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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

Rights Respecting School Article of the Month: SCU 7A created our January ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. January’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 28’ – That children have the right to an education.

Rights Respecting School Article of the Month: SCU 7A created our January ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. January’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 28’ – That children have the right to an education.  1
Rights Respecting School Article of the Month: SCU 7A created our January ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. January’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 28’ – That children have the right to an education.  2
Rights Respecting School Article of the Month: SCU 7A created our January ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. January’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 28’ – That children have the right to an education.  3
Rights Respecting School Article of the Month: SCU 7A created our January ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. January’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 28’ – That children have the right to an education.  4

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, thus making a class of 17 pupils, for our Shared Education Project! Our task was to form mixed groups and introduce ourselves to each other, asking directed questions to enable us to better get to know our peers from D’dee Primary.

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, thus making a class of 17 pupils, for our Shared Education Project! Our task was to form mixed groups and introduce ourselves to each other, asking directed questions to enable us to better get to know our peers from D’dee Primary.  1
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, thus making a class of 17 pupils, for our Shared Education Project! Our task was to form mixed groups and introduce ourselves to each other, asking directed questions to enable us to better get to know our peers from D’dee Primary.  2
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Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables.

Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables. 1
Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables. 2
Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables. 3
Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables. 4
Numeracy – Multiplication and Division Wheels: SCU 7A were to complete ‘multiplication and division hurricane wheels,’ thus testing our times tables knowledge, along with our ability to form accurate calculations to work out division and multiplication questions up to the 12 times/12 division tables. 5

ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity.

ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity. 1
ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity. 2
ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity. 3
ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity. 4
ICT – Disaster Detector: SCU 7A were to use the knowledge and information we have gathered about natural disasters thus far to detect natural disasters and build infrastructures to protect villages from them in an interactive online activity. 5

Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.

Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.  1
Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.  2
Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.  3
Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.  4
Literacy – Diary Entry: SCU 7A were to write a diary entry, describing what happened on the day of the Mount Vesuvius eruption in 79AD, Pompeii, as though it were experienced first-hand. We were tasked with writing in the past-tense, writing about our feelings, what we heard, saw and smelt, along with including the most important events throughout.  5

Art: SCU 7A followed a step-by-step process in order to create our own hurricane drawings, remembering to shade accurately.

Art: SCU 7A followed a step-by-step process in order to create our own hurricane drawings, remembering to shade accurately. 1
Art: SCU 7A followed a step-by-step process in order to create our own hurricane drawings, remembering to shade accurately. 2
Art: SCU 7A followed a step-by-step process in order to create our own hurricane drawings, remembering to shade accurately. 3
Art: SCU 7A followed a step-by-step process in order to create our own hurricane drawings, remembering to shade accurately. 4

ICT – Mount Vesuvius: SCU 7A were to use the template provide for us to type up about Mount Vesuvius, researching the history of its’ eruption in 79AD to answer the questions provided.

ICT – Mount Vesuvius: SCU 7A were to use the template provide for us to type up about Mount Vesuvius, researching the history of its’ eruption in 79AD to answer the questions provided.  1
ICT – Mount Vesuvius: SCU 7A were to use the template provide for us to type up about Mount Vesuvius, researching the history of its’ eruption in 79AD to answer the questions provided.  2
ICT – Mount Vesuvius: SCU 7A were to use the template provide for us to type up about Mount Vesuvius, researching the history of its’ eruption in 79AD to answer the questions provided.  3
ICT – Mount Vesuvius: SCU 7A were to use the template provide for us to type up about Mount Vesuvius, researching the history of its’ eruption in 79AD to answer the questions provided.  4

Donaghadee 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 books suitable for us.

Donaghadee 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 books suitable for us. 1
Donaghadee 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 books suitable for us. 2
Donaghadee 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 books suitable for us. 3
Donaghadee 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 books suitable for us. 4

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 5
Guided Reading: SCU 7A 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. 6

Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We continued to take part in an activity that required us try to earn a certain amount of money to pay for our house repairs after an earthquake.

Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We continued to take part in an activity that required us try to earn a certain amount of money to pay for our house repairs after an earthquake.  1
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We continued to take part in an activity that required us try to earn a certain amount of money to pay for our house repairs after an earthquake.  2
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We continued to take part in an activity that required us try to earn a certain amount of money to pay for our house repairs after an earthquake.  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.

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

Wednesday Bus Trip – Rockport: SCU 7A and SCU 6 went to Rockport school for our Wednesday bus trip. The school were very kind in providing break for us, which we ate in their canteen. This was followed by walking to the school’s large natural play area, known as their ‘outdoor classroom.’ 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 the wooden structures within the play area. We then were able to enjoy a walk along the coastal front.

Wednesday Bus Trip – Rockport: SCU 7A and SCU 6 went to Rockport school for our Wednesday bus trip. The school were very kind in providing break for us, which we ate in their canteen. This was followed by walking to the school’s large natural play area, known as their ‘outdoor classroom.’ 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 the wooden structures within the play area. We then were able to enjoy a walk along the coastal front. 1
Wednesday Bus Trip – Rockport: SCU 7A and SCU 6 went to Rockport school for our Wednesday bus trip. The school were very kind in providing break for us, which we ate in their canteen. This was followed by walking to the school’s large natural play area, known as their ‘outdoor classroom.’ 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 the wooden structures within the play area. We then were able to enjoy a walk along the coastal front. 2
Wednesday Bus Trip – Rockport: SCU 7A and SCU 6 went to Rockport school for our Wednesday bus trip. The school were very kind in providing break for us, which we ate in their canteen. This was followed by walking to the school’s large natural play area, known as their ‘outdoor classroom.’ 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 the wooden structures within the play area. We then were able to enjoy a walk along the coastal front. 3
Wednesday Bus Trip – Rockport: SCU 7A and SCU 6 went to Rockport school for our Wednesday bus trip. The school were very kind in providing break for us, which we ate in their canteen. This was followed by walking to the school’s large natural play area, known as their ‘outdoor classroom.’ 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 the wooden structures within the play area. We then were able to enjoy a walk along the coastal front. 4
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Shared Education Ice Breaker Day: SCU 7A, along with the rest of KS2 in Killard and P5 in D’dee Primary, had an ‘ice-breaker’ day for an initiative called the ‘Shared Education Signature Project.’ (SESP).’ It was an opportunity for us to integrate with Donaghadee Primary, make new friends, get re-acquainted, find common interests and have fun together, developing in our social skills together! Lots of fun was had by all!

Shared Education Ice Breaker Day: SCU 7A, along with the rest of KS2 in Killard and P5 in D’dee Primary, had an ‘ice-breaker’ day for an initiative called the ‘Shared Education Signature Project.’ (SESP).’  It was an opportunity for us to integrate with Donaghadee Primary, make new friends, get re-acquainted, find common interests and have fun together, developing in our social skills together! Lots of fun was had by all! 1
Shared Education Ice Breaker Day: SCU 7A, along with the rest of KS2 in Killard and P5 in D’dee Primary, had an ‘ice-breaker’ day for an initiative called the ‘Shared Education Signature Project.’ (SESP).’  It was an opportunity for us to integrate with Donaghadee Primary, make new friends, get re-acquainted, find common interests and have fun together, developing in our social skills together! Lots of fun was had by all! 2
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ICT – Budgeting for disasters: SCU 7A were learning how natural hazards, such as floods, earthquakes and volcanoes, do not need to become disasters. We took part in an on-line budgeting game aimed at teaching how to build safer villages and cities against disasters.

ICT – Budgeting for disasters: SCU 7A were learning how natural hazards, such as floods, earthquakes and volcanoes, do not need to become disasters. We took part in an on-line budgeting game aimed at teaching how to build safer villages and cities against disasters. 1
ICT – Budgeting for disasters: SCU 7A were learning how natural hazards, such as floods, earthquakes and volcanoes, do not need to become disasters. We took part in an on-line budgeting game aimed at teaching how to build safer villages and cities against disasters. 2
ICT – Budgeting for disasters: SCU 7A were learning how natural hazards, such as floods, earthquakes and volcanoes, do not need to become disasters. We took part in an on-line budgeting game aimed at teaching how to build safer villages and cities against disasters. 3
ICT – Budgeting for disasters: SCU 7A were learning how natural hazards, such as floods, earthquakes and volcanoes, do not need to become disasters. We took part in an on-line budgeting game aimed at teaching how to build safer villages and cities against disasters. 4

Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout.

Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout. 1
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout. 2
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout. 3
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout. 4
Numeracy – Budgeting: SCU 7A were learning about budgeting, along with income and outcome expenses. We took part in an activity that required us to roll dice and try to earn a certain amount of money to pay for our house repairs after the event of an earthquake. We were using the column method to add and subtract large sums, showing our calculations throughout. 5

Donaghadee 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 books suitable for us.

Donaghadee 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 books suitable for us. 1
Donaghadee 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 books suitable for us. 2
Donaghadee 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 books suitable for us. 3

Art – Structure of Earth: SCU 7A continued to create our own models of the Earth’s structure using templates given to us – An activity that we had begun the week before.

Art – Structure of Earth: SCU 7A continued to create our own models of the Earth’s structure using templates given to us – An activity that we had begun the week before. 1
Art – Structure of Earth: SCU 7A continued to create our own models of the Earth’s structure using templates given to us – An activity that we had begun the week before. 2
Art – Structure of Earth: SCU 7A continued to create our own models of the Earth’s structure using templates given to us – An activity that we had begun the week before. 3

Numeracy – Co-ordinates: SCU 7A took part in a Numeracy focus, called ‘Titanic Battleships,’ which required us to use co-ordinates and mark out different ships.

Numeracy – Co-ordinates: SCU 7A took part in a Numeracy focus, called ‘Titanic Battleships,’ which required us to use co-ordinates and mark out different ships. 1
Numeracy – Co-ordinates: SCU 7A took part in a Numeracy focus, called ‘Titanic Battleships,’ which required us to use co-ordinates and mark out different ships. 2
Numeracy – Co-ordinates: SCU 7A took part in a Numeracy focus, called ‘Titanic Battleships,’ which required us to use co-ordinates and mark out different ships. 3

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 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

Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us.

Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 1
Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 2
Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 3
Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 4
Extreme Earth Scavenger hunt: SCU 7A received copies of our new topic ‘Extreme Earth’ question worksheets, and we had a ‘Extreme Earth comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 5

Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures.

Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures. 1
Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures. 2
Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures. 3
Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures. 4
Observational activity: SCU 7A were given large RNLI observational posters that required spot the different dangers within the pictures. 5

ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website.

ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 1
ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 2
ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 3
ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 4
ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 5
ICT – QR Code Generator: 15 minutes of computer time, where we had a go with creating our own QR codes, using a ‘QR code generator’ website. 6

QR Code Scavenger Hunt: SCU 7A discussed who the ‘RNLI’ are, as a part of our ‘Extreme Earth’ topic. We discussed ways to stay safe at the beach, and ways to stay safe on a boat. This was followed by a ‘QR Code’ challenge.

QR Code Scavenger Hunt: SCU 7A discussed who the ‘RNLI’ are, as a part of our ‘Extreme Earth’ topic. We discussed ways to stay safe at the beach, and ways to stay safe on a boat. This was followed by a ‘QR Code’ challenge.  1
QR Code Scavenger Hunt: SCU 7A discussed who the ‘RNLI’ are, as a part of our ‘Extreme Earth’ topic. We discussed ways to stay safe at the beach, and ways to stay safe on a boat. This was followed by a ‘QR Code’ challenge.  2
QR Code Scavenger Hunt: SCU 7A discussed who the ‘RNLI’ are, as a part of our ‘Extreme Earth’ topic. We discussed ways to stay safe at the beach, and ways to stay safe on a boat. This was followed by a ‘QR Code’ challenge.  3

Donaghadee 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 books suitable for us.

Donaghadee 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 books suitable for us. 1
Donaghadee 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 books suitable for us. 2
Donaghadee 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 books suitable for us. 3
Donaghadee 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 books suitable for us. 4
Donaghadee 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 books suitable for us. 5
Donaghadee 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 books suitable for us. 6

Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us.

Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 1
Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 2
Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 3
Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 4
Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 5
Art – Structure of Earth: SCU 7A learned about Volcanoes, how and why they erupt, and its relation to the structure of the Earth. For our Art activity, we were to create our own models of the Earth’s structure using templates given to us. 6

Numeracy – Number bonds: SCU 7A were to recall and use multiplication and division, addition and subtraction facts, using ‘number bonds,’ along with partitioning, using ‘number sentences.’ We began working together as a group, and then moved to our separate tables for our differentiated written work.

Numeracy – Number bonds: SCU 7A were to recall and use multiplication and division, addition and subtraction facts, using ‘number bonds,’ along with partitioning, using ‘number sentences.’ We began working together as a group, and then moved to our separate tables for our differentiated written work. 1
Numeracy – Number bonds: SCU 7A were to recall and use multiplication and division, addition and subtraction facts, using ‘number bonds,’ along with partitioning, using ‘number sentences.’ We began working together as a group, and then moved to our separate tables for our differentiated written work. 2
Numeracy – Number bonds: SCU 7A were to recall and use multiplication and division, addition and subtraction facts, using ‘number bonds,’ along with partitioning, using ‘number sentences.’ We began working together as a group, and then moved to our separate tables for our differentiated written work. 3

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

Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 1
Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 2
Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 3
Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 4
Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 5
Handwriting: SCU 7A took part in their weekly Friday ‘handwriting’ lesson, aimed to help us with our handwriting skills, writing legibly and neatly. 6

ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water.

ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water. 1
ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water. 2
ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water. 3
ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water. 4
ICT – Water Cycle: SCU 7A moved to the Computer suite, where we took part in a water cycle activity, testing what we have learned, and teaching us more about the movement of water. 5

Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.

Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  1
Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  2
Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  3
Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  4
Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  5
Literacy – Water Cycle Creative writing: SCU 7A began looking at ‘Extreme Earth’ by focussing on precipitation: Specifically, the four stages of the ‘Water Cycle,’ namely ‘evaporation,’ ‘condensation,’ ‘precipitation’ and ‘collection,’ writing our own ‘Raindrop’ stories, as though we were raindrops experiencing the different stages of the Water Cycle ourselves.  6

New topic – Extreme Earth: SCU 7A discovered what our new topic for this half-term would be, namely: Extreme Earth! Within this topic, we will be studying extreme natural disasters, such as tornadoes, wildfires, severe storms, hurricanes, volcanic eruptions, tsunamis, cyclones, droughts, earthquakes and famines!

New topic – Extreme Earth: SCU 7A discovered what our new topic for this half-term would be, namely: Extreme Earth! Within this topic, we will be studying extreme natural disasters, such as tornadoes, wildfires, severe storms, hurricanes, volcanic eruptions, tsunamis, cyclones, droughts, earthquakes and famines! 1

Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required.

Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 1
Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 2
Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 3
Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 4
Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 5
Literacy – News Reports: SCU 7A gave a ‘Christmas holiday news report’ in writing, where we were recounting the highlights of our break, including what we watched, received, visited, gave and ate, remembering to include grammar and punctuation, extending sentences as required. 6

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 5

Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat!

Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 1
Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 2
Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 3
Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 4
Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 5
Christmas Pizza Party: SCU 7A enjoyed having pizza, chips, chicken goujons and doughnuts as a Christmas party treat! 6

Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us.

Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 1
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 2
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 3
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 4
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 5
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 6
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 7
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 8
Christmas Comprehension Scavenger Hunt: SCU 7A had a ‘Christmas comprehension Scavenger hunt,’ where it was our task to search the school in order to find the Christmas fact cards to answer the questions given to us. 9

Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results!

Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 1
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 2
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 3
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 4
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 5
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 6
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 7
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 8
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 9
Christmas pop-up cards: SCU 7A enjoyed following step-by-step instructions in order to create Christmas pop-up cards! We hope you enjoy our final results! 10

KS2 Party food: KS2 gathered together in order to enjoy a selection of Christmas celebratory party food!

KS2 Party food: KS2 gathered together in order to enjoy a selection of Christmas celebratory party food! 1

KS2 Party Games: KS2 gathered together for a number of Christmas related party games, including 'Pass the Parcel,' 'Musical Statues' and more.

KS2 Party Games: KS2 gathered together for a number of Christmas related party games, including 'Pass the Parcel,' 'Musical Statues' and more. 1
KS2 Party Games: KS2 gathered together for a number of Christmas related party games, including 'Pass the Parcel,' 'Musical Statues' and more. 2
KS2 Party Games: KS2 gathered together for a number of Christmas related party games, including 'Pass the Parcel,' 'Musical Statues' and more. 3

PE - Christmas group activities: SCU 7A took part in a number of Christmas related PE activities at the gym.

PE - Christmas group activities: SCU 7A took part in a number of Christmas related PE activities at the gym. 1
PE - Christmas group activities: SCU 7A took part in a number of Christmas related PE activities at the gym. 2
PE - Christmas group activities: SCU 7A took part in a number of Christmas related PE activities at the gym. 3

Play Park: SCU 7A enjoyed playing at the nearby play park during the final week before our Christmas break!

Play Park: SCU 7A enjoyed playing at the nearby play park during the final week before our Christmas break! 1

Santa's Grotto: SCU 7A enjoyed visiting Santa, who had arrived to visit Killard, giving each of us selection boxes!

Santa's Grotto: SCU 7A enjoyed visiting Santa, who had arrived to visit Killard, giving each of us selection boxes! 1

Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more.

Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 1
Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 2
Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 3
Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 4
Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 5
Party Games: SCU 7A enjoyed a number of Christmas party games in the classroom, including 'Pin the nose on the reindeer,' 'Christmas Head Bands,' 'Musical Chairs' and more. 6

ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen!

ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 1
ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 2
ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 3
ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 4
ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 5
ICT - Building snowmen: SCU 7A enjoyed using a sketch-up programme to build our very own virtual snowmen! 6

Christmas Movie: SCU 7A enjoyed watching part of a Christmas movie during the final week before our break.

Christmas Movie: SCU 7A enjoyed watching part of a Christmas movie during the final week before our break. 1
Christmas Movie: SCU 7A enjoyed watching part of a Christmas movie during the final week before our break. 2

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

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

ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform.

ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 1
ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 2
ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 3
ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 4
ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 5
ICT - Minecraft: As a Christmas treat, SCU 7A enjoyed playing 'Minecraft' together, in a 'multi-player' platform. 6

Christmas Busy Books: SCU 7A worked on our 'Christmas Busy Books' throughout the week, containing word-searches, cross-words, quizzes and more.

Christmas Busy Books: SCU 7A worked on our 'Christmas Busy Books' throughout the week, containing word-searches, cross-words, quizzes and more. 1
Christmas Busy Books: SCU 7A worked on our 'Christmas Busy Books' throughout the week, containing word-searches, cross-words, quizzes and more. 2

Daily Mile: Every morning, SCU 7A, along with the rest of KS2, enjoy 15 minutes of walking, known as the 'daily mile,' as a form of exercise and self-regulation before the day begins.

Daily Mile: Every morning, SCU 7A, along with the rest of KS2, enjoy 15 minutes of walking, known as the 'daily mile,' as a form of exercise and self-regulation before the day begins. 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.

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

SCU 7A, along with the rest of KS2 performed amazingly for our Christmas Show, 'Tinsel and Tea Towels,' and made our school very proud!

Christmas Crafts: SCU 7A took part in a number of Christmas crafts, including the following: 1. SCU 7A Hand-painting a Christmas tree on canvas.

Christmas Crafts: SCU 7A took part in a number of Christmas crafts, including the following:                                                                                                                                                  1. SCU 7A Hand-painting a Christmas tree on canvas. 1
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2. SCU 7A creating Christmas crackers.

2.	SCU 7A creating Christmas crackers. 1
2.	SCU 7A creating Christmas crackers. 2
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3. SCU 7A creating a snowman photo frame.

3.	SCU 7A creating a snowman photo frame. 1
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Social Board Game: SCU 7A took part in a social board game, based on the story ‘A Christmas Collar,’ a book that we have been discussing this week.

Social Board Game: SCU 7A took part in a social board game, based on the story ‘A Christmas Collar,’ a book that we have been discussing this week. 1

Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’

Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’ 1
Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’ 2
Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’ 3
Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’ 4
Literacy: SCU 7A heard and had discussions on a story called ‘A Christmas Collar.’ We then completed comprehension work based on the story, along with writing in detailed form about it’s setting and rewriting the story in our own words as a ‘story map.’ 5

ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT.

ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 1
ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 2
ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 3
ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 4
ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 5
ICT – Christmas Observational Tasks: SCU 7A took part in a number of Christmas-themed observational tasks for ICT. 6

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

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

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

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

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each.

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 1
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 2
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 3
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 4

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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

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

Ulster Folk Museum: SCU 7A went to the ‘Ulster Folk and Transport Museum’ for our Wednesday bus trip!

Ulster Folk Museum: SCU 7A went to the ‘Ulster Folk and Transport Museum’ for our Wednesday bus trip!  1
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Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a woodpecker in our written work, using similes, along with adjectives, nouns and verbs to improve our poems.

Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a woodpecker in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 1
Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a woodpecker in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 2
Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a woodpecker in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 3

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

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

ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities.

ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities. 1
ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities. 2
ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities. 3
ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities. 4
ICT – Christmas Numeracy: SCU 7A took part in a ‘Christmas Minor Birds’ activity, where we were to be the first to collect 20 candy canes by answering mixed maths questions, suited to our separate abilities. 5

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our fifth of seven weeks at the pool.

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our fifth of seven weeks at the pool. 1

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

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

Daily Mile: Every day, KS2 enjoy 15 minutes of walking exercise at the beginning of the day for self-regulation, called the 'daily mile.'

Daily Mile: Every day, KS2 enjoy 15 minutes of walking exercise at the beginning of the day for self-regulation, called the 'daily mile.' 1

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each.

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 1
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 2
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 3
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 4
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 5
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 6

ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities.

ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities. 1
ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities. 2
ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities. 3
ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities. 4
ICT - SCU 7A took part in an interactive ‘Santa’s sleigh ride’ Numeracy-based activity, testing our mental maths abilities. 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

Recycling ‘eco bus.’ SCU 7A, along with SCU 7B moved outside to the ‘Eco Recycling’ bus, where we were taught about the importance of recycling and we were able to make our own badges!

Recycling ‘eco bus.’ SCU 7A, along with SCU 7B moved outside to the ‘Eco Recycling’ bus, where we were taught about the importance of recycling and we were able to make our own badges! 1
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Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts!

Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts! 1
Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts! 2
Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts! 3
Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts! 4
Celebratory ice-cream: SCU 7A walked to Mauds to have some ‘end-of-the-month’ celebratory ice-cream! SCU 7A go to the park and to Mauds at Break time on the last Friday of every month as a reward for our hard work and super efforts! 5

Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems.

Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems. 1
Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems. 2
Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems. 3
Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems. 4
Numeracy – Time: SCU 7A focussed on ‘time’ for Numeracy, where we were to read and interpret analogue clocks with Roman Numerals, starting with o-clock, half past, quarter past and quarter to times, then moving on to five-minute intervals. We also were tasked with answering time word-problems. 5

ICT – Roman timeline: SCU 7A took part in a few interactive Roman activities that took us through a Roman history timeline, testing the knowledge we have acquired thus far.

ICT – Roman timeline: SCU 7A took part in a few interactive Roman activities that took us through a Roman history timeline, testing the knowledge we have acquired thus far. 1
ICT – Roman timeline: SCU 7A took part in a few interactive Roman activities that took us through a Roman history timeline, testing the knowledge we have acquired thus far. 2
ICT – Roman timeline: SCU 7A took part in a few interactive Roman activities that took us through a Roman history timeline, testing the knowledge we have acquired thus far. 3
ICT – Roman timeline: SCU 7A took part in a few interactive Roman activities that took us through a Roman history timeline, testing the knowledge we have acquired thus far. 4

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our first of seven weeks at the pool.

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our first of seven weeks at the pool. 1

Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a wolf in our written work, using similes, along with adjectives, nouns and verbs to improve our poems.

Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a wolf in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 1
Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a wolf in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 2
Literacy – Poetry: SCU 7A recapped what we had been learning about the Roman myth ‘Romulus and Remus,’ discussing the two animals in the story, a wolf and a woodpecker. We then began drafting and improving a descriptive poem about a wolf in our written work, using similes, along with adjectives, nouns and verbs to improve our poems. 3

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

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

ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.

ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.  1
ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.  2
ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.  3
ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.  4
ICT – Roman Gladiators: SCU 7A took part in a Literacy-based ‘Roman Gladiator’ programme, where we were tasked with typing about gladiators in detail, including what weapons they used, how and where they fought, along with who they fought against.  5

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

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

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 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
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. 5

Display Board: This is SCU 7A’s current display board in our classroom for our topic: The Romans!

Display Board: This is SCU 7A’s current display board in our classroom for our topic: The Romans! 1

Art – World Children’s Day ‘Blue Portraits’: SCU 7A were each given two A3 pictures each of ourselves, one of which was tinted blue. It was our task to cut out both pictures, and then piece them together, with some blue parts and some not, thus creating our own portrait collages. We were reminded that we all have a part to play in Killard, just like the jigsaw pieces demonstrated.

Art – World Children’s Day ‘Blue Portraits’: SCU 7A were each given two A3 pictures each of ourselves, one of which was tinted blue. It was our task to cut out both pictures, and then piece them together, with some blue parts and some not, thus creating our own portrait collages. We were reminded that we all have a part to play in Killard, just like the jigsaw pieces demonstrated.  1
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World Children’s Day: For ‘World Children’s Day,’ SCU 7A were shown a large canvas with the Unicef symbol. It was our job, along with the rest of the school, to put blue painted handprints on the canvas, reminding us that ‘together we can.’

World Children’s Day: For ‘World Children’s Day,’ SCU 7A were shown a large canvas with the Unicef symbol. It was our job, along with the rest of the school, to put blue painted handprints on the canvas, reminding us that ‘together we can.’ 1
World Children’s Day: For ‘World Children’s Day,’ SCU 7A were shown a large canvas with the Unicef symbol. It was our job, along with the rest of the school, to put blue painted handprints on the canvas, reminding us that ‘together we can.’ 2
World Children’s Day: For ‘World Children’s Day,’ SCU 7A were shown a large canvas with the Unicef symbol. It was our job, along with the rest of the school, to put blue painted handprints on the canvas, reminding us that ‘together we can.’ 3
World Children’s Day: For ‘World Children’s Day,’ SCU 7A were shown a large canvas with the Unicef symbol. It was our job, along with the rest of the school, to put blue painted handprints on the canvas, reminding us that ‘together we can.’ 4

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

Donaghadee Library: SCU 7A we walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. 1
Donaghadee Library: SCU 7A we walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. 2
Donaghadee Library: SCU 7A we walked over to Donaghadee Library. We were able to find books suitable for us and enjoyed reading independently within the Library. 3

ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy.

ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy. 1
ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy. 2
ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy. 3
ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy. 4
ICT - Roman Numerals: SCU 7A moved to the computers to take part in a few Roman Numeral computer activities, thus consolidating our learning for Numeracy. 5

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our fourth of seven weeks at the pool.

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our fourth of seven weeks at the pool. 1

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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

Catch Up: SCU 7A had some time to quietly work at our tables, completing activities and catching up with work from the previous week.

Catch Up: SCU 7A had some time to quietly work at our tables, completing activities and catching up with work from the previous week. 1
Catch Up: SCU 7A had some time to quietly work at our tables, completing activities and catching up with work from the previous week. 2
Catch Up: SCU 7A had some time to quietly work at our tables, completing activities and catching up with work from the previous week. 3
Catch Up: SCU 7A had some time to quietly work at our tables, completing activities and catching up with work from the previous week. 4

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

Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.

Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  1
Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  2
Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  3
Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  4
Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  5
Art – Roman Mosaics: SCU 7A discussed and learned what ‘Roman Mosaics’ are, and were shown some images of Roman Mosaics, discussing their importance in history. We then moved to our tables to independently create our own artistic ‘Roman Mosaics,’ using different colourful, sticky ‘tiles,’ creating our own collages.  6

PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’

PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’  1
PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’  2
PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’  3
PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’  4
PDMU – Children in need: SCU 7A discussed what ‘Children in Need’ is, why it is important and what they do. We then discussed what it is to be ‘in need.’ We then looked at the difference between ‘wants’ and ‘needs,’ and heard a short story called ‘Lily learns about wants and needs.’  5

Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required.

Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 1
Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 2
Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 3
Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 4
Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 5
Numeracy – Roman Numerals: SCU 7A took part in some interactive activities, where we recapped and consolidated our learning of ‘Roman Numerals,’ along with learning more about them. We studied how the joining of numerals can result in either adding the numerals together, or taking the smaller numeral away from the larger. After our group work, we moved to our tables to begin the differentiated written work for our Roman Numerals, working independently and asking for help as required. 6

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each.

Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 1
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 2
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 3
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 4
Outdoor Gym: SCU 7A enjoyed exercising at Killard’s outdoor gym, learning about the muscles we use for each exercise, along with the correct posture required for each. 5

ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations.

ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations. 1
ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations. 2
ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations. 3
ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations. 4
ICT – Roman Soldiers: SCU 7A took part in an ICT activity which required us to write about Roman armies, weapons and what a Roman soldier wore, along with designing our own images to go with our descriptive explanations. 5

Literacy – Designing shields: SCU 7A were focussing on what makes each of us unique, along with our interests and hobbies. We did this by creating our own ‘Roman shields.’ Just like the Romans designed their shields with images and patterns of things which were important to them, we did likewise, drawing and labelling our shields to represent our individual interests. We then wrote about our shields in detail, explaining why we chose to decorate our shields in the way that we did.

Literacy – Designing shields: SCU 7A were focussing on what makes each of us unique, along with our interests and hobbies. We did this by creating our own ‘Roman shields.’ Just like the Romans designed their shields with images and patterns of things which were important to them, we did likewise, drawing and labelling our shields to represent our individual interests. We then wrote about our shields in detail, explaining why we chose to decorate our shields in the way that we did. 1
Literacy – Designing shields: SCU 7A were focussing on what makes each of us unique, along with our interests and hobbies. We did this by creating our own ‘Roman shields.’ Just like the Romans designed their shields with images and patterns of things which were important to them, we did likewise, drawing and labelling our shields to represent our individual interests. We then wrote about our shields in detail, explaining why we chose to decorate our shields in the way that we did. 2
Literacy – Designing shields: SCU 7A were focussing on what makes each of us unique, along with our interests and hobbies. We did this by creating our own ‘Roman shields.’ Just like the Romans designed their shields with images and patterns of things which were important to them, we did likewise, drawing and labelling our shields to represent our individual interests. We then wrote about our shields in detail, explaining why we chose to decorate our shields in the way that we did. 3
Literacy – Designing shields: SCU 7A were focussing on what makes each of us unique, along with our interests and hobbies. We did this by creating our own ‘Roman shields.’ Just like the Romans designed their shields with images and patterns of things which were important to them, we did likewise, drawing and labelling our shields to represent our individual interests. We then wrote about our shields in detail, explaining why we chose to decorate our shields in the way that we did. 4

Ards Leisure Centre – Swimming: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back.

Ards Leisure Centre – Swimming: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. 1

Donaghadee 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 books suitable for us.

Donaghadee 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 books suitable for us. 1
Donaghadee 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 books suitable for us. 2
Donaghadee 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 books suitable for us. 3
Donaghadee 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 books suitable for us. 4
Donaghadee 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 books suitable for us. 5

Inline Hockey: SCU 7A had the privilege of watching Joshua Thompson of Year 10 demonstrate his inline hockey skills, as he explained to us that he has been selected to go to the trials for the European Championships this Summer!

Inline Hockey: SCU 7A had the privilege of watching Joshua Thompson of Year 10 demonstrate his inline hockey skills, as he explained to us that he has been selected to go to the trials for the European Championships this Summer! 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

ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.

ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.  1
ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.  2
ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.  3
ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.  4
ICT – Roman research: SCU 7A used the computers to take part in a Literacy Comprehension ‘Roman Gladiator’ activity, where we were required to prepare different Gladiators for battle by providing them with the necessary equipment needed, reading clues and information given to help us make the correct judgements.  5

Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals.

Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 1
Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 2
Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 3
Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 4
Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 5
Numeracy – Roman Numerals: SCU 7A began a new task for Numeracy: Roman Numerals! Roman numerals are a system of numbers, which are represented by the combination of Latin alphabet letters. The numeric system was the standard way of writing numbers during the Ancient Roman era. We were learning how different symbols can represent different numbers, and we then moved on to completing some differentiated written work based on what we had been learning about Roman Numerals. 6

Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come.

Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come. 1
Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come. 2
Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come. 3
Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come. 4
Literacy – Roman diary entry: SCU 7A discovered together what our new topic for our new term would be: The Romans! We were excited to hear about our new topic, and share together all we know about the Romans, creating a mind-map of all we know already. We then learned what we will be researching and discovering about them in the weeks to come. 5

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our second of seven weeks at the pool.

Swimming pool: SCU 7A took the bus to the swimming pool in the ‘Ards Blair Mayne Leisure Centre,’ leaving at 8:40am, and back for 10.30am. We had a great time in the swimming pool and enjoyed the trip both there and back. We listened well and took part in all that we were asked to do. This was our second of seven weeks at the pool. 1

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

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

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 5
Guided Reading: SCU 7A 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. 6

Daily mile: Every day, SCU 7A, along with the rest of KS2, begin the day with 15 minutes of exercise in the form of the ‘daily mile,’ in order to prepare us for the day.

Daily mile: Every day, SCU 7A, along with the rest of KS2, begin the day with 15 minutes of exercise in the form of the ‘daily mile,’ in order to prepare us for the day.  1

Halloween Costumes: SCU 7A

Halloween Costumes: SCU 7A 1

Halloween Costumes: SCU 7A wore casual clothes and/or halloween costumes on our last day of term!

Halloween Costumes: SCU 7A wore casual clothes and/or halloween costumes on our last day of term! 1
Halloween Costumes: SCU 7A wore casual clothes and/or halloween costumes on our last day of term! 2
Halloween Costumes: SCU 7A wore casual clothes and/or halloween costumes on our last day of term! 3
Halloween Costumes: SCU 7A wore casual clothes and/or halloween costumes on our last day of term! 4

Halloween Movie: SCU 7A enjoyed watching some of ‘A Nightmare Before Christmas’ on our last day of term.

Halloween Movie: SCU 7A enjoyed watching some of ‘A Nightmare Before Christmas’ on our last day of term. 1
Halloween Movie: SCU 7A enjoyed watching some of ‘A Nightmare Before Christmas’ on our last day of term. 2

Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins! We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces.

Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 1
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 2
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 3
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 4
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 5
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 6
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 7
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 8
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 9
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 10
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 11
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 12
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 13
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 14
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 15
Halloween Art: SCU 7A were each given apples, and we were able to pour melted chocolate over the apples, and decorate them with sweets! It was a great Halloween treat! We also worked together to create our own decorated pumpkins!  We each were provided with a pumpkin, along with a pumpkin decorating kit, which we used to decorate our pumpkins, using our artistic minds to create some brilliant faces. 16

Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats.

Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats. 1
Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats. 2
Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats. 3
Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats. 4
Birthday celebrations: SCU 7A celebrated Blane’s birthday, having buns and treats. 5

Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.

Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  1
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  2
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  3
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  4
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  5
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  6
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  7
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  8
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  9
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  10
Numeracy - Word problems: SCU 7A were focussing on animal ‘word problems!’ We were focussing on different word problems depending on our separate abilities, and we were working out what each question was asking us before calculating our answers using different written methods.  11

Guided Reading: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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: SCU 7A 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
Guided Reading: SCU 7A 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. 5
Guided Reading: SCU 7A 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. 6

ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom.

ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 1
ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 2
ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 3
ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 4
ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 5
ICT: SCU 7A were taking part in interactive animal ‘habitat and classification’ activities to better consolidate our learning about the animal kingdom. 6

Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story.

Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 1
Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 2
Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 3
Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 4
Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 5
Topic: SCU 7A worked together as a group, where we took part in an online activity that focused on ‘adjectives, nouns and verbs,’ where we read a ‘Halloween’ e-book called ‘The Haunted House,’ and we were prompted to improve the story by suggesting better synonyms for the nouns and adjectives provided in the story. 6

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

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

Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.

Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  1
Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  2
Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  3
Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  4
Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  5
Literacy - Pronouns: SCU 7A were looking at ‘Pronouns,’ along with ‘Personal Pronouns.’ We took part in a few interactive activities, providing examples of pronouns and thus demonstrating our understanding of what we have been learning.  6

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
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. 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.

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

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