modern day toothpaste in a tube (mid 1870s). We then carried out an experiment to find the most effective toothpaste at removing a stain.  5

FRACTIONS. This morning we had some fun with fractions, using different apparatus to help us understand what the different numbers in a fraction relate to. We also began to talk about equivalent fractions and had a go at adding simple fractions.

FRACTIONS. This morning we had some fun with fractions, using different apparatus to help us understand what the different numbers in a fraction relate to. We also began to talk about equivalent fractions and had a go at adding simple fractions.  1
FRACTIONS. This morning we had some fun with fractions, using different apparatus to help us understand what the different numbers in a fraction relate to. We also began to talk about equivalent fractions and had a go at adding simple fractions.  2
FRACTIONS. This morning we had some fun with fractions, using different apparatus to help us understand what the different numbers in a fraction relate to. We also began to talk about equivalent fractions and had a go at adding simple fractions.  3
FRACTIONS. This morning we had some fun with fractions, using different apparatus to help us understand what the different numbers in a fraction relate to. We also began to talk about equivalent fractions and had a go at adding simple fractions.  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.

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 note change of date for the display of work. New date 10th July at 2pm.
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