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6S

Welcome to Class 6S

I am Miss Stalker the class teacher and we are supported by Mrs Shaw (teaching assistant) and Miss Crozier (support assistant)

 

Happy new year. 2019 is going to be a great and successful year for Class 6S. I am really looking forward to it - I hope you are too!  

 

We are already fully immersed in our new topic 'The Ancient Greeks'

The focus of this topic is to learn the history of the Ancient Greeks, what the Greeks achieved and the legacy they left behind. The children will gain an understanding of Greek life and the nature of the different civilisations which they will compare with their own.

Our English work is based on Greek myths which the children are really enjoying reading and using to produce lots of written pieces. The outcome of their English writing unit will be to produce their own Greek myth which combines the elements of all the myths they have read.

The children will be given the opportunity to demonstrtae their creative skill by producing a clay sculpture of a Greek god or goddess.

 

A newsletter has been sent home with more details about what the children will be learning this half-term.  

Year 6 Newsletter - Autumn 1, 2018/19

Spring 1 newsletter Ancient Greeks

Y6 Spelling Challenge

Y6 Curriculum Evening Presentation

Our Greek vases are looking good.

Our Greek vases are looking good. 1
Our Greek vases are looking good. 2
Our Greek vases are looking good. 3
Our Greek vases are looking good. 4
Our Greek vases are looking good. 5
Our Greek vases are looking good. 6
Our Greek vases are looking good. 7
Our Greek vases are looking good. 8
Our Greek vases are looking good. 9
Our Greek vases are looking good. 10
Our Greek vases are looking good. 11
Our Greek vases are looking good. 12
Our Greek vases are looking good. 13
Our Greek vases are looking good. 14

We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.

We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   1
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   2
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   3
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   4
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   5
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   6
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   7
We used the Ancient Greek Olympics to help us communicate historically and understand the concept of continuity and change. The children used their established enquiry skills to observe evidence from the ancient Olympic Games. They then went into role as a leader who was bringing the Olympics back to Greece 1500 years after the Romans put an end to it. As the leader reintroducing the games, they thought about what they would continue and what they would change, explaining their reasons.   8

Hard at work publishing their own Greek myths

Hard at work publishing their own Greek myths 1
Hard at work publishing their own Greek myths 2
Hard at work publishing their own Greek myths 3

The making of the Greek vases has commenced.

The making of the Greek vases has commenced. 1
The making of the Greek vases has commenced. 2
The making of the Greek vases has commenced. 3
The making of the Greek vases has commenced. 4
The making of the Greek vases has commenced. 5
The making of the Greek vases has commenced. 6
The making of the Greek vases has commenced. 7
The making of the Greek vases has commenced. 8
The making of the Greek vases has commenced. 9
The making of the Greek vases has commenced. 10
The making of the Greek vases has commenced. 11
The making of the Greek vases has commenced. 12
The making of the Greek vases has commenced. 13
The making of the Greek vases has commenced. 14
The making of the Greek vases has commenced. 15
The making of the Greek vases has commenced. 16

Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase.

Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 1
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 2
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 3
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 4
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 5
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 6
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 7
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 8
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 9
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 10
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 11
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 12
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 13
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 14
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 15
Using the artwork on Greek vases to practise depicting movement in our drawings before we design our own image for a 3D vase. 16

A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.

A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.  1
A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.  2
A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.  3
A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.  4
A quick game of musical boats as a warm up to our Greek dance lesson with Mrs Marriott.  5

We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?

We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  1
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  2
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  3
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  4
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  5
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  6
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  7
We have been developing our historical enquiry methods so we can ask questions, draw upon experiences, knowledge and understanding and close observe sources of evidence to help us make justifiable claims about the ancient Greeks. Once we had analysed the evidence, we pieced together what we had learnt about the Greeks and created our own drawing for a piece of pottery. We thought about 3 questions during our enquiry: what does the evidence tell us about life in Ancient Greece? What impression does the evidence give you of the ancient Greeks? What evidence is there to suggest how the ancient Greeks have influenced the western world?  8

In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.

In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  1
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  2
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  3
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  4
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  5
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  6
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  7
In Science, we have planned and prepared an oxidation investigation. We are now waiting for the results.  8

Beautiful Banyan tree calendars.

Beautiful Banyan tree calendars. 1
Beautiful Banyan tree calendars. 2
Beautiful Banyan tree calendars. 3
Beautiful Banyan tree calendars. 4
Beautiful Banyan tree calendars. 5
Beautiful Banyan tree calendars. 6
Beautiful Banyan tree calendars. 7
Beautiful Banyan tree calendars. 8
Beautiful Banyan tree calendars. 9
Beautiful Banyan tree calendars. 10
Beautiful Banyan tree calendars. 11
Beautiful Banyan tree calendars. 12
Beautiful Banyan tree calendars. 13

The DT project continues...

The toy Titanic model making has begun! We have a busy week ahead!

Christmas Fair Preparations 🎄🎄

Christmas Fair Preparations 🎄🎄 1
Christmas Fair Preparations 🎄🎄 2
Christmas Fair Preparations 🎄🎄 3
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Christmas Fair Preparations 🎄🎄 5
Christmas Fair Preparations 🎄🎄 6
Christmas Fair Preparations 🎄🎄 7
Christmas Fair Preparations 🎄🎄 8
Christmas Fair Preparations 🎄🎄 9
Christmas Fair Preparations 🎄🎄 10
Christmas Fair Preparations 🎄🎄 11
Christmas Fair Preparations 🎄🎄 12
Christmas Fair Preparations 🎄🎄 13
Christmas Fair Preparations 🎄🎄 14
Christmas Fair Preparations 🎄🎄 15
Christmas Fair Preparations 🎄🎄 16
Christmas Fair Preparations 🎄🎄 17
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Christmas Fair Preparations 🎄🎄 21

Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional!

Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 1
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 2
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 3
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 4
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 5
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 6
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 7
Have a read of our first person survivor recounts based on the night the Titanic sank. Be prepared - they are quite emotional! 8

Someone is enjoying their Children in Need cake from the coffee morning!!

Someone is enjoying their Children in Need cake from the coffee morning!! 1

We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal?

We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 1
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 2
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 3
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 4
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 5
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 6
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 7
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 8
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 9
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 10
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 11
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 12
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 13
We have been writing in role as first and third class passengers on board the Titanic this week. We have been thinking about our language choices, choosing the correct level of formality. Do you think we have made the correct choices? Can you tell which pieces of writing are formal and which are informal? 14

We received a very exciting letter in class today which we had to respond to immediately! What a great start to our new Titanic topic.

We received a very exciting letter in class today which we had to respond to immediately! What a great start to our new Titanic topic. 1

Our amazing Superhero topic has been brought to an end today. Our parents/family members were invited in to watch our superhero films, help us evaluate our superhero models and read our super, superhero stories. We all had a lovely afternoon sharing all our hard work.

What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!

What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  1
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  2
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  3
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  4
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  5
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  6
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  7
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  8
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  9
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  10
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  11
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  12
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  13
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  14
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  15
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  16
What a lovely game of 'throw golf' we had followed by a nice warm hot chocolate to end our amazing first half term in Year 6!  17

The filming process has begun!

The filming process has begun! 1
The filming process has begun! 2
The filming process has begun! 3
The filming process has begun! 4
The filming process has begun! 5
The filming process has begun! 6
The filming process has begun! 7
The filming process has begun! 8

Our superhero and villain models are nearly ready for filming!

Our superhero and villain models are nearly ready for filming! 1
Our superhero and villain models are nearly ready for filming! 2
Our superhero and villain models are nearly ready for filming! 3
Our superhero and villain models are nearly ready for filming! 4
Our superhero and villain models are nearly ready for filming! 5
Our superhero and villain models are nearly ready for filming! 6
Our superhero and villain models are nearly ready for filming! 7
Our superhero and villain models are nearly ready for filming! 8
Our superhero and villain models are nearly ready for filming! 9
Our superhero and villain models are nearly ready for filming! 10
Our superhero and villain models are nearly ready for filming! 11
Our superhero and villain models are nearly ready for filming! 12
Our superhero and villain models are nearly ready for filming! 13
Our superhero and villain models are nearly ready for filming! 14

Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley.

Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 1
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 2
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 3
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 4
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 5
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 6
Another fantastic informative visit from another local hero. This time it was from a detective: Mrs Foley. 7

We are well on the way with our superhero filming preparations.

We are well on the way with our superhero filming preparations. 1
We are well on the way with our superhero filming preparations. 2
We are well on the way with our superhero filming preparations. 3
We are well on the way with our superhero filming preparations. 4
We are well on the way with our superhero filming preparations. 5
We are well on the way with our superhero filming preparations. 6
We are well on the way with our superhero filming preparations. 7
We are well on the way with our superhero filming preparations. 8
We are well on the way with our superhero filming preparations. 9

A visit from a police officer as part of our local heroes week

A visit from a police officer as part of our local heroes week  1
A visit from a police officer as part of our local heroes week  2
A visit from a police officer as part of our local heroes week  3
A visit from a police officer as part of our local heroes week  4
A visit from a police officer as part of our local heroes week  5
A visit from a police officer as part of our local heroes week  6
A visit from a police officer as part of our local heroes week  7
A visit from a police officer as part of our local heroes week  8
A visit from a police officer as part of our local heroes week  9
A visit from a police officer as part of our local heroes week  10
A visit from a police officer as part of our local heroes week  11
A visit from a police officer as part of our local heroes week  12

A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.

A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  1
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  2
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  3
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  4
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  5
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  6
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  7
A visit from a member of The Red Cross as part of our local heroes week in preparation for writing a non-chronological report next week.  8

We have been practising different superhero gestures and using the canon in a performance.

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Place Value Orienteering

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