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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

SCU 7A Week 9

Good morning! Welcome to week 9 of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

SCU 7A Week 8 (25/5/20)

Good morning! Welcome to week 6 of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

SCU 7A Week 7

Good morning! Welcome to week 6 of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Please note: Be sure to read the ‘Home Learning Suggested Activities’ PDF before trying out a Literacy/Numeracy/PDMU/Topic related activity, as this PDF will explain the following activities in more detail. Happy home learning!

SCU 7A Week 6

Good morning! Welcome to week 6 of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Week 5 SCU 7A

Good morning! Welcome to another week of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Can you guess the names of any of the staff in this picture? To find out who they are and what they're up to go to the Physical Education section in classes

Can you guess the names of any of the staff in this picture? To find out who they are and what they're up to go to the Physical Education section in classes 1

New Topic! Week 4 SCU 7A

Good morning! Hope you all have been enjoying the lovely weather during the strange times that we are in!
Welcome to another week of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Friday 24th April 

Good morning SCU 7A! I just want to point you in the direction of some excellent resources that have been made available on the website for you.

On the homepage you will find the ‘Parent Zone’ section. From here you can click onto the ‘Pupil Welfare Department’ and you will find a PDF book all about the ‘Coronavirus’ which has been written to help children understand it, and hopefully reduce some of their potential anxiety. Also in the ‘Parent Zone’, at the bottom, you will find ‘Signing With Annu’.

In there you will find lots of short videos that Mrs Kania-Gunning has put together to help you learn Makaton. As always, these are just suggested resources that you can choose to engage with as you see fit. 😊

 

kind regards,

 

Mr McKeown

SCU 7A New Term!

Good morning! Hope you all had a super Easter break!
Welcome to a new term of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Please note: Be sure to read the ‘Home Learning Suggested Activities’ PDF before trying out a Literacy/Numeracy/PDMU/Topic related activity, as this PDF will explain the following activities in more detail. Happy home learning!

SCU 7A Easter Break!

Dear parents/guardians: We are now in what would have been the two-week Easter Break, and so the activities provided below are ONLY ideas that you can take or leave as you like.
There is no obligation to try these out whatsoever and are only to serve as proposals for activities you may or may not want to take part in with your children.
We understand that this is a strange and confusing time for all, and we want you to know that you have our support in all of this! Happy Easter!

P.S. Keep Scrolling to watch a hilarious video of Killard House Staff taking part in a toilet roll challenge! :)

Killard House Staff Toilet Roll Challenge 2020

SCU 7A Week 2 Home Learning

Good morning! Welcome to week 2 of our home learning! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Please note: Be sure to read the ‘Home Learning Suggested Activities’ PDF before trying out a Literacy/Numeracy/PDMU/Topic related activity, as this PDF will explain the following activities in more detail. Happy home learning

Good morning! I would like to thank you all for your support throughout the school year! Uploaded are activities you could do with your child while at home, many of these are practical. These are only suggestions as you may have your own ideas of how you would like to spend this time. We recognise that you are first and foremost your children’s parents and carers not your child’s teacher, and so your main focus will be to look after your child’s wellbeing, focussing on being together and looking out for your child’s needs during this unsettling time. Remember, together we can! 😊

Still image for this video

Please note: Be sure to read the ‘Home Learning Suggested Activities’ PDF before trying out a Literacy/Numeracy/PDMU/Topic related activity, as this PDF will explain the following activities in more detail. Happy home learning!

Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more.

Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 1
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 2
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 3
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 4
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 5
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 6
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 7
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 8
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 9
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 10
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 11
Sports Relief – Shared Education Activities: KS2 joined up with D’dee Primary for a number of sports-related activities. The first half-hour involved using sports large inflatables and for the second half-hour we were given different challenges to complete, testing our hand-eye co-ordination skills, balance and more. 12

Sports Relief – Staff Football Tournament: KS2 were able to spectate as the staff partook in a football tournament, as part of our efforts towards Sports Relief. We enjoyed cheering our teachers and assistants and congratulated Mr Scates’ team for winning in the finals.

Sports Relief – Staff Football Tournament: KS2 were able to spectate as the staff partook in a football tournament, as part of our efforts towards Sports Relief. We enjoyed cheering our teachers and assistants and congratulated Mr Scates’ team for winning in the finals. 1
Sports Relief – Staff Football Tournament: KS2 were able to spectate as the staff partook in a football tournament, as part of our efforts towards Sports Relief. We enjoyed cheering our teachers and assistants and congratulated Mr Scates’ team for winning in the finals. 2
Sports Relief – Staff Football Tournament: KS2 were able to spectate as the staff partook in a football tournament, as part of our efforts towards Sports Relief. We enjoyed cheering our teachers and assistants and congratulated Mr Scates’ team for winning in the finals. 3
Sports Relief – Staff Football Tournament: KS2 were able to spectate as the staff partook in a football tournament, as part of our efforts towards Sports Relief. We enjoyed cheering our teachers and assistants and congratulated Mr Scates’ team for winning in the finals. 4

Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves.

Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves. 1
Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves. 2
Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves. 3
Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves. 4
Rights Respecting School Article of the Month: SCU 7A created our March ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. March’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 13’ – That all children should have the right to find out and share information, along with the right to express themselves. 5

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about empathy.

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about empathy. 1
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about empathy. 2
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about empathy. 3
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about empathy. 4

ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us.

ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 1
ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 2
ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 3
ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 4
ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 5
ICT – Creating Fact Files: SCU 7A were using a programme to make a ‘Space Factsheet’ about the different Planets of our Solar System, using Comprehension booklets about Space to aid us. 6

Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers.

Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 1
Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 2
Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 3
Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 4
Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 5
Numeracy – Plotting co-ordinates on four quadrants: SCU 7A were learning about the four quadrants of a coordinates grid, locating and plotting points using both positive and minus numbers. 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

I.C.T – Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images.

I.C.T –  Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images. 1
I.C.T –  Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images. 2
I.C.T –  Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images. 3
I.C.T –  Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images. 4
I.C.T –  Movie Making: SCU 7A used a programme which encouraged us to create our own movies about an alien-inhabited planet of our choice, using the online tools given to us to add backgrounds, annotate, add text and/or sound, insert our own drawings and/or online images. 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

Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us.

Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us. 1
Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us. 2
Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us. 3
Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us. 4
Literacy – Comprehension Fact Cards: SCU 7A were each given booklets containing wide-ranging information about the different planets of our solar system. We were to each choose a planet that interested us, and we were then given detailed fact card templates to fill in with the correct information about said planet, using our informative booklets to help us. 5

Numeracy – Times Tables Quick Recall: SCU 7A completes differentiated activity sheets called ‘Space Race’ sheets, which were written activity sheets aimed to further consolidate our abilities to recall the times-tables in a quicker and more concise manner.

Numeracy – Times Tables Quick Recall: SCU 7A completes differentiated activity sheets called ‘Space Race’ sheets, which were written activity sheets aimed to further consolidate our abilities to recall the times-tables in a quicker and more concise manner. 1
Numeracy – Times Tables Quick Recall: SCU 7A completes differentiated activity sheets called ‘Space Race’ sheets, which were written activity sheets aimed to further consolidate our abilities to recall the times-tables in a quicker and more concise manner. 2
Numeracy – Times Tables Quick Recall: SCU 7A completes differentiated activity sheets called ‘Space Race’ sheets, which were written activity sheets aimed to further consolidate our abilities to recall the times-tables in a quicker and more concise manner. 3
Numeracy – Times Tables Quick Recall: SCU 7A completes differentiated activity sheets called ‘Space Race’ sheets, which were written activity sheets aimed to further consolidate our abilities to recall the times-tables in a quicker and more concise manner. 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

‘Bee Safe’ Initiative: SCU-7A went to Bangor Elim, alongside SCU 7-B and P7 for a school trip called ‘Bee Safe.’ ‘Bee Safe’ covers a wide range of safety measures. Presentations were delivered on a range of topics such as: ‘Online Safety,’ ‘Road Safety,’ ‘Electricity Safety,’ ‘Farm and Rural Safety,’ ‘Fire Safety’ and ‘Travel Safety.’

Literacy – Creative Writing Competition: SCU 7A have been entered into a writing competition by the ‘Young Writers’ company, called the ‘Ridiculous Writers’ competition. The challenge assigned to us was to write 100 words or less in a ‘create writing’ format, revolving around our current topic, which in this case is ‘Exploring Space.’

Literacy – Creative Writing Competition: SCU 7A have been entered into a writing competition by the ‘Young Writers’ company, called the ‘Ridiculous Writers’ competition. The challenge assigned to us was to write 100 words or less in a ‘create writing’ format, revolving around our current topic, which in this case is ‘Exploring Space.’ 1
Literacy – Creative Writing Competition: SCU 7A have been entered into a writing competition by the ‘Young Writers’ company, called the ‘Ridiculous Writers’ competition. The challenge assigned to us was to write 100 words or less in a ‘create writing’ format, revolving around our current topic, which in this case is ‘Exploring Space.’ 2
Literacy – Creative Writing Competition: SCU 7A have been entered into a writing competition by the ‘Young Writers’ company, called the ‘Ridiculous Writers’ competition. The challenge assigned to us was to write 100 words or less in a ‘create writing’ format, revolving around our current topic, which in this case is ‘Exploring Space.’ 3
Literacy – Creative Writing Competition: SCU 7A have been entered into a writing competition by the ‘Young Writers’ company, called the ‘Ridiculous Writers’ competition. The challenge assigned to us was to write 100 words or less in a ‘create writing’ format, revolving around our current topic, which in this case is ‘Exploring Space.’ 4

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our fears and hopes.

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our fears and hopes.  1
Picture 1
Picture 2

Book Fair: For World Book Day, SCU 7A were given the opportunity to peruse the books in the book fair, adding books that interested us to our ‘wish list’ for purchasing.

Book Fair: For World Book Day, SCU 7A were given the opportunity to peruse the books in the book fair, adding books that interested us to our ‘wish list’ for purchasing. 1
Book Fair: For World Book Day, SCU 7A were given the opportunity to peruse the books in the book fair, adding books that interested us to our ‘wish list’ for purchasing. 2
Book Fair: For World Book Day, SCU 7A were given the opportunity to peruse the books in the book fair, adding books that interested us to our ‘wish list’ for purchasing. 3

Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets.

Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets. 1
Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets. 2
Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets. 3
Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets. 4
Literacy: SCU 7A completed some differentiated Literacy activity sheets, where we were required to describe the setting of the story ‘Back To Earth With A Bump,’ along with giving detailed descriptions about the characters within the story in our own words. We also designed our own planets, giving detailed descriptions about the structure and layout of our planets. 5

ICT – Creating e-books: SCU 7A used a programme which encouraged us to create our own e-books about space. We were provided with a number of tools to help us edit pictures, add headings, footers, cut, paste and more.

ICT – Creating e-books: SCU 7A used a programme which encouraged us to create our own e-books about space. We were provided with a number of tools to help us edit pictures, add headings, footers, cut, paste and more. 1
ICT – Creating e-books: SCU 7A used a programme which encouraged us to create our own e-books about space. We were provided with a number of tools to help us edit pictures, add headings, footers, cut, paste and more. 2
ICT – Creating e-books: SCU 7A used a programme which encouraged us to create our own e-books about space. We were provided with a number of tools to help us edit pictures, add headings, footers, cut, paste and more. 3
ICT – Creating e-books: SCU 7A used a programme which encouraged us to create our own e-books about space. We were provided with a number of tools to help us edit pictures, add headings, footers, cut, paste and more. 4

Numeracy – Long multiplication: SCU 7A continued to use ‘rocket’ multiplication grids to calculate two-digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us.

Numeracy – Long multiplication: SCU 7A continued to use ‘rocket’ multiplication grids to calculate two-digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 1
Numeracy – Long multiplication: SCU 7A continued to use ‘rocket’ multiplication grids to calculate two-digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 2
Numeracy – Long multiplication: SCU 7A continued to use ‘rocket’ multiplication grids to calculate two-digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 3
Numeracy – Long multiplication: SCU 7A continued to use ‘rocket’ multiplication grids to calculate two-digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid 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

ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories.

ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 1
ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 2
ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 3
ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 4
ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 5
ICT – Creating a story-board: SCU 7A used a programme which encouraged us to create our own fantasy story-boards about a space invasion, using editing tools like resizing, clipping, cropping, text, colour and more to develop our stories. 6

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

Mount Stewart: SCU 7A enjoyed a trip to Mount Stewart, where we visited a squirrel hide, fed ducks, interacted in a natural play area, read in the historic Library and more.

Shared Education – Computer Suite: KS2 were partnered up with D’dee Primary pupils, and in our groups of two we were assigned a computer each. Our ICT task was to look at the photos taken of our ‘ice-breaker’ day on the 14th January, and comment on our thoughts and feelings about the experiences shared that day. We were then to take it in turns to type short extracts under each picture on our thoughts about the experiences we had.

Shared Education – Computer Suite: KS2 were partnered up with D’dee Primary pupils, and in our groups of two we were assigned a computer each. Our ICT task was to look at the photos taken of our ‘ice-breaker’ day on the 14th January, and comment on our thoughts and feelings about the experiences shared that day. We were then to take it in turns to type short extracts under each picture on our thoughts about the experiences we had.  1
Shared Education – Computer Suite: KS2 were partnered up with D’dee Primary pupils, and in our groups of two we were assigned a computer each. Our ICT task was to look at the photos taken of our ‘ice-breaker’ day on the 14th January, and comment on our thoughts and feelings about the experiences shared that day. We were then to take it in turns to type short extracts under each picture on our thoughts about the experiences we had.  2
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Literacy – Comprehension: SCU 7A heard a story called ‘the Girl Who Went To Space.’ We discussed the story afterwards, conversing about all that we had learned through the story about our Solar System.

Literacy – Comprehension: SCU 7A heard a story called ‘the Girl Who Went To Space.’ We discussed the story afterwards, conversing about all that we had learned through the story about our Solar System. 1
Literacy – Comprehension: SCU 7A heard a story called ‘the Girl Who Went To Space.’ We discussed the story afterwards, conversing about all that we had learned through the story about our Solar System. 2
Literacy – Comprehension: SCU 7A heard a story called ‘the Girl Who Went To Space.’ We discussed the story afterwards, conversing about all that we had learned through the story about our Solar System. 3

Pancake Tuesday: SCU 7A made our own pancakes, following a step-by-step process, using the skills of careful reading, measuring, calculating, weighing, whisking, baking and evaluating in order to make a few pancakes each.

ICT – Pancake Comprehension: SCU 7A used a programme which encouraged us to create our own pancakes virtually, thus consolidating the steps taken to make the perfect pancake. We also took part in an online comprehension activity about Shove Tuesday and Lent.

ICT – Pancake Comprehension: SCU 7A used a programme which encouraged us to create our own pancakes virtually, thus consolidating the steps taken to make the perfect pancake. We also took part in an online comprehension activity about Shove Tuesday and Lent. 1
ICT – Pancake Comprehension: SCU 7A used a programme which encouraged us to create our own pancakes virtually, thus consolidating the steps taken to make the perfect pancake. We also took part in an online comprehension activity about Shove Tuesday and Lent. 2

Numeracy – Long multiplication: SCU 7A were to use ‘rocket’ multiplication grids to calculate two digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us.

Numeracy – Long multiplication: SCU 7A were to use ‘rocket’ multiplication grids to calculate two digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 1
Numeracy – Long multiplication: SCU 7A were to use ‘rocket’ multiplication grids to calculate two digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 2
Numeracy – Long multiplication: SCU 7A were to use ‘rocket’ multiplication grids to calculate two digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 3
Numeracy – Long multiplication: SCU 7A were to use ‘rocket’ multiplication grids to calculate two digit numbers by one/two digit numbers using our knowledge of place value and our times tables to aid us. 4

Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights.

Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 1
Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 2
Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 3
Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 4
Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 5
Rights Respecting School Article of the Month: SCU 7A created our February ‘article of the month’ as part of our ‘Rights Respecting School’ ethos. February’s ‘article of the month’ revolved around Unicef’s ‘right’s respecting article 23’ – That all children of all abilities have equal rights. 6

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

Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout!

Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 1
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 2
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 3
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 4
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 5
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 6
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 7
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 8
Bowling: SCU 7A, along with the rest of KS2 went to Dundonald Ice Bowl for our bowling trip, using the hand-eye co-ordination skills that we have acquired over the last few weeks in P.E. in practice for this event. Great sportsmanship displayed throughout! 9

Bring and Buy Sale: SCU 7A perused the ‘Bring and Buy Sale,’ and we were excited to explore the items for sale and purchase items for ourselves.

Bring and Buy Sale: SCU 7A perused the ‘Bring and Buy Sale,’ and we were excited to explore the items for sale and purchase items for ourselves. 1
Bring and Buy Sale: SCU 7A perused the ‘Bring and Buy Sale,’ and we were excited to explore the items for sale and purchase items for ourselves. 2
Bring and Buy Sale: SCU 7A perused the ‘Bring and Buy Sale,’ and we were excited to explore the items for sale and purchase items for ourselves. 3
Bring and Buy Sale: SCU 7A perused the ‘Bring and Buy Sale,’ and we were excited to explore the items for sale and purchase items for ourselves. 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, and it assists in the progressive development of core skills such as balance, strength and flexibility. 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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  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, and it assists in the progressive development of core skills such as balance, strength and flexibility.  We listened to the instructor’s directions, and had great fun using the trampolines! 8

Valentine’s Day Cards: SCU 7A created our own valentine’s day cards, following a step-by-step art process.

Valentine’s Day Cards: SCU 7A created our own valentine’s day cards, following a step-by-step art process. 1
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Literacy – Writing a diary entry: SCU 7A discussed avalanches, and then moved on to writing our own diary entry, as though we were either a victim or a rescuer in an avalanche. In our writing, we were to include the five senses – sight, touch, taste, smell and hearing.

Literacy – Writing a diary entry: SCU 7A discussed avalanches, and then moved on to writing our own diary entry, as though we were either a victim or a rescuer in an avalanche. In our writing, we were to include the five senses – sight, touch, taste, smell and hearing.  1
Literacy – Writing a diary entry: SCU 7A discussed avalanches, and then moved on to writing our own diary entry, as though we were either a victim or a rescuer in an avalanche. In our writing, we were to include the five senses – sight, touch, taste, smell and hearing.  2
Literacy – Writing a diary entry: SCU 7A discussed avalanches, and then moved on to writing our own diary entry, as though we were either a victim or a rescuer in an avalanche. In our writing, we were to include the five senses – sight, touch, taste, smell and hearing.  3

ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice.

ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 1
ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 2
ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 3
ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 4
ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 5
ICT - Movie Making: SCU 7A enjoyed creating our own movies. We were using a movie-making, interactive website that contained all the virtual tools required to produce a movie about a natual disaster of our choice. 6

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

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

Literacy – Comprehension task: SCU 7A completed comprehension-based, differentiated booklets all about Earthquakes, where we were required to read the text provided for us about Earthquakes, and then answer each question given to us in a full, detailed manner.

Literacy – Comprehension task: SCU 7A completed comprehension-based, differentiated booklets all about Earthquakes, where we were required to read the text provided for us about Earthquakes, and then answer each question given to us in a full, detailed manner. 1
Literacy – Comprehension task: SCU 7A completed comprehension-based, differentiated booklets all about Earthquakes, where we were required to read the text provided for us about Earthquakes, and then answer each question given to us in a full, detailed manner. 2
Literacy – Comprehension task: SCU 7A completed comprehension-based, differentiated booklets all about Earthquakes, where we were required to read the text provided for us about Earthquakes, and then answer each question given to us in a full, detailed manner. 3
Literacy – Comprehension task: SCU 7A completed comprehension-based, differentiated booklets all about Earthquakes, where we were required to read the text provided for us about Earthquakes, and then answer each question given to us in a full, detailed manner. 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

Fire Station Trip: SCU 7A, along with SCU 7B and SCU 6 went to Ballywalter Fire Station to have a Fire Safety discussion, learn about Fire-Fighter’s costumes and use a fire engine hose, along with getting a ride in the Fire engine!

Fire Station Trip: SCU 7A, along with SCU 7B and SCU 6 went to Ballywalter Fire Station to have a Fire Safety discussion, learn about Fire-Fighter’s costumes and use a fire engine hose, along with getting a ride in the Fire engine! 1
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Topic – Tectonic plates: SCU 7A learned about the Earth’s tectonic plates and how they can cause earthquakes, volcanoes and tsunamis. We took part in a ‘tectonic plate puzzle,’ using a globe to aid us.

Topic – Tectonic plates: SCU 7A learned about the Earth’s tectonic plates and how they can cause earthquakes, volcanoes and tsunamis. We took part in a ‘tectonic plate puzzle,’ using a globe to aid us. 1
Topic – Tectonic plates: SCU 7A learned about the Earth’s tectonic plates and how they can cause earthquakes, volcanoes and tsunamis. We took part in a ‘tectonic plate puzzle,’ using a globe to aid us. 2

ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us.

ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us. 1
ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us. 2
ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us. 3
ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us. 4
ICT – Creating e-books: SCU 7A were working on an interactive site that encouraged us to read an e-book about drought, and then we were prompted to create our own informative e-books about drought, using the online tools given to us. 5

Literacy – Creative Writing: SCU 7A were to design our own version of an ancient god with the ability to create a natural disaster of our choice, (much like the ancient Greek gods), remembering to include weaponry and other features to accompany its abilities.

Literacy – Creative Writing: SCU 7A were to design our own version of an ancient god with the ability to create a natural disaster of our choice, (much like the ancient Greek gods), remembering to include weaponry and other features to accompany its abilities. 1
Literacy – Creative Writing: SCU 7A were to design our own version of an ancient god with the ability to create a natural disaster of our choice, (much like the ancient Greek gods), remembering to include weaponry and other features to accompany its abilities. 2
Literacy – Creative Writing: SCU 7A were to design our own version of an ancient god with the ability to create a natural disaster of our choice, (much like the ancient Greek gods), remembering to include weaponry and other features to accompany its abilities. 3

Geography – Atlases: SCU 7A marked out the various volcanoes given to us to find using an atlas accordingly.

Geography – Atlases: SCU 7A marked out the various volcanoes given to us to find using an atlas accordingly. 1
Geography – Atlases: SCU 7A marked out the various volcanoes given to us to find using an atlas accordingly. 2
Geography – Atlases: SCU 7A marked out the various volcanoes given to us to find using an atlas accordingly. 3

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our identity.

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our identity.  1
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our identity.  2
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our identity.  3
Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our identity.  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

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

Literacy – Comprehension: SCU 7A were given large grids containing questions about natural disasters. We were tasked with scrutinising the pack of cards we were each given, which contained answers to the questions on our grid, which we recorded in writing.

Literacy – Comprehension: SCU 7A were given large grids containing questions about natural disasters. We were tasked with scrutinising the pack of cards we were each given, which contained answers to the questions on our grid, which we recorded in writing. 1
Literacy – Comprehension: SCU 7A were given large grids containing questions about natural disasters. We were tasked with scrutinising the pack of cards we were each given, which contained answers to the questions on our grid, which we recorded in writing. 2
Literacy – Comprehension: SCU 7A were given large grids containing questions about natural disasters. We were tasked with scrutinising the pack of cards we were each given, which contained answers to the questions on our grid, which we recorded in writing. 3
Literacy – Comprehension: SCU 7A were given large grids containing questions about natural disasters. We were tasked with scrutinising the pack of cards we were each given, which contained answers to the questions on our grid, which we recorded in writing. 4

ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online.

ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online. 1
ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online. 2
ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online. 3
ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online. 4
ICT – Internet Safety: SCU 7A took part in an ‘Internet Safety’ activity called ‘Band-runner,’ which prompted us to answer important questions about keeping yourself safe online. 5

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our feelings.

Shared Education: SCU 7A joined with some pupils from Donaghadee Primary, and our task was to work through our ‘Helping Hands’ booklets together, discussing and writing about our feelings.  1
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PDMU – Helping those in need: SCU 7A discussed some of the aid agencies and charities that intervene to help victims of natural disasters. We worked to organise given sentences that describe methods of aid from important to least important, comparing our results with our partners.

PDMU – Helping those in need: SCU 7A discussed some of the aid agencies and charities that intervene to help victims of natural disasters. We worked to organise given sentences that describe methods of aid from important to least important, comparing our results with our partners. 1
PDMU – Helping those in need: SCU 7A discussed some of the aid agencies and charities that intervene to help victims of natural disasters. We worked to organise given sentences that describe methods of aid from important to least important, comparing our results with our partners. 2
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ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles.

ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 1
ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 2
ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 3
ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 4
ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 5
ICT – Writing a weather report: SCU 7A were working on an interactive site that encouraged us to label hot and cold regions across the globe, along with creating our own weather report of the British Isles. 6

Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures.

Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 1
Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 2
Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 3
Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 4
Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 5
Numeracy – Data Handling: SCU 7A were use the data given to us on information cards to complete line graphs, showing the temperature difference throughout the year between two different locations in the world, with very different temperatures. 6

Topic – Internet Safety: SCU 7A discussed the importance of ‘Internet Safety.’ We discussed the significance of identity, and the importance of protecting your identity online. We completed an ‘Internet Safety’ booklet, where we were writing some of our own safety rules, deciphering different scenario cards into the categories of ‘safe’ and ‘not safe,’ and writing what we enjoy/dislike about the Internet, along with how it can be improved.

Topic – Internet Safety: SCU 7A discussed the importance of ‘Internet Safety.’ We discussed the significance of identity, and the importance of protecting your identity online. We completed an ‘Internet Safety’ booklet, where we were writing some of our own safety rules, deciphering different scenario cards into the categories of ‘safe’ and ‘not safe,’ and writing what we enjoy/dislike about the Internet, along with how it can be improved.  1
Topic – Internet Safety: SCU 7A discussed the importance of ‘Internet Safety.’ We discussed the significance of identity, and the importance of protecting your identity online. We completed an ‘Internet Safety’ booklet, where we were writing some of our own safety rules, deciphering different scenario cards into the categories of ‘safe’ and ‘not safe,’ and writing what we enjoy/dislike about the Internet, along with how it can be improved.  2
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Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life.

Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 1
Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 2
Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 3
Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 4
Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 5
Literacy – Emotive Writing: SCU 7A were given pictures of the aftermath of different natural disasters and were prompted to write about how the pictures make us feel, along with what we are thankful for in life. 6

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

Numeracy – Multiplication and Division Wheels: SCU 7A were to complete the ‘multiplication and division hurricane wheels’ we had begun the week before, 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 the ‘multiplication and division hurricane wheels’ we had begun the week before, 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 the ‘multiplication and division hurricane wheels’ we had begun the week before, 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 the ‘multiplication and division hurricane wheels’ we had begun the week before, 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

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

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