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Welcome to Sparrows Class Page!

 

Welcome to the Sparrows!  Our Teacher is Mr. Marland and our Teaching Assistant is Mrs. Clarke. 

We are both looking forward to the year ahead working with your children, helping to develop their confidence as well as their education. 

 

The topic for this term will be Dinosaurs.  We will be looking at when dinosaurs existed, their habitat and the continents on which evidence of their existence have been found.

 

Every Friday one of our pupils will be selected for the Star Pupil award in recognition of their contribution to the class during the week. 

 

 

We will be 'Climbing the Ladder to Success' through hard work and determination in class and doing additional reading, writing and arithmetic supported by you at home.

 

This blog will be regularly updated with examples of the work that the children are doing in class. 

 

I look forward to meeting you during the next few weeks.  If you have any queries about your child's progress please feel free to speak with me after school.

 

 

Dear parents,

 

I would just like to say how proud I am of all your children that I have taught this year.  I have been very lucky to have them as my first class and will never forget them.  They have always brought a big smile to my face and I will miss everyone of them.  Thank you so much for all the gifts.  I will no doubt have put on a whole stone before I begin teaching again in September!

Thanks also for all the support you have given your child at home.  It really did help them make a lot of progress in school.

I wish you and your children all the best in the future.

 

Many thanks,

 

Mr. Marland 

Sports Day - The end of the year is coming and that means our annual Sports Day has arrived! Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more! A big thank you to all the parents who turned up to give their child support. I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race. You were all great sports (no pun intended!)

Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 1
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 2
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 3
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 4
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 5
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 6
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 7
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 8
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 9
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 10
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 11
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 12
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 13
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 14
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 15
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 16
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 17
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 18
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 19
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 20
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 21
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 22
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 23
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 24
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 25
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 26
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 27
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 28
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 29
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 30
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 31
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 32
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 33
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 34
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 35
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 36
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 37
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 38
Sports Day - The end of the year is coming and that means our annual Sports Day has arrived!  Everyone in Sparrows took part in the amazing events that included the sack race, egg and spoon race, basketball and much more!  A big thank you to all the parents who turned up to give their child support.  I would also like to say a thank you to the parents of children in Sparrows who took part in the sack race.  You were all great sports (no pun intended!) 39

Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow. We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.

Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   1
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   2
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   3
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   4
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   5
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   6
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   7
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   8
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   9
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   10
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   11
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   12
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   13
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   14
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   15
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   16
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   17
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   18
Bird week - As part of bird week, our class decided to create observational paintings of our class bird, which is the Sparrow.  We had to look carefully at the shape of the sparrow as well as think about which colours we were going to use in order to make an accurate picture.   19

The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School. From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable. Take a look at the photos below.

The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 1
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 2
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 3
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 4
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 5
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 6
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 7
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 8
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 9
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 10
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 11
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 12
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 13
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 14
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 15
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 16
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 17
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 18
The Queen's Party - So the day of the Queen's 90th birthday arrived and Sparrows were full of energy to make the day soecial at Birches green Infant School.  From making crowns rto researching facts about the Queen through the Ipads, Sparrows certainly worked hard to make the day memorable.  Take a look at the photos below. 19

 

Dear parents,

This year has gone far too quickly!  It only feels like yesterday when I was first introduced to your children.  I am very proud with all of them for what they have achieved this year and would like to thank you for all the hard work you have been doing with them at home.  It has really made a difference.  Seven more weeks left until the big summer holidays begin.  Let's make thew last half term be a good one!  Thanks again.

 

Mr. Marland

Forest School 7th July

Look at our wonderful leafy flags we created. First we had choose just the right leaf to fit in between the fabric. Next we used a large stone to 'hammer' out the 'juice' from the leaf, to leave a print on the fabric. We took care not to hammer our fingers! Then we scraped away the leaf. Finally we threaded bright wool through holes and tied knots around a long stick.

 

 

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Still image for this video

Forest School 16th June

 A rain free afternoon at Plants Brook Nature Reserve meant we could enjoy a walk through  the flower meadow and around one of the lakes. We made an extra effort to be silent to listen to the mixture of birdsong and had fun spotting the wetland birds. The swan's webbed feet looked huge and ideal for swimming. 

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We didn't even have to search for mini beasts, as there were so many out and about along our walk. A fallen tree meant we had to go carefully under it and then we discovered some that were ideal to climb and play on!
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Forest School 9th June

Sunshine and smiles! The final group to start Forest School had been very patient waiting all year and were full of excitement today.

Off they set on a mini beast hunt, looking carefully at all the different habitats they'd been found in, to record on a tally chart. Sparrows really enjoyed this and impressed us with how gentle and caring they were with the mini beasts.

We then got  to make wriggly worms from elder sticks and string. It wasn't as easy as it sounds but we did it.

Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn. Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise. One of us had to pretend to be the robot whilst others had to give them directions. However, that wasn't the challenge. The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch. This was a challenge because we had never used a stop watch before. We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute. Look at the pictures below to see us trying this outside.

Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 1
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 2
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 3
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 4
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 5
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 6
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 7
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 8
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 9
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 10
Timining - Recently we have been looking at directions and becoming familair with the correct terminology for it e.g. quarter run, half turn, 3 quarter turn.  Now that we have become more familiar with this skill Mr. Marland wanted us to develop this skill further by putting it into practise.  One of us had to pretend to be the robot whilst others had to give them directions.  However, that wasn't the challenge.  The real challenge was to record how long it would take for the 'robot' to get to their destination using a stop watch.  This was a challenge because we had never used a stop watch before.  We learnt that there are 60 seconds in a minute and we learnt how to read a timing that was over 1 minute.  Look at the pictures below to see us trying this outside. 11

Science - Materials. We have now come to the end of materials in our science lessons. Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have. We were first asked to write down all the materials we could think of. We would later talk about what materials we could think about on the carpet. Our next task was to write down all the properties we could think of for a certain material. To finish the session off we talked about sorting materials and how we could sort them based on their properties.

Science - Materials.  We have now come to the end of materials in our science lessons.  Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have.  We were first asked to write down all the materials we could think of.  We would later talk about what materials we could think about on the carpet.  Our next task was to write down all the properties we could think of for a certain material.  To finish the session off we talked about sorting materials and how we could sort them based on their properties.   1
Science - Materials.  We have now come to the end of materials in our science lessons.  Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have.  We were first asked to write down all the materials we could think of.  We would later talk about what materials we could think about on the carpet.  Our next task was to write down all the properties we could think of for a certain material.  To finish the session off we talked about sorting materials and how we could sort them based on their properties.   2
Science - Materials.  We have now come to the end of materials in our science lessons.  Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have.  We were first asked to write down all the materials we could think of.  We would later talk about what materials we could think about on the carpet.  Our next task was to write down all the properties we could think of for a certain material.  To finish the session off we talked about sorting materials and how we could sort them based on their properties.   3
Science - Materials.  We have now come to the end of materials in our science lessons.  Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have.  We were first asked to write down all the materials we could think of.  We would later talk about what materials we could think about on the carpet.  Our next task was to write down all the properties we could think of for a certain material.  To finish the session off we talked about sorting materials and how we could sort them based on their properties.   4
Science - Materials.  We have now come to the end of materials in our science lessons.  Mr. Marland thought it would be a good idea for us to test our understanding of materials and what properties they have.  We were first asked to write down all the materials we could think of.  We would later talk about what materials we could think about on the carpet.  Our next task was to write down all the properties we could think of for a certain material.  To finish the session off we talked about sorting materials and how we could sort them based on their properties.   5

Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball! That's right, we have recently been learning how to play the game dodgeball. The game involves two opposing teams with 4 throwing balls. The objective is to throw a ball at an opposing player. If the ball hits below the player's waist, then tey are out of the game. The winning team is the one with the most players left. This was where a variety of skills had to be used in order for us to be successful. The skills included: throwing, aiming and dodging. Whilst half the class played this game, the other half practised their throwing and catching skills. Some of us were challenged to catch a smaller ball from a further distance.

Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 1
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 2
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 3
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 4
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 5
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 6
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 7
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 8
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 9
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 10
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 11
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 12
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 13
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 14
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 15
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 16
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 17
Dodgeball - This year we have learnt how to throw a ball, we have learnt how to catch a ball, now we were learning how to dodge a ball!  That's right, we have recently been learning how to play the game dodgeball.  The game involves two opposing teams with 4 throwing balls.  The objective is to throw a ball at an opposing player.  If the ball hits below the player's waist, then tey are out of the game.  The winning team is the one with the most players left.  This was where a variety of skills had to be used in order for us to be successful.  The skills included: throwing, aiming and dodging.  Whilst half the class played this game, the other half practised their throwing and catching skills.  Some of us were challenged to catch a smaller ball from a further distance. 18

He's back!! Sparrows were very pleased to find out that they had won Stewart the Minion for a whole week after receivng the award for the class that had the most children in on time. A big thank you to every parent who made sure their children were in on time. Let's see if we can keep Stewart for the rest of the term! Remember, be on time at 10 to 9!

He's back!! Sparrows were very pleased to find out that they had won Stewart the Minion for a whole week after receivng the award for the class that had the most children in on time.  A big thank you to every parent who made sure their children were in on time.  Let's see if we can keep Stewart for the rest of the term!  Remember, be on time at 10 to 9! 1

Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today. As a challenge, I placed them into pairs and provided them a question about Neil Armstrong. The chn were to use the computers, books and Ipads to help them find the answer to their given question. I was amazed with how well the children achieved this task. They communicated well together and read the information carefully in order to seek the answer that they were after. The children told me different facts about Neil Armstrong, some which I didn't know myself! Well done, Sparrows!

Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 1
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 2
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 3
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 4
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 5
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 6
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 7
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 8
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 9
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 10
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 11
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 12
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 13
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 14
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 15
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 16
Researching Neil Armstrong - I was very impressed with the work that Sparrows had produced today.  As a challenge, I placed them into pairs and provided them a question about Neil Armstrong.  The chn were to use the computers, books and Ipads to help them find the answer to their given question.  I was amazed with how well the children achieved this task.  They communicated well together and read the information carefully in order to seek the answer that they were after.  The children told me different facts about Neil Armstrong, some which I didn't know myself!  Well done, Sparrows! 17

Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week. I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly. When perfomring in front of an audience there are three things to remmeber: clear diction, loud voice and, most importantly, confidence. Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too. Here are the photos taken during the performance. I hope you enjoyed it and now know more about planets! - Mr Marland

Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 1
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 2
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 3
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 4
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 5
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 6
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 7
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 8
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 9
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 10
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 11
Sparrows' Class Assembly - A big thank you to all those who were able to attend Sparrows' class assembly this week.  I am very proud of every single child for their enthusiasm and hard work whilst rehearsing this fantastic assembly.  When perfomring in front of an audience there are three things to remmeber:  clear diction, loud voice and, most importantly, confidence.  Every single child showed all three of these and I am very proud of all of them, as I am sure you all are too.  Here are the photos taken during the performance.  I hope you enjoyed it and now know more about planets!  - Mr Marland 12

Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication! Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it! At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition. To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2. Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X. The x stood for multiply. We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5. We are now at the stage where we use arrays to help us solve a multiplication. We used counters to help us understand this. Mr. Marland said that it is the number of items X the number of groups. So, if it was 3 X 5 we would have to have five groups of 3 counters. We then had to count all the counters to find the answer. Take a look at our photos below to see how we used arrays.

Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 1
Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 2
Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 3
Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 4
Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 5
Multiplications - We have done addition, we have done subtraction, we have done division but now it was time for...multiplication!  Once Mr. Marland mentioned that word we knew we were in for a big challenge but we also knew we were going to beat it!  At the start of the week Mr. Marland and Mrs. Clarke introduced multiplication by saying it is a short way of doing a repeated addition.  To help us become more familiar with this concept, we practically did activities relating to repeated addition e.g. 2 + 2 + 2 + 2 + 2.  Mr. Marland then told us to write the number that we were repeatedly adding followed by writing an X.  The x stood for multiply.  We then counted how many times we saw the number, so if we used 2 five times in a repeated addition it would be 2 x 5.  We are now at the stage where we use arrays to help us solve a multiplication.  We used counters to help us understand this.  Mr. Marland said that it is the number of items X the number of groups.  So, if it was 3 X 5 we would have to have five groups of 3 counters.  We then had to count all the counters to find the answer.  Take a look at our photos below to see how we used arrays. 6

Year One Summer 1 Topic Web - Moon Zoom

A big well done to those children who managed to acheive 97% or more attendance last half term. Let's hope that we can make another amazing acheivement this half term!

A big well done to those children who managed to acheive 97% or more attendance last half term.  Let's hope that we can make another amazing acheivement this half term! 1

Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom. Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system. We learnt about the planets in the Planetarium as well as what the stars represent in the sky. We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest. We also learnt more about technology from today and also the past. We enjoyed looking at the old aircrafts used during past wars. Some of us have never been that close to a plane! It was such a busy day and we had learnt a lot by the end of the day. It was a trip that we all enjoyed very much!

Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 1
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 2
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 3
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 4
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 5
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 6
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 7
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 8
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 9
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 10
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 11
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 12
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 13
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 14
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 15
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 16
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 17
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 18
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 19
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 20
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 21
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 22
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 23
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 24
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 25
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 26
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 27
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 28
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 29
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 30
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 31
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 32
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 33
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 34
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 35
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 36
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 37
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 38
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 39
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 40
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 41
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 42
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 43
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 44
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 45
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 46
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 47
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 48
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 49
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 50
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 51
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 52
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 53
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 54
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 55
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 56
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 57
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 58
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 59
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 60
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 61
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 62
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 63
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 64
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 65
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 66
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 67
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 68
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 69
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 70
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 71
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 72
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 73
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 74
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 75
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 76
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 77
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 78
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 79
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 80
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 81
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 82
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 83
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 84
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 85
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 86
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 87
Year 1 Trip to Think Tank - We are now at the beginning of our last term in Year 1 but we have had an amazing start with our new topic Moon Zoom.  Our recet trip to Think Tank was an excellent introduction space and which planets are in the solar system.  We learnt about the planets in the Planetarium as well as what the stars represent in the sky.  We now know that Jupitar is the biggest planet in our solar system and that Venus is the warmest.  We also learnt more about technology from today and also the past.  We enjoyed looking at the old aircrafts used during past wars.  Some of us have never been that close to a plane!  It was such a busy day and we had learnt a lot by the end of the day.  It was a trip that we all enjoyed very much! 88

Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly. However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats. This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template. We enjoyed this as it allowed us to be creative and make our hats unique. Have a look at the hats we made.

Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 1
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 2
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 3
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 4
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 5
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 6
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 7
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 8
Easter celebrations - As the end of another was approaching, Sparrows were hard at work preparing for their performance at the Birches Green Infants School Easter assembly.  However, though we knew we would be giving our best performance we also knew that it would look even better if we created our own Easter hats.  This was quite a challenge as we had to decorate our own hat with only the provided materials and an egg template.  We enjoyed this as it allowed us to be creative and make our hats unique.  Have a look at the hats we made. 9

Forest School 24th March

 

 

A cloudy,wet day didn't stop the group's enthuasiasm on their last visit. Dressing up warmly helped to enjoy their learning outdoors and so began team games of "1,2.3, Where are you?" It made them feel really excited and joyful and they laughed a lot!

 

The children then used a bow saw to cut a "cookie" from a log. Sparrows took great care to follow Alicia's tool safety instructions. The group then decorated their cookie with flowers, trees,bees and even Easter bunnies! What a happy afternoon we all had on the last day of term.

Keep your eyes on the saw.

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Push and Pull.

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Mixing shades of colour - This has been quite an arty term for us here in Sparrows. From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there! Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season. However, it wasn't as straight forward as that. We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter. In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker. This proved to be a big challenge because we never knew what the outcome would be. This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour.

Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 1
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 2
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 3
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 4
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 5
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 6
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 7
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 8
Mixing shades of colour - This has been quite an arty term for us here in Sparrows.  From threading material to creating our own animal patterns, Sparrows have learnt so much about art and we weren't stopping there!  Relating to our Science topic on Seasonal Changes, we were given a challenge to use select colours that matched with each season and place them on a template split into four sections, one for each season.  However, it wasn't as straight forward as that.  We were given all the colours that we needed but had to make them either lighter or darker based on which season it would represent e.g. dark blue for the dark night sky in the winter.  In order to do this, we had to dip either white or black paint in with our colour, depending on whether we wanted the colour lighter or darker.  This proved to be a big challenge because we never knew what the outcome would be.  This invovled us experimenting and being carefull with how much white/black paint we mixed with a specific colour. 9

Forest School 17th March

 If you communicate and put your trust in your partner they will help you to achieve what may seem impossible. A 'Blind fold Lane ' put the children's skills to the test and they all successfully found their way through trees and over obstacles. Well done to you all for leading your partner safely through!

Picture 1

Rope

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Keeping your partner safe.

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Across the sticks.

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A helping hand.

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Over the logs.

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Blind fold Lane Part 2

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DSCF1968.AVI

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History - Comparing old and modern toys. We are now half way in our Mmeory Box topic and so far we have loved it! We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying. However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time, before we were born. We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now. We were introduced to a variety of toys from different eras. Some were older than others and we were not familiar with them at all. Our first task was to find out how each toy worked, which was definitely a challenge for us! We discovered that these toys relied on the user doing something with it in order for it to work. It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated. Our next task was to discuss with each other about which material was each toy made from. We noticed that the majority of them were made of wood and/or metal. None of them were plastic as they were made at a time where plastic didn't exist. We found this to be an excellent start to our understanding of artefacts from the past.

History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 1
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 2
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 3
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 4
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 5
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 6
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 7
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 8
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 9
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 10
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 11
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 12
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 13
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 14
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 15
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 16
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 17
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 18
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 19
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 20
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 21
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 22
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 23
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 24
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 25
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 26
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 27
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 28
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 29
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 30
History - Comparing old and modern toys.  We are now half way in our Mmeory Box topic and so far we have loved it!  We have enjoyed talking about our past memories with each other and it nice to see all of us listening to each other and taking an interst in what each of us was saying.  However, Mr. Marland was ready to move us onto the next step in our Mystery Box topic and that meant going further back in time,  before we were born.  We are used to having toys such as game consoles and Ipads that we couldn't imagine a time where they ddn't exist...until now.  We were introduced to a variety of toys from different eras.  Some were older than others and we were not familiar with them at all.  Our first  task was to find out how each toy worked, which was definitely a challenge for us!  We discovered that these toys relied on the user doing something with it in order for it to work.  It took us a while to find out how each toy worked but once we did we were fascinated by how they were operated.  Our next task was to discuss with each other about which material was each toy made from.  We noticed that the majority of them were made of wood and/or metal.  None of them were plastic as they were made at a time where plastic didn't exist.  We found this to be an excellent start to our understanding of artefacts from the past. 31

Forest School

Spring is here!  Birds are starting to collect nesting materials to build their nests so we thought we could show them how to build a strong, cosy and waterproof nest. Working in pairs meant we had to co-operate with each other. Do you like our nests?

Picture 1
Picture 2
Picture 3
Picture 4
Picture 1
Picture 2
Picture 3
Picture 4

Forest School

Without talking, helping, sharing and listening to each other today we would have been left with a pile of branches. Thankfully we learnt how important teamwork is and we ended up with a wonderful den to play in!

I can't carry this by myself!

Still image for this video
Picture 1 Keep going we can do it.
Picture 2 Checking it's in the right place.
Picture 3 A path leading to our den.
Picture 4 Our den.

Forest School

On our first visit to Plants Brook Reserve we enjoyed the peace and quiet to watch the birds on the lake. We spotted a heron and some egrets. Our walk around the lake was so interesting that we decided to make a picture of it using natural materials. The sun shone and there was even a queen bee out enjoying the sunshine!

Picture 1 Is that the heron?
Picture 2 What's that tree called?
Picture 3 Willow sticks are bendy.
Picture 4 This is one of the trees we saw.
Picture 5 The lake.
Picture 6 Sharing what we enjoyed.

This year we are all learning a special Wake-up Shake-up for Sports Relief on Friday 18th March. Learn the song and dance then come and join in with us in the playground before school.

This year we are all learning a special Wake-up Shake-up for Sports Relief on Friday 18th March.  Learn the song and dance then come and join in with us in the playground before school. 1

Spring 1 Paws, CLaws and Whiskers Topic Web

Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet. This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about. We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation. Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image.

Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 1 We searched our images though Google.
Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 2 We used the search bar in order to search an image
Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 3 We had to click copy on the image we wanted.
Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 4 We had to search for the right powerpoint document
Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 5
Computing - As part of our Paws, Claws and Whiskers topic, we were given the opportunity to find our an image of our favourite animal on the internet.  This meant we had to learn about using the internet safely and making sure we informed a teacher if we came across a website we were not sure about.  We were also taught how to copy an image from the internet and paste it onto our provided powerpoint presentation.  Once we successfully pasted the image onto our class power-point, we had to type in our name so people would know that it was our image. 6

22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz. Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz.

22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 1
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 2
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 3
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 4
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 5
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 6
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 7
22/2/16 Breaking the world record - Sparrows today took part in an attempt to break the world record of taking part in a KS1 children's book quiz.  Children from all over Britain took part in this amazing quiz and together we may hopefully have beaten the world record!! Here are a few pictures of us along with children in Year 2 taking part in the quiz. 8

A Big Thank You

 

I just want to say a big thank you to all the parents that have supported their child with their homework.  Both myself and Mrs. Clarke have both enjoyed looking through the amazing work your child has produced and we can tell that they have really enjoyed doing them. 

 

Thanks once again,

 

Mr. Marland

Art- Chinese New Year Lanterns. As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns. Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making. Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns. This involved us folding a piece of orange A4 paper in half and then cut down the folded part. We then had to attached both ends of the paper together in order to make a cylinder shape lantern. We were then told to create a handle for the laterns but we had to think about how we could acheive that. Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese!

Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 1
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 2
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 3
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 4
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 5
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 6
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 7
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 8
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 9
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 10
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 11
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 12
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 13
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 14
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 15
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 16
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 17
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 18
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 19
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 20
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 21
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 22
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 23
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 24
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 25
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 26
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 27
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 28
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 29
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 30
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 31
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 32
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 33
Art- Chinese New Year Lanterns.  As part of our Chinese New Year week, we were given a challenge that involved us making our very own Chinese Lanterns.  Mr. Marland showed us different pictures of Chinese lanterns in order for us to get a good understanding on what we were making.  Mr. Marland, along with Mrs. Clarke, modelled to us how to create these Chinese lanterns.  This involved us folding a piece of orange A4 paper in half and then cut down the folded part.  We then had to attached both ends of the paper together in order to make a cylinder shape lantern.  We were then told to create a handle for the laterns but we had to think about how we could acheive that.  Mr. Marland also got up the Chinese alphabet so we could write our names in Chinese! 34

Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco! Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'. At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in. We would like to thank all the teachers who helped make the night amazing!

Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 1
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 2
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 3
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 4
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 5
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 6
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 7
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 8
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 9
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 10
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 11
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 12
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 13
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 14
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 15
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 16
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 17
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 18
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 19
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 20
Valentines Disco - The children of Sparrows attended Birches Green Infant School's alentines Disco!  Every child entered the dance floor and danced to such classic songs like 'Let It Go', 'Gangnam Style' and 'Cha-Cha Slide'.  At the end of the disco we all took part in the konga, where Mrs. Ricketts also joined in.  We would like to thank all the teachers who helped make the night amazing! 21

Maths - Measuring capacity in non-standard units. We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity. In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container. The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty. Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups. Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up. We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong. Some of us were challenged to measure in mililitres using the correct resources.

Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   1
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   2
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   3
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   4
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   5
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   6
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   7
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   8
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   9
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   10
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   11
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   12
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   13
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   14
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   15
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   16
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   17
Maths - Measuring capacity in non-standard units.  We have learnt how to measure the length/height of an object using a ruler but our next challenge was to measure capacity.  In order to understand capacity, we were first taught the correct vocabularly used when seeing how much capacity is in a container.  The mathematical vocabularly we were taught included full, half full/half empty, nearly full, nearly empty and empty.  Once we had become familiar with the vocabularly, went outside to measure the capacity using regular sized cups.  Before we filled the containers uop with water, we had to estimate how many cups of water it will take to fill it up.  We understood that estimating just meant that we had to guess and it didn't matter whether we were right or wrong.  Some of us were challenged to measure in mililitres using the correct resources.   18

Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to. We now put our knowledge into practice by sorting the animals into different groups based on what each group represented. For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded. We had to think carefully about which animals belonged to each group. If we were not sure, we were to research it by using the povided information sheets left for us.

Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 1
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 2
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 3
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 4
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 5
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 6
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 7
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 8
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 9
Science - Animal Groups - In Science we have been looking at different animals and which roups they each belong to.  We now put our knowledge into practice by sorting the animals into different groups based on what each group represented.  For example, one group may be for animals that are warm blooded, and other would be for animals that are cold blooded.  We had to think carefully about which animals belonged to each group.  If we were not sure, we were to research it by using the povided information sheets left for us. 10

Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure. In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like. Once all our plans were finsihed we were placed into different groups. We looked at each other's designs and voted on which one was the best to make. Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing. A lot of our cages needed to include atring in order to make sure the animal could not get out. However, in order to thread strin through the boxes we had to make holes. After a discussion we decided to pierce holes through the boxes using pencils. Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape. Once our designs were finished we evaluated them in our books.

Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 1
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 2 Communication helped us succeed.
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 3
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 4
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 5
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 6 Threading the strings through.
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 7 Using pencils to peirces holes through the boxes.
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 8
Design Technology - As part of our Paws, Claws and Whiskers topic, we were set a challenge to plan and create an animal enclosure.  In order to do this, we first had to plan what resources we would need as well as drawing the design in order to give us a rough idea on what the enclosure should look like.  Once all our plans were finsihed we were placed into different groups.  We looked at each other's designs and voted on which one was the best to make.  Our teachers made sure all the resources tat we asked for were set out and then it was time for us to begin designing.  A lot of our cages needed to include atring in order to make sure the animal could not get out.  However, in order to thread strin through the boxes we had to make holes.  After a discussion we decided to pierce holes through the boxes using pencils.  Mr. marland and Mrs. Clarke then challened us to find a way to create a door that would allow us to place food in but it could not be big enough for the animal to escape.  Once our designs were finished we evaluated them in our books. 9

Science - Identifying a suitable habitat. Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat. We learnt that a habitat is somewhere that's suitable for an aimal to live in. This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge. We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey. To understand more about this we went outside where we looked for images of different animals. Some were harder to find than others due to the fact that the animals were camoflauged. We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal. We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat. In front of us were different habitats and we were each given to cards with each having an animal on them. The cards provided clues to which habitat would be the most suitable for that animal Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal.

Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 1
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 2
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 3
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 4
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 5
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 6
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 7
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 8
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 9
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 10
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 11
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 12
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 13
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 14
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 15
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 16
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 17
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 18
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 19
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 20
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 21
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 22
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 23
Science - Identifying a suitable habitat.  Over the past few weeks we have learnt new facts about animals but now it was time to learn about an animal's habitat.  We learnt that a habitat is somewhere that's suitable for an aimal to live in.  This can include suitable weather, access to the right food but for some animals somewhere where they can camoflauge.  We learn that an animal camofaluging in the background is a big advtange due to the fact they can hide from their predator or their prey.  To understand more about this we went outside where we looked for images of different animals.  Some were harder to find than others due to the fact that the animals were camoflauged.  We realised that this meant the environment which they were in in the picture could make a suitable habitat for the animal.  We then returned inside where Mr. Marland had set out an activity which involved us identifying an animal's habitat.  In front of us were different habitats and we were each given to cards with each having an animal on them.  The cards provided clues to which habitat would be the most suitable for that animal  Once Mr. Marland revealed a habitat to us we had to think carefully about whether the information on our cards meant that the habitat shown would be suitable for our animal. 24

A trip from our parents - A morning of music

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A trip from our parents - A morning of music 24

Maths - Finding half a shape and number - We were given a big challenge...something that we had not yet faced before in Year One...FRACTIONS!!! In order to understand fractions we first had to find half a shape which we did through practical activities. We were then challenegd to write the fraction in both halfs which was 1/2. Later on in the week we moved on to finding half of a number. This was once again done through practical activities where we used counters and cubes. This involved us collecting the correct number of cubes/counters and then divide them equally using our provided templates. We then had to record what half the number is in our books. As an extension we were to find a quarter of a number

Maths - Finding half a shape and number - We were given a big challenge...something that we had not yet faced before in Year One...FRACTIONS!!!  In order to understand fractions we first had to find half a shape which we did through practical activities.  We were then challenegd to write the fraction in both halfs which was 1/2.  Later on in the week we moved on to finding half of a number.  This was once again done through practical activities where we used counters and cubes.  This involved us collecting the correct number of cubes/counters and then divide them equally using our provided templates.  We then had to record what half the number is in our books.  As an extension we were to find a quarter of a number 1
Maths - Finding half a shape and number - We were given a big challenge...something that we had not yet faced before in Year One...FRACTIONS!!!  In order to understand fractions we first had to find half a shape which we did through practical activities.  We were then challenegd to write the fraction in both halfs which was 1/2.  Later on in the week we moved on to finding half of a number.  This was once again done through practical activities where we used counters and cubes.  This involved us collecting the correct number of cubes/counters and then divide them equally using our provided templates.  We then had to record what half the number is in our books.  As an extension we were to find a quarter of a number 2
Maths - Finding half a shape and number - We were given a big challenge...something that we had not yet faced before in Year One...FRACTIONS!!!  In order to understand fractions we first had to find half a shape which we did through practical activities.  We were then challenegd to write the fraction in both halfs which was 1/2.  Later on in the week we moved on to finding half of a number.  This was once again done through practical activities where we used counters and cubes.  This involved us collecting the correct number of cubes/counters and then divide them equally using our provided templates.  We then had to record what half the number is in our books.  As an extension we were to find a quarter of a number 3
Maths - Finding half a shape and number - We were given a big challenge...something that we had not yet faced before in Year One...FRACTIONS!!!  In order to understand fractions we first had to find half a shape which we did through practical activities.  We were then challenegd to write the fraction in both halfs which was 1/2.  Later on in the week we moved on to finding half of a number.  This was once again done through practical activities where we used counters and cubes.  This involved us collecting the correct number of cubes/counters and then divide them equally using our provided templates.  We then had to record what half the number is in our books.  As an extension we were to find a quarter of a number 4