Y2: Goodbye worms!

After over 2 months in their wormeries, we gave our worms some well deserved freedom today! We put them into the raised flowerbed so that they can get on with creating quality soil, adding their nutrients, ready for our next science project in Summer Term.
Y2, how did it feel emptying your wormery? Do you think we did the right thing? Had the worms changed much?

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KS1: The Easter Story

jesus empty tomb clip art image search results ClipArt Best KS1 will be learning about Easter this week. A simple Google image search just using the word ‘Easter’ will tell you that the true meaning of this, arguably the most important Christian celebration, seems to be being obscured by fluffy chicks and chocolate eggs. Whatever your religion, or even if you don’t have a religion, it’s important to respect the beliefs of other people by taking the time to learn about them.

We will be using these resources amongst others this week.

Full Easter Story      Easter Story – BBC Bitesize      Easter Story – CBeebies

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FGB: 19th March 2018

The Full Governing Body met this evening to discuss the past, current and future shape of our school. Amongst other things, we….

  • enjoyed hearing the subject report from the STEM (Science, Technology, Engineering & Maths) Cluster and heard about developments in maths reasoning; development of Science Journals and the Enthuse Partnership; and the integration of Google Education.
  • discussed how we address the issue of persistent lateness (at the start and end of the day).
  • discussed the importance of ‘context’ when analysing pupil progress data.
  • reviewed the schools financial position.

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KS1 Assembly: Learning can be discombobulating!

In our KS1 assembly today we carried on thinking about what effective learners do. We looked at the word ‘discombobulate’. At first, we weren’t sure how to say it so we had to look at it more carefully. Then, we segmented the word – breaking it up into syllables. After that, we practised saying the word.

Then we hit a problem…

Mehdi asked, ‘what does it mean?’. So, I put into a sentence:

“I found maths really challenging today. It was really discombobulating!”

Putting the word into a context helped us understand what it meant. Finally we proved that we understood the word by putting it into our own sentences.

So according to this activity good learners: look carefully, break down problems into smaller parts, practised, asked questions, added context (other relevant details) and then proved their learning by trying it out themselves.

Do you agree that this is what a good learner does? Is there anything else that should be added? Let me know.

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