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SCU 7A Mr McKeown

Picture 1 Mr D McKeown Teacher
Picture 2 Mrs C Bowden CA
Picture 3 Mrs L Webb CA

Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions! M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience.

Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 1
Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 2
Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 3
Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 4
Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 5
Wizard of Oz: SCU 7A, along with the rest of KS2, were able to watch a ‘Wizard of Oz’ pantomime by M&M Theatrical Productions!  M&M Theatrical Productions are the UK’s largest touring theatre company. They are a company who are committed to combining theatre with education, specialising in Pantomime Productions for Primary School audiences. They put on a fantastic performance for us, and we enjoyed taking part, as an interactive audience. 6

Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!

Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  1
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  2
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  3
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  4
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  5
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  6
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  7
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  8
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  9
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  10
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  11
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  12
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  13
Trampolining: SCU 7A went trampolining in the Newtownards leisure centre! Newtownards leisure centre delivers a programme in line with the British Gymnastics Proficiency Awards Scheme. It is suitable for KS1 and KS2 classes, and the scheme assists in the progressive development of core skills such as balance, strength, flexibility and co-ordination and incorporates pulse-raising activities. We listened to the instructor’s directions, and had great fun using the trampolines!  14

Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features.

Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 1
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 2
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 3
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 4
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 5
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 6
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 7
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 8
Minibeast Art: SCU 7A were able to look at some real minibeasts! We were able to study some large beetles, spiders and more, which have been pinned into large glass containers. With this, we drew out the minibeasts, taking time to study each of the minibeasts’ different features. 9

Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses.

Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses. 1
Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses. 2
Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses. 3
Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses. 4
Numeracy – Mass: SCU 7A began to focus on ‘measurement’ for Numeracy, namely measuring mass in kilograms. The aim was to measure the mass of different animals in kilograms, and compare, add and subtract their masses. 5

Literacy – Fables and comprehension: SCU 7A recapped all of ‘Aesop’s fables’ that we have been learning about as part of our ‘Anima Kingdom’ topic. We were then to complete differentiated comprehension booklets about the fables we have been learning about this year, along with writing about their separate morals.

Literacy – Fables and comprehension: SCU 7A recapped all of ‘Aesop’s fables’ that we have been learning about as part of our ‘Anima Kingdom’ topic. We were then to complete differentiated comprehension booklets about the fables we have been learning about this year, along with writing about their separate morals. 1
Literacy – Fables and comprehension: SCU 7A recapped all of ‘Aesop’s fables’ that we have been learning about as part of our ‘Anima Kingdom’ topic. We were then to complete differentiated comprehension booklets about the fables we have been learning about this year, along with writing about their separate morals. 2
Literacy – Fables and comprehension: SCU 7A recapped all of ‘Aesop’s fables’ that we have been learning about as part of our ‘Anima Kingdom’ topic. We were then to complete differentiated comprehension booklets about the fables we have been learning about this year, along with writing about their separate morals. 3

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books.

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 1
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 2
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 3
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 4
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 5
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 6
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 7

ICT: Halloween Monsters: SCU 7A were using a programme that prompted us to use a template to design and write about our own ‘Halloween monster.’ We were required to draw what our monster would look like, experimenting with different textures and colours, along with giving information in writing about our monsters, typing all about their looks, personality, habitation, hobbies, career, special powers, favourite food and more.

ICT: Halloween Monsters: SCU 7A were using a programme that prompted us to use a template to design and write about our own ‘Halloween monster.’ We were required to draw what our monster would look like, experimenting with different textures and colours, along with giving information in writing about our monsters, typing all about their looks, personality, habitation, hobbies, career, special powers, favourite food and more. 1
ICT: Halloween Monsters: SCU 7A were using a programme that prompted us to use a template to design and write about our own ‘Halloween monster.’ We were required to draw what our monster would look like, experimenting with different textures and colours, along with giving information in writing about our monsters, typing all about their looks, personality, habitation, hobbies, career, special powers, favourite food and more. 2
ICT: Halloween Monsters: SCU 7A were using a programme that prompted us to use a template to design and write about our own ‘Halloween monster.’ We were required to draw what our monster would look like, experimenting with different textures and colours, along with giving information in writing about our monsters, typing all about their looks, personality, habitation, hobbies, career, special powers, favourite food and more. 3
ICT: Halloween Monsters: SCU 7A were using a programme that prompted us to use a template to design and write about our own ‘Halloween monster.’ We were required to draw what our monster would look like, experimenting with different textures and colours, along with giving information in writing about our monsters, typing all about their looks, personality, habitation, hobbies, career, special powers, favourite food and more. 4

Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary.

Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 1
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 2
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 3
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 4
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 5

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 2

Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world. Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats.

Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 1
Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 2
Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 3
Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 4
Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 5
Literacy – ‘Thinking hats’: SCU 7A heard a story by Julia Donaldson called ‘The Snail and the Whale.’ This ‘Animal Kingdom’ story features a very small snail, a very big whale and their thrilling adventures around the world.  Once we discussed the story, we then discussed ‘the six thinking hats.’ ‘Six Thinking Hats’ is a system designed by Edward de Bono which helps children to write in all the various styles expected of them in Key Stage 2. We then moved to our tables to work on differentiated booklets, based on the story of ‘The Snail and the Whale,’ with each activity in the booklet directing us to write in different styles, in relation to the six thinking hats. 6

I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts.

I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 1
I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 2
I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 3
I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 4
I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 5
I.C.T – Creating our own information books: For I.C.T, SCU 7A were focussing on minibeasts, reptiles and amphibians. We were provided with an online, interactive information book about said animal groups. We spent some time reading the e-book, and then, with the information provided, we used an ‘interactive information template,’ where we were to create our own information books by selecting headings, footers, pictures and descriptive texts. 6

Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer. We were to create as many different food chains as we could within a certain time frame, using the cards to help us.

Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  1
Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  2
Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  3
Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  4
Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  5
Topic – Food Chains: For our Topic work, we began looking at ‘food chains,’ as part of our animal kingdom research. We discussed how a food chain works, along with what producers and consumers are, along with recapping on predators and prey. We had a number of cards containing pictures, and we were to work out how many different food chains we could make with the cards we were given, remembering to begin with a producer.  We were to create as many different food chains as we could within a certain time frame, using the cards to help us.  6

ICT – Halloween Story Writing: SCU 7A took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Sea Cave,’ and we were prompted to improve the story by suggesting better synonyms for the verbs, nouns and adjectives provided in the story.

ICT – Halloween Story Writing: SCU 7A took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Sea Cave,’ and we were prompted to improve the story by suggesting better synonyms for the verbs, nouns and adjectives provided in the story. 1
ICT – Halloween Story Writing: SCU 7A took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Sea Cave,’ and we were prompted to improve the story by suggesting better synonyms for the verbs, nouns and adjectives provided in the story. 2
ICT – Halloween Story Writing: SCU 7A took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Sea Cave,’ and we were prompted to improve the story by suggesting better synonyms for the verbs, nouns and adjectives provided in the story. 3
ICT – Halloween Story Writing: SCU 7A took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Sea Cave,’ and we were prompted to improve the story by suggesting better synonyms for the verbs, nouns and adjectives provided in the story. 4

Numeracy – data handling: For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards.

Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 1
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 2
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 3
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 4
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 5
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 6
Numeracy – data handling:  For our ‘animal’ Numeracy, SCU 7A completed our focus on data handling. We continued looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. We moved to our tables, and our task was to use the bar charts and pie charts that we have created in the past few weeks to create our own questions about our charts, referring to the height, length and weight of the animals on our decks of cards. 7

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books.

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 1
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 2
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 3
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 4
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 5
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library, borrowing new books. 6

Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary.

Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 1
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 2
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 3
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 4
Guided Reading: SCU 7A had our ‘Guided Reading Activities,’ where we each read our individual ‘Story World’ and ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 5

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 2
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 3
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle into the day. 4

I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces!

I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 1
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 2
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 3
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 4
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 5
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 6
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 7
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 8
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 9
I.C.T: For I.C.T, we were creating our own digital versions of the ‘Arcimboldo harvest artwork’ we had previously created on paper, for the school’s Assembly display board. We were using PowerPoint to create our own portrait collages, using images provided for us of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! 10

Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated.

Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 1
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 2
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 3
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 4
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 5
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 6
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 7
Art: SCU 7A have been asked to fill one of the two display boards in the Assembly hall with artwork to represent ‘Harvest!’ In order to prepare ourselves for creating our own ‘harvest artwork’ for the display board, we first learned about an artist called ‘Giuseppe Arcimboldo.’ (Arcimboldo was an Italian artist who was born in 1527, who was famous for painting pictures of different fruits, vegetables, meat and fish together to make portraits of people.) We discovered that we would be creating our own portrait collages, using images of fruit and vegetables, thus emulating the style of Arcimboldo, and designing our own ‘harvest’ art pieces! This also reminded us that, just like the art portraits were all very different and unique, that we too are all different from each other, and such differences should be celebrated. 8

Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit.

Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 1
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 2
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 3
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 4
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 5
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 6
Chester's Challenge: SCU 7A moved to the Assembly Hall for an active lesson from the ‘Chest, Heart and Stroke’ foundation, who had arrived at the school to teach KS2 about the importance of keeping fit. We wore our P.E. kits, as we were taken through a series of interactive fitness activities to try out, whilst learning more about the importance of keeping fit. 7

Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.

Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.  1
Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.  2
Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.  3
Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.  4
Literacy: SCU 7A heard a story called ‘The Cautious Caterpillar,’ which is all about a caterpillar who had to deal with large changes in his life, and how, whilst they were daunting, they were also exciting and rewarding. From this, we discussed the challenges and the values of dealing with change.  5

Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.

Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  1
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  2
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  3
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  4
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  5
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  6
Donaghadee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, borrowing new books, and enjoyed reading independently within the Library.  7

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 2
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 3
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 4
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 5

End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts!

End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 1
End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 2
End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 3
End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 4
End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 5
End of month treat: SCU 7A walked to the park and to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A will be going to Mauds on the last Friday of every month as a reward for our hard work and super efforts! 6

Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms.

Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 1
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 2
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 3
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 4
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 5
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 6
Numeracy – Data handling: SCU 7A turned our focus to data handling! We were looking at different cards containing information about different animals, describing their height and length in metres, along with their weight in kilograms. 7

Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering.

Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 1
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 2
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 3
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 4
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 5
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 6
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 7
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 8
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 9
Topic: SCU 7A took part in a group activity, where we were required to move different pictures of rubbish into the correct pictures of recycling bins, whilst discussing the material that each item was made of. We then moved to our tables and worked on stepping into another character’s shoes, working on our emotive language techniques by writing what Morris the Magpie in our earlier story last week would be thinking, saying and feeling about his environment and animal friends suffering as a result of littering. 10

Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary. Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so.

Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 1
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 2
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 3
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 4
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 5
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 6
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 7
Healthy Eating: The Chest Heart and stroke team, called ‘Chester’ had arrived in the school for KS2 primary.  Today, they delivered the first of their programmes which was an interactive lesson all about how to keep healthy fit, and well through healthy eating. We took part in all we were asked to do, and learned a lot about the importance of keeping fit, and how best to do so. 8

Literacy – Poetry: SCU 7A began shifting our focus to poetry for our Literacy. Within poetry, we were focussing on rhyming and similes. We read a poem called ‘It’s As Easy As,’ which was a poem using sarcasm and similes to describe something that is very difficult to do. (For example, the first line reads: ‘It’s as easy as walking with your feet in the air, or trying to cuddle a big grizzly bear!’) We then came up with a list of animals, and together we gathered ideas for something that each animal would struggle to do, or find impossible, (for example, asking a cat to bark.) We then moved to our tables to create our own spider diagrams containing different animals and examples of things that they would find either improbable or impossible.

Literacy – Poetry: SCU 7A began shifting our focus to poetry for our Literacy. Within poetry, we were focussing on rhyming and similes. We read a poem called ‘It’s As Easy As,’ which was a poem using sarcasm and similes to describe something that is very difficult to do. (For example, the first line reads: ‘It’s as easy as walking with your feet in the air, or trying to cuddle a big grizzly bear!’) We then came up with a list of animals, and together we gathered ideas for something that each animal would struggle to do, or find impossible, (for example, asking a cat to bark.) We then moved to our tables to create our own spider diagrams containing different animals and examples of things that they would find either improbable or impossible.  1
Literacy – Poetry: SCU 7A began shifting our focus to poetry for our Literacy. Within poetry, we were focussing on rhyming and similes. We read a poem called ‘It’s As Easy As,’ which was a poem using sarcasm and similes to describe something that is very difficult to do. (For example, the first line reads: ‘It’s as easy as walking with your feet in the air, or trying to cuddle a big grizzly bear!’) We then came up with a list of animals, and together we gathered ideas for something that each animal would struggle to do, or find impossible, (for example, asking a cat to bark.) We then moved to our tables to create our own spider diagrams containing different animals and examples of things that they would find either improbable or impossible.  2
Literacy – Poetry: SCU 7A began shifting our focus to poetry for our Literacy. Within poetry, we were focussing on rhyming and similes. We read a poem called ‘It’s As Easy As,’ which was a poem using sarcasm and similes to describe something that is very difficult to do. (For example, the first line reads: ‘It’s as easy as walking with your feet in the air, or trying to cuddle a big grizzly bear!’) We then came up with a list of animals, and together we gathered ideas for something that each animal would struggle to do, or find impossible, (for example, asking a cat to bark.) We then moved to our tables to create our own spider diagrams containing different animals and examples of things that they would find either improbable or impossible.  3
Literacy – Poetry: SCU 7A began shifting our focus to poetry for our Literacy. Within poetry, we were focussing on rhyming and similes. We read a poem called ‘It’s As Easy As,’ which was a poem using sarcasm and similes to describe something that is very difficult to do. (For example, the first line reads: ‘It’s as easy as walking with your feet in the air, or trying to cuddle a big grizzly bear!’) We then came up with a list of animals, and together we gathered ideas for something that each animal would struggle to do, or find impossible, (for example, asking a cat to bark.) We then moved to our tables to create our own spider diagrams containing different animals and examples of things that they would find either improbable or impossible.  4

I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.

I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  1
I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  2
I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  3
I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  4
I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  5
I.C.T: For our second computer this week, SCU 7A took part in an interactive programme that took us through different stages of ‘Venn diagrams,’ each containing images of mixed materials. It was our job to correctly place each material into the correct section of the ‘Venn diagram,’ thus defining what each material was made of. This was to help us with better understanding which recycling bin certain materials would go into, as part of our efforts to ‘reduce, reuse, recycle’ for a better environment.  6

Guided Reading Activities: SCU 7A had our ‘Guided Reading Activities,’ where we each read our differentiated ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary.

Guided Reading Activities: SCU 7A had our ‘Guided Reading Activities,’ where we each read our differentiated ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 1
Guided Reading Activities: SCU 7A had our ‘Guided Reading Activities,’ where we each read our differentiated ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 2
Guided Reading Activities: SCU 7A had our ‘Guided Reading Activities,’ where we each read our differentiated ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 3
Guided Reading Activities: SCU 7A had our ‘Guided Reading Activities,’ where we each read our differentiated ‘Bug Club’ books, completing our individual activity written sheets to match. We worked quietly and sensibly, asking for support as necessary. 4

ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.)

ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 1
ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 2
ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 3
ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 4
ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 5
ICT: For our first computer task this week, SCU 7A were using a programme that required us to move animals into their correct habitat, along with labelling parts of animals from different animal groups, (mammal, reptile, etc.) 6

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 2
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 3
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 4
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 5
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 6

News Chair: SCU 7A began the week with our ‘News Chair’ where we all had the opportunity to discuss what we have been up to over the weekend, along with asking questions and learning more about each other’s weekends.

News Chair: SCU 7A began the week with our ‘News Chair’ where we all had the opportunity to discuss what we have been up to over the weekend, along with asking questions and learning more about each other’s weekends. 1

SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart! We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame.

SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 1
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 2
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 3
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 4
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 5
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 6
SCU 7A, along with SCU 7B and SCU 6 had an educational school visit to Mount Stewart!  We enjoyed a walk around the National Park. We walked all the way to Mount Stewart’s ‘Magic Ink pot,’ a large natural play area. The natural play area provides an ideal setting in which we were able to play and learn. We were able to develop an affinity with nature and let our imaginations run wild with balance beams, stepping logs, traversing beams, tree caves, squirrel runs, see-saws / teeter-totters, and a sea dragon climbing frame. 7

Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning

Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 1
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 2
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 3
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 4
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 5
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 6
Tests: SCU 7A had a number of tests this week. The tests were all part of ‘testing week,’ whereby each class undergo a number of paper-based and computer-based tests revolving around Numeracy and Literacy in order to aid the teachers across the school with better assessing our learning 7

Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options.

Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options. 1
Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options. 2
Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options. 3
Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options. 4
Persuasive letter writing: SCU 7A focussed on persuasive writing, along with writing letters for Literacy, whereby we wrote letters as though we were the magpie in a story we had discussed, urging humans to think twice about littering, and consider better options. 5

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school.

Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 1
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 2
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 3
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 4
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 5
Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. We each borrowed books and took them back to school. 6

Handwriting: SCU 7A took part in a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.

Handwriting: SCU 7A took part in a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 1
Handwriting: SCU 7A took part in a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 2
Handwriting: SCU 7A took part in a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 3
Handwriting: SCU 7A took part in a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 4

School Emblem: SCU 7A had an Art lesson, whereby we were creating our own class tree which is to be used as part of the school emblem. (Every class in Primary are taking part in this activity within their classrooms, and all class efforts with be collated for the school to create a large school emblem.)

School Emblem: SCU 7A had an Art lesson, whereby we were creating our own class tree which is to be used as part of the school emblem. (Every class in Primary are taking part in this activity within their classrooms, and all class efforts with be collated for the school to create a large school emblem.) 1
School Emblem: SCU 7A had an Art lesson, whereby we were creating our own class tree which is to be used as part of the school emblem. (Every class in Primary are taking part in this activity within their classrooms, and all class efforts with be collated for the school to create a large school emblem.) 2

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 2
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 3
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 4

Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.) We then moved to our tables to complete differentiated individual written work on ‘factors.’

Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  1
Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  2
Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  3
Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  4
Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  5
Numeracy: Factors - SCU 7A began to work on ‘factors,’ using ‘Factor Bugs’ and interactive whiteboards. (The ‘factor bugs’ are a visual tool to help us understand factors.)  We then moved to our tables to complete differentiated individual written work on ‘factors.’  6

ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files.

ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files. 1
ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files. 2
ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files. 3
ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files. 4
ICT: SCU 7A were looking at animal fact cards in order to create our own fact file about an animal, typing about the animal’s habitat, range, diet, habitat and more, including pasting and cropping images. We used a template made from Excel to help us create our fact files. 5

Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.

Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  1
Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  2
Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  3
Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  4
Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  5
Literacy: SCU 7A heard a story called ‘Androcles and the lion,’ which is one of Aesop’s famous ancient fables, about runaway slaves and criminals who were often forced to fight wild animals in the arena of the Colosseum during Ancient Roman times. The fable has a satisfying moral: ‘A kindness is often repaid.’ We discussed the moral and the importance of demonstrating friendship even when it’s difficult to do so. We then moved over to our tables to write extensively about what makes a good friend, what doesn’t make a good friend, and provide practical examples.  6

Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.

Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  1
Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  2
Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  3
Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  4
Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  5
Handwriting: SCU 7A had a ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly.  6

Catch up activities: SCU 7A had a session that was used for 'catch up,' where we each took the time to catch up on activities we had not yet completed.

Catch up activities: SCU 7A had a session that was used for 'catch up,' where we each took the time to catch up on activities we had not yet completed. 1
Catch up activities: SCU 7A had a session that was used for 'catch up,' where we each took the time to catch up on activities we had not yet completed. 2

ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture.

ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 1
ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 2
ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 3
ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 4
ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 5
ICT: SCU 7A took part in interactive, online jigsaw activities, where we were required to try to spot the camouflaged animal or object hidden in each picture. 6

D'dee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, and enjoyed reading independently within the Library. We each borrowed books to take back to the school.

D'dee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, and enjoyed reading independently within the Library. We each borrowed books to take back to the school. 1
D'dee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, and enjoyed reading independently within the Library. We each borrowed books to take back to the school. 2
D'dee Library: SCU 7A walked over to Donaghadee Library. We were able to find books suitable for us, and enjoyed reading independently within the Library. We each borrowed books to take back to the school. 3

Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number.

Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 1
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 2
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 3
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 4
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 5
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 6
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 7
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 8
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 9
Addition, subtraction and multiplication: For Numeracy, SCU 7A took part in an activity called ‘Beat the Cube,’ where we were to roll either one or two dice. With the numbers we rolled, we were to add, subtract or multiply the numbers to the last number we rolled, with the aim of reaching a particular target number. 10

Comprehension: SCU 7A each got to choose what animal we would like to write about, and then we were each given a booklet about said animal. It was our task to answer questions about our animals, searching the given text for clues.

Comprehension: SCU 7A each got to choose what animal we would like to write about, and then we were each given a booklet about said animal. It was our task to answer questions about our animals, searching the given text for clues.  1
Comprehension: SCU 7A each got to choose what animal we would like to write about, and then we were each given a booklet about said animal. It was our task to answer questions about our animals, searching the given text for clues.  2
Comprehension: SCU 7A each got to choose what animal we would like to write about, and then we were each given a booklet about said animal. It was our task to answer questions about our animals, searching the given text for clues.  3

Handwriting: SCU 7A practiced our handwriting, writing legibly and neatly, working on our precision.

Handwriting: SCU 7A practiced our handwriting, writing legibly and neatly, working on our precision.  1
Handwriting: SCU 7A practiced our handwriting, writing legibly and neatly, working on our precision.  2

Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.)

Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 1
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 2
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 3
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 4
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 5
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 6
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 7
Topic: SCU-7A began looking at the animal kingdom by focussing on ‘animal classification,’ or what different groups animals can be found in. (Mammals, birds, amphibians, reptiles, minibeasts, invertebrates and vertebrates, etc.) 8

D'dee Library: SCU 7A visited the Library, and borrowed books to read in the classroom.

D'dee Library: SCU 7A visited the Library, and borrowed books to read in the classroom.  1

I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.

I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  1
I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  2
I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  3
I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  4
I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  5
I.C.T: For I.C.T, SCU 7A designed our own bugs, as part of our ‘Animal Kingdom’ topic, writing about our creations in detail.  6

Guided Reading Activities: SCU-7A worked conscientiously and quietly for our ‘Guided Reading Activities,’ reading differentiated books, with activity sheets to match.

Guided Reading Activities: SCU-7A worked conscientiously and quietly for our ‘Guided Reading Activities,’ reading differentiated books, with activity sheets to match.  1
Guided Reading Activities: SCU-7A worked conscientiously and quietly for our ‘Guided Reading Activities,’ reading differentiated books, with activity sheets to match.  2

SCU 7A each brought in a ‘me bag,’ which described something about us.

SCU 7A each brought in a ‘me bag,’ which  described something about us.  1
SCU 7A each brought in a ‘me bag,’ which  described something about us.  2
SCU 7A each brought in a ‘me bag,’ which  described something about us.  3
SCU 7A each brought in a ‘me bag,’ which  described something about us.  4
SCU 7A each brought in a ‘me bag,’ which  described something about us.  5
SCU 7A each brought in a ‘me bag,’ which  described something about us.  6
SCU 7A each brought in a ‘me bag,’ which  described something about us.  7

Social activity: SCU-7A partook in a social activity called ‘Head Bands.’ This was a fun, quick question activity of "What am I?" We were to figure out the cards that were on our heads, by asking our peers questions that would merit the response ‘yes’ or ‘no.’

Social activity: SCU-7A partook in a social activity called ‘Head Bands.’ This was a fun, quick question activity of "What am I?" We were to figure out the cards that were on our heads, by asking our peers questions that would merit the response ‘yes’ or ‘no.’ 1

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day.

Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 1
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 2
Social games: SCU-7A begin each day with some social games as we arrive. This is a great way for us to settle in to the day. 3

'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us!

'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us! 1
'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us! 2
'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us! 3
'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us! 4
'All About Me' activity: SCU-7A wrote descriptive sentences all about ourselves, as a way for our class teacher and assistants to better get to know us! 5
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