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P3 KP

Welcome to the Class Page of Mr Prenter's Primary 3 Class. Below you will get a snap shot of the many different things your son or daughter will be doing this academic year. We hope that you will enjoy your visit and be a regular visitor to our school website and this page in particular.
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Have you 'herd' about Primary 3 ? They're 'farmtastic !'

Our Living Countryside Topic Displays

Our Living Countryside Topic Displays 1
Our Living Countryside Topic Displays 2
Our Living Countryside Topic Displays 3
Our Living Countryside Topic Displays 4
Our Living Countryside Topic Displays 5

Keelie from our class met her cousin Naomi who is in P3 in All Children's Primary School and they look very happy to see each other !

Keelie from our class met her cousin Naomi who is in P3 in All Children's Primary School and they look very happy to see each other ! 1

Shared Education Programme with P 3 girls and boys from All Children' s Primary School starts

Shared Education Programme with P 3 girls and boys from All Children' s Primary School starts 1

Mrs Lisa Dietrich reads a story to half the Primary 3 children from St Mary's and All Children's. The girls and boys then decorated their own personal treasure boxes with markers, crayons and stickers. This was the first of a number of get togethers over the three year programme. It was to introduce the children to one another and begin the process of building up relationships between the girls and boys. The next session will take place in All Children's school.

Which is longer, which is shorter Maths Investigation ?

Which is longer, which is shorter Maths Investigation ? 1
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Which is longer, which is shorter Maths Investigation ? 3
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Which is longer, which is shorter Maths Investigation ? 30

Our Teddy Bears' Picnic in Islands' Park

Our Teddy Bears' Picnic in Islands' Park 1
Our Teddy Bears' Picnic in Islands' Park 2
Our Teddy Bears' Picnic in Islands' Park 3
Our Teddy Bears' Picnic in Islands' Park 4
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Our Teddy Bears' Picnic in Islands' Park 7
Our Teddy Bears' Picnic in Islands' Park 8
Our Teddy Bears' Picnic in Islands' Park 9
Our Teddy Bears' Picnic in Islands' Park 10
Our Teddy Bears' Picnic in Islands' Park 11
Our Teddy Bears' Picnic in Islands' Park 12
Our Teddy Bears' Picnic in Islands' Park 13
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Our Teddy Bears' Picnic in Islands' Park 20
Our Teddy Bears' Picnic in Islands' Park 21
Full Attendance certificates for the Spring term - January to April.

Congratulations to the girls and boys pictured below who have achieved full attendance in school for the Spring term. A fantastic achievement ! For some, it is 100% attendance for the whole school year - they have not missed a day off school in Primary 3 !

Congratulations to the girls and boys pictured below who have achieved full attendance in school for the Spring term. A fantastic achievement ! For some, it is 100% attendance for the whole school year - they have not missed a day off school in Primary 3 ! 1
Walking a Mile a Day in May

May sees the whole school taking part in the Mile a Day in May Challenge. The weather has been great and has lent itself to the challenge. The girls and boys are enjoying the break from their work and we are making the most of the exceptional weather.

May sees the whole school taking part in the Mile a Day in May Challenge. The weather has been great and has lent itself to the challenge. The girls and boys are enjoying the break from their work and we are making the most of the exceptional weather. 1
May sees the whole school taking part in the Mile a Day in May Challenge. The weather has been great and has lent itself to the challenge. The girls and boys are enjoying the break from their work and we are making the most of the exceptional weather. 2
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Our Dinosaur Power Points

We made power points of different dinosaurs we have been studying. First of all we researched the dinosaurs at home. Next we wrote a report on whatever dinosaur we had chosen in our topic books. We then used the information in the report to create a 2 slide slide show. We wrote a title and said who it was by. we changed the background setting and the font size, style and colour. Our second slide had writing plus we imported a dinosaur picture. When that was done we changed the transitions on the slides and added sound. Finally, the power point was saved in an ICT Folder in our document folder.

A Photograph taken after our Forgiveness Assembly

Our Assembly on Forgiveness took place on the Tuesday before the Easter holidays. A lot of mums and dads and grandparents turned up. Everyone was very impressed with our work. We knew our lines and delivered them well. Unfortunately, some lines were missed near the end of the assembly. Eadaoin, the elder and hardworking son, never got to speak her lines and Dara never got to say all his lines. I am sorry for this.

Our Assembly on Forgiveness took place on the Tuesday before the Easter holidays. A lot of mums and dads and grandparents turned up. Everyone was very impressed with our work. We knew our lines and delivered them well. Unfortunately, some lines were missed near the end of the assembly. Eadaoin, the elder and hardworking son, never got to speak her lines and Dara never got to say all his lines. I am sorry for this. 1
St Mary's Got Talent Finalists from Primary 3kp

Well done to the two pairs of acts that made it through the auditions and performed in the St Mary's Got Talent 2017 Final. They performed, danced and sang brilliantly. There had been a lot of practice from auditions to the finale to get the acts perfect for a larger audience. Pictured are Ellie, Isla, Charlotte and Niamh with their medals and certificates of participation.

Well done to the two pairs of acts that made it through the auditions and performed in the St Mary's Got Talent 2017 Final. They performed, danced and sang brilliantly. There had been a lot of practice from auditions to the finale to get the acts perfect for a larger audience. Pictured are Ellie, Isla, Charlotte and Niamh with their medals and certificates of participation. 1
Primary 3 Zumbathon for Trocaire

pictured are all the primary 3 girls and boys doing their Zumbathon. Mrs Maguire certainly put everyone through their paces as she taught the children a Zumba routine which they performed two or three times. Whilst it was hard work, they certainly enjoyed it very much. And most importantly, a lot of money was raised for our Lenten Trocaire campaign.

To raise money for Trocaire during Lent, the children in Primary 5 held a Bun Sale on Tuesday 11th April in the assembly hall. The girls and boys in our class were more than happy to help them raise much needed funds by buying buns ! A perfect match !

Primary 3 spent their money at the Bun Sale

Primary 3 spent their money at the Bun Sale 1
Primary 3 spent their money at the Bun Sale 2
Primary 3 spent their money at the Bun Sale 3
Primary 3 spent their money at the Bun Sale 4
Primary 3 spent their money at the Bun Sale 5
Primary 3 spent their money at the Bun Sale 6
Primary 3 spent their money at the Bun Sale 7

The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very difficult for small hands !

The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 1
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 2
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 3
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 4
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 5
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 6
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 7
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 8
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 9
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 10
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 11
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 12
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 13
The girls and boys show off their dinosaur sewing cards that were started with Mrs Brady, the artist. The cards that were not finished were sent home for more work to be done on them. This may look an easy activity but it is very  difficult for small hands ! 14

Our Dinosaur Sewing Cards

Miss Cunningham leaves Primary 3

Miss Cunningham has been teaching in our class for 6 weeks and time has come for her to return to college. There was a party on Friday before she gave the class an Easter egg each. We thank her for all she has done for the girls and boys in Primary 3 and wish her well in the rest of her studies.

Miss Cunningham has been teaching in our class for 6 weeks and time has come for her to return to college. There was a party on Friday before she gave the class an Easter egg each. We thank her for all she has done for the girls and boys in Primary 3 and wish her well in the rest of her studies. 1
Hatching Baby Dinosaurs from Frozen, Ice Eggs !

The Primary 3s had to first predict what was the best way to melt an ice egg to produce a baby dinosaur from within. After some discussion, predictions were made and then an experiment was conducted to see whether a hat, hot water, salt or a hair dryer would melt the ice the quickest. Some children guessed correctly ! Well done to them ! There was a discussion about their findings before the results were recorded in their Topic books.

The Primary 3s had to first predict what was the best way to melt an ice egg to produce a baby dinosaur from within. After some discussion,  predictions were made and then an experiment was conducted to see whether a hat, hot water, salt or a hair dryer would melt the ice the quickest. Some children guessed correctly ! Well done to them ! There was a discussion about their findings before the results were recorded in their Topic books. 1
The Primary 3s had to first predict what was the best way to melt an ice egg to produce a baby dinosaur from within. After some discussion,  predictions were made and then an experiment was conducted to see whether a hat, hot water, salt or a hair dryer would melt the ice the quickest. Some children guessed correctly ! Well done to them ! There was a discussion about their findings before the results were recorded in their Topic books. 2
Glazed Clay Dinosaurs

The clay dinosaurs made by the Primary 3 girls and boys look fantastic ! Once the dinosaurs were made they were left sufficiently long enough to thoroughly dry before they were all painted with a base coat of white. After this, the children could pick their own colour for their dinosaur. The dinosaurs look very well in only 2 colour. They were glazed with PVA glue to give them a sheen, before placing on disply in the classroom.

As the season of Lent continues, the children are learning about the Passion, Death and Resurrection of Jesus. They are reading, writing and drawing about the story of Holy Week, Good Friday and Easter Sunday.

The girls and boys made palm leaves like the palms thrown onto the ground as Jesus rode into Jerusalem on a donkey on Palm Sunday.

The children now know that some of the palms will be kept and burned next year on Shrove or Pancake Tuesday. The ashes of this will be mixed with holy water and then these will be used on Ash Wednesday when the ashes are traced in the form of a cross on your forehead to signify the beginning of Lent.

Palms for Palm Sunday

Palms for Palm Sunday 1
Palms for Palm Sunday 2
Palms for Palm Sunday 3
Palms for Palm Sunday 4

Niamh with her Birthday cake !

Niamh with her Birthday cake ! 1

Our class out for a cycle and scoot and whatever you do on a flicker !

Our class out for a cycle and scoot and whatever you do on a flicker ! 1

Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective !

Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 1
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 2
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 3
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 4
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 5
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 6
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 7
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 8
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 9
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 10
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 11
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 12
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 13
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 14
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 15
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 16
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 17
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 18
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 19
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 20
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 21
Dinosaur footprints were made by glueing string in the shape of a dinosaur foot onto a sheet of paper. The glue was left to harden before painting over the page with a roller. A clean page was placed on top and a dry roller was used to press it all down and make sure an even spread of paint was on the page. The two pages were peeled apart and left to dry. Two footprints for one !Very simple and very effective ! 22

Shea brought in a dinosaur egg that is hatching !

Shea brought in a dinosaur egg that is hatching ! 1

Congratulations to all the girls and boys in our class who made their First Confession on Wednesday 15th March. It was a lovely ceremony and the children sang and behaved brilliantly.Thank you to Miss Cunningham who helped prepare the children for the first of the 3 sacraments they will receive whilst at our school.

Congratulations to all the girls and boys in our class who made their First Confession on Wednesday 15th March. It was a lovely ceremony and the children sang and behaved brilliantly.Thank you to Miss Cunningham who helped prepare the children for the first of the 3 sacraments they will receive whilst at our school. 1

Polystyrene Dinosaur Prints

 

The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry.

The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 1
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 2
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 3
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 4
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 5
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 6
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 7
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 8
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 9
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 10
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 11
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 12
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 13
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 14
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 15
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 16
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 17
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 18
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 19
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 20
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 21
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 22
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 23
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 24
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 25
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 26
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 27
The girls and boys were given a dinosaur picture which was then placed on top of the polystyrene card. The children had to trace over the dinosaur so that an imprint was left on the polystyrene tile. It meant leaning very heavily so that a good indent was made. In a lot of cases the picture was actually cut up into lots of different pieces depending upon the shape of the dinosaur. The children then had to put paint all over their tile with a special print roller. A piece of A3 paper was then placed on top of the tile and a dry roller was used to push the paper firmly onto the tile. This made sure the paint was evenly spread over the page below. Finally, the page was peeled off the polystyrene card and both were left to dry. 28

Our most recent classroom and activity area displays. More photographs will follow

Our most recent classroom and activity area displays. More photographs will follow 1
Our most recent classroom and activity area displays. More photographs will follow 2
Our most recent classroom and activity area displays. More photographs will follow 3
Our most recent classroom and activity area displays. More photographs will follow 4
Our most recent classroom and activity area displays. More photographs will follow 5
Our most recent classroom and activity area displays. More photographs will follow 6

The finished product - one giant dinosaur foot print !

The finished product - one giant dinosaur foot print ! 1

Painting the outline of our feet.

Painting the outline of our feet. 1
Painting the outline of our feet. 2
Painting the outline of our feet. 3
Painting the outline of our feet. 4
Painting the outline of our feet. 5
Painting the outline of our feet. 6
Painting the outline of our feet. 7

Tracing around our feet.

Tracing around our feet. 1
Tracing around our feet. 2
Tracing around our feet. 3
Tracing around our feet. 4
Tracing around our feet. 5
Tracing around our feet. 6
Tracing around our feet. 7
Tracing around our feet. 8
Tracing around our feet. 9
Tracing around our feet. 10

Mrs Lisa Brady, an Artist, is coming to our class each Tuesday to do different Art activities with us. The activities will all be based around our Dinosaur topic.

We drew around our feet and then painted them by dabbing different coloured paint onto the outline of our feet. The feet were left to dry, traced around then cut out. Finally, they were put together in the shape of a Dinosaur footprint. 

Very effective and certainly very attractive as a display in our classroom.

The 4 Eclipse Cinema Voucher Winners from our Class for their Neat Handwriting in February.

The 4 Eclipse Cinema Voucher Winners from our Class for their Neat Handwriting in February. 1
Feel Good Friday Funky Hair Day !

As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year.

As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 1
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 2
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 3
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 4
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 5
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 6
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 7
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 8
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 9
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 10
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 11
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 12
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 13
As part of Feel Good Friday in February, Friday 3rd March was deemed Funky Hair Day in St Mary's when the children could decorate their hair in whichever way they wanted. The Primary 3s and their parents did a magnificent job and the colours and styles were brilliant ! The hairs showed great imagination and huge amounts of patience - both for the creator and the wearer ! Well done to everyone that took part and special praise to the school Council that have come up with some fantastic ideas this year. 14
Potato Head Characters to Celebrate World Book Day 2017

Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall.

Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 1
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 2
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 3
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 4
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 5
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 6
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 7
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 8
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 9
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 10
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 11
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 12
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 13
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 14
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 15
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 16
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 17
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 18
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 19
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 20
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 21
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 22
Potato Head characters from your favourite book turned out infinitely better than anyone could have imagined. The ideas the children and their helpers had were brilliant. Every character was different. they were all different sizes, shapes and colours. Some were individuals while others were in groups. Some were free standing whilst others were in their own setting. Altogether a fantastic way to celebrate World Book Day 2017. The potato heads are currently on display in a book case in the main foyer outside the P E hall. 23

Ice cream during school - not in my day ! But part of Feel Good Friday. Thank you to the antibullying ambassadors for their wonderful idea !

Ice cream during school - not in my day ! But part of Feel Good Friday. Thank you to the antibullying ambassadors for their wonderful idea ! 1

Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.

Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.  1
Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.  2
Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.  3
Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.  4
Our class got first look at the Book Fair when it arrived at our school on Thursday 23rd February. The quick visit certainly whetted the appetite for the children to buy books and read.  5

January Winter Writing Competition Winners. Congratulations to two sets of two - two sheas and twins Leah & Sarah !

January Winter Writing Competition Winners. Congratulations to two sets of two - two sheas and twins Leah & Sarah ! 1

NSPCC Badge Winners. Everyone that returns money receives a Green NSPCC Fundraiser Badge. However, the more money a child brings back to school the more badges he or she receives, beginning with a Bronze Badge, moving along through Silver to the highest - a Gold Badge for the child's efforts in helping to raise funds.

NSPCC Badge Winners. Everyone that returns money receives a Green NSPCC Fundraiser Badge. However, the more money a child brings back to school the more badges he or she receives, beginning with a Bronze Badge, moving along through Silver to the highest - a Gold Badge for the child's efforts in helping to raise funds. 1

Enjoying Feel Good Friday eating smiley biscuits and having enjoyed extra play !

Oh Arr ! Our Classroom Displays !

Oh Arr ! Our Classroom Displays ! 1
Oh Arr ! Our Classroom Displays ! 2
Oh Arr ! Our Classroom Displays ! 3
Oh Arr ! Our Classroom Displays ! 4
Oh Arr ! Our Classroom Displays ! 5
Oh Arr ! Our Classroom Displays ! 6
Oh Arr ! Our Classroom Displays ! 7
Oh Arr ! Our Classroom Displays ! 8
Maths Day 2017 - Financial Capability or Money

Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books !

Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 1
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 2
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 3
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 4
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 5
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 6
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 7
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 8
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 9
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 10
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 11
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 12
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 13
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 14
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 15
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 16
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 17
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 18
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 19
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 20
Money everywhere ! As part of Maths Day 2017 the children were asked to bring in 1 and 2 pence coins as the focus for the day was Financial Capability or put simply - money activities and problems. The children in Primary 3 measured the length of lines of coins made up of the coins individual girls and boys brought in and weighed their bags of money as they do in the banks. There were simple Maths Money related challenges to solve so that there would be some evidence in their exercise books ! 21
Experimenting to find out which materials are absorbent and which are waterproof

The girls and boys were given 6 materials and asked to predict which wer absorbent and which they thought were waterproof. The children cut out small pieces of 6 materials - newspaper, drawing paper, kitchen towel, tissue paper, tin foil and cling film - and stuck these onto a ruler before placing them into water. After 5 seconds the ruler was lifted and the materials taken out of the tray of water. The children then looked at the materials before deciding which were absorbent and which were waterproof. They then had to write down whether their guesses were right or wrong. They recorded the results and came to conclusions about the materials and how each might be used

The girls and boys were given 6 materials and asked to predict which wer absorbent and which they thought were waterproof.  The children cut out small pieces of 6 materials - newspaper, drawing paper, kitchen towel, tissue paper, tin foil and cling film - and stuck these onto a ruler before placing them into water. After 5 seconds the ruler was lifted and the materials taken out of the tray of water. The children then looked at the materials before deciding which were absorbent and which were waterproof. They then had to write down whether their guesses were right or wrong.  They recorded the results and came to conclusions about the materials and how each might be used 1
The girls and boys were given 6 materials and asked to predict which wer absorbent and which they thought were waterproof.  The children cut out small pieces of 6 materials - newspaper, drawing paper, kitchen towel, tissue paper, tin foil and cling film - and stuck these onto a ruler before placing them into water. After 5 seconds the ruler was lifted and the materials taken out of the tray of water. The children then looked at the materials before deciding which were absorbent and which were waterproof. They then had to write down whether their guesses were right or wrong.  They recorded the results and came to conclusions about the materials and how each might be used 2
The girls and boys were given 6 materials and asked to predict which wer absorbent and which they thought were waterproof.  The children cut out small pieces of 6 materials - newspaper, drawing paper, kitchen towel, tissue paper, tin foil and cling film - and stuck these onto a ruler before placing them into water. After 5 seconds the ruler was lifted and the materials taken out of the tray of water. The children then looked at the materials before deciding which were absorbent and which were waterproof. They then had to write down whether their guesses were right or wrong.  They recorded the results and came to conclusions about the materials and how each might be used 3

Pirates ahoy ! Change Course !

Pirates ahoy ! Change Course ! 1
Pirates ahoy ! Change Course ! 2

Beware Pirates !

Beware Pirates ! 1
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Beware Pirates ! 3
Beware Pirates ! 4
Beware Pirates ! 5
Beware Pirates ! 6
Beware Pirates ! 7
Beware Pirates ! 8
Beware Pirates ! 9
Beware Pirates ! 10
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Beware Pirates ! 12
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Beware Pirates ! 18
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Beware Pirates ! 25

We've come for your loot !

We've come for your loot ! 1
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We've come for your loot ! 12
We've come for your loot ! 13

Ahoy There ! Permission to come aboard !

Ahoy There ! Permission to come aboard ! 1
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Ahoy There ! Permission to come aboard ! 3
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Ahoy There ! Permission to come aboard ! 9
Ahoy There ! Permission to come aboard ! 10
Ahoy There ! Permission to come aboard ! 11
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Ahoy There ! Permission to come aboard ! 13
Ahoy There ! Permission to come aboard ! 14
Ahoy There ! Permission to come aboard ! 15
Ahoy There ! Permission to come aboard ! 16
Ahoy There ! Permission to come aboard ! 17
Ahoy There ! Permission to come aboard ! 18
Ahoy There ! Permission to come aboard ! 19
Ahoy There ! Permission to come aboard ! 20
Ahoy There ! Permission to come aboard ! 21
Ahoy There ! Permission to come aboard ! 22
Ahoy There ! Permission to come aboard ! 23
Ahoy There ! Permission to come aboard ! 24
Ahoy There ! Permission to come aboard ! 25
Ahoy There ! Permission to come aboard ! 26

100% Attendance in Mr Prenter's Primary 3 Class

100% Attendance in Mr Prenter's Primary 3 Class 1

As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form.

As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 1
As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 2
As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 3
As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 4
As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 5
As part of their topic "Pirates" the children in Primary 3 performed an experiment to see which everyday classroom objects would float and which would sink. First they had to predict what would happen to their choices; then they had to perform the experiment and record what happened. Next they confirmed whether their guess was right or wrong. After that they had to say what they had found out. There was an awful lot to write about and think about in such a simple experiment. The reports were excellent from everybody. Finally, the experiment was recorded in labelled diagram form. 6
Watch Out ! Pirates are coming ! ! !
Practical Length Measuring

Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities.

Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 1
Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 2
Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 3
Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 4
Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 5
Our class has been using decimetre strips, metre ruler sticks, tape measures and trundle wheels to measure the lengths of different objects within our classroom and the general school, including the yard. The most important rule was to make sure the 0 was on the end of whatever the children were measuring. You weren't allowed to just put the ruler down on any number ! They measured themselves and recorded the date and their heights in either cms or ms. They will be doing the same again in June, before they leave P3, to see how much they will have grown in the 6 months in between. The children all enjoyed the activities. 6
Writing Competition Winners for December

Congratulations to the 4 children below, Patrick, Mia, Eadaoin and Ollie who wrote super poems, letters or stories in the run up to Christmas. Their reward was an Eclipse Downpatrick Cinema voucher. Well done to the two girls and the two boys. The next theme for January is Winter. Again, another 4 children will be picked to receive a cinema voucher each.

Congratulations to the 4 children below, Patrick, Mia, Eadaoin and Ollie who wrote super poems, letters or stories in the run up to Christmas. Their reward was an Eclipse Downpatrick Cinema voucher. Well done to the two girls and the two boys. The next theme for January is Winter. Again, another 4 children will be picked to receive a cinema voucher each. 1

Teach one, Learn one

To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores.

To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 1
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 2
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 3
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 4
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 5
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 6
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 7
To conclude the practical aspect of their topic Electricity, the children experimented to see which everyday classroom materials would allow electricity to pass through them. They very quickly discovered that anything with metal conducted electricity and non metal materials were called insulators. The children showed great ingenuity finding metal objects. The most popular were zips, either for shoes or on pinafores. 8

The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme !

The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 1
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 2
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 3
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 4
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 5
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 6
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 7
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 8
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 9
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 10
The girls and boys loved making a single page comic with a program on the ipads called Comic Life. The children began by entering the app before taking their first photo which had to be themselves in their Christmas Show outfit. This meant that the teacher could see immediately who had made each comic. The photo was uploaded and a caption or speech bubble was added. lastly, a title was inserted with a Christmas theme ! 11

The Primary 3 children from both classes prepare to leave for the hall and their first Christmas Show. They certainly look well in their red gowns with belts and Santa hats.

Congratulations to Mia, Patrick, Eadaoin and Niamh who wrote fantastic Christmas stories and poems and were selected as the prize winners in our class. As well as receiving Eclipse Cinema, Downpatrick vouchers the children had their poems and stories published for everyone to see in the December Bulletin.

Bee Safe

Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts !

Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 1
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 2
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 3
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 4
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 5
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 6
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 7
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 8
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 9
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 10
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 11
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 12
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 13
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 14
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 15
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 16
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 17
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 18
Our Electrical Safety Posters. There was a great variety of ideas and pictures. They ranged from telling people that their home is a dangerous place; they shouldn't mix water and electricity; they should avoid putting too many plugs into sockets; they certainly shouldn't stick knives into sockets; they should throw out things when the wire becomes frayed and they shouldn't touch an electrical item they're not sure about. Lots of dos and don'ts ! 19
Our Electrical Safety Rules

We came up with a set of electrical safety rules to keep us and everyone else safe.

These included,

  • not leaving wires out in the middle of the floor in case someone tripped over them
  • never leaving water near electric wires
  • not overloading the number of plugs in a socket
  • switching off all plugs at night except for the fridge and freezer
  • throwing out wires that are frayed
  • not letting pets chew wires
  • leaving electrical items alone if unsure about them
  • not leave lights on at night
  • cover sockets near the ground

We then ranked these in order of importance in a Diamond 9. The three most important rules formed the middle layer, directly above and below that were the next 4 most relevant rules with the least important at the top and bottom of the diamond.

There were no right or wrong answers as it was just each person's opinion as to what is most and least important.

As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work.

As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 1
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 2
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 3
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 4
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 5
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 6
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 7
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 8
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 9
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 10
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 11
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 12
As part of the topic Electricity the Primary 3s are experimenting with batteries, crocodile clips, bulbs and propellors. They are making circuits. They are learning about the effect of making the circuit either longer or shorter as well as increasing the power output  by adding batteries and seeing how this affects the speed of the propellor or the brightness of the bulb. They followed this up by drawing excelllent labelled diagrams of circuits that work and circuits that do not work. 13
The P3s wrote a shared poem about all the things they do on Christmas Eve before they go to bed. The poem has lots of memories and family traditions that go on in a number of homes. These are only some of the children's ideas.

On Christmas Eve

On Christmas Eve I am very busy.

I . . . . . . . . . . . .

  open the last day on the Advent Calendar

  tidy my bedroom so that Santa doesn't trip when he comes

  put up extra tinsel to make the place look nice for Santa

  get my photo taken with my Grandad who dresses up as Santa and gives me a present

  put up the Christmas tree near the window

  give presents to my cousins who come round for their Christmas dinner

  go to Midnight Mass

  watch a movie and drink hot chocolate

  light a Christmas candle and put it on the firplace

  eat a special Christmas supper

  put up a crib

  sprinkle the grass with reindeer food so that Santa knows where I live

  put up a "Santa stop here" sign on my door

  go to bed early

  get a bath and put on new pyjamas

  get a mince pie and milk ready for Santa and a carrot for Rudolf

  hang up my Christmas stocking

  leave out my letter to Santa

  my mum reads me a Christmas story 

by Primary 3kp

 

Christmas work on display in our classroom.

Christmas work on display in our classroom.  1
Christmas work on display in our classroom.  2
Christmas work on display in our classroom.  3
Christmas work on display in our classroom.  4
Christmas work on display in our classroom.  5
Christmas work on display in our classroom.  6
Christmas work on display in our classroom.  7

Topic related displays. Our K W L Board and Mondrian Artwork.

Topic related displays. Our K W L Board and Mondrian Artwork. 1
Topic related displays. Our K W L Board and Mondrian Artwork. 2

Holding hands and making a circuit that lights a light stick

Holding hands and making a circuit that lights a light stick 1

Making a Human Circuit and lighting a circuit ball

Making a Human Circuit and lighting a circuit ball 1
Making a Human Circuit and lighting a circuit ball 2
Making a Human Circuit and lighting a circuit ball 3

Pantomime Time is Here ! Sitting dressed in our Christmas hats and jumpers waiting for the bus to take us to the Waterfront hall to watch the Christmas Panto Aladdin.

Pantomime Time is Here ! Sitting dressed in our Christmas hats and jumpers waiting for the bus to take us to the Waterfront hall to watch the Christmas Panto Aladdin. 1

The Results of our "brainstorming." The reporters are holding the groups thoughts about Electricity.

The Results of our "brainstorming." The reporters are holding the groups thoughts about Electricity. 1

Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid.

Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 1
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 2
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 3
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 4
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 5
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 6
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 7
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 8
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 9
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 10
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 11
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 12
Brainstorming in small groups what we know about Electricity before we begin our new topic. The children had to choose the job they wanted. One had to be a timekeeper. One was a scribe. Another was a negotiator and had to settle any disputes. While the last person had to report their findings to the rest of the class. All the children's thoughts will be reduced and photocopied and glued into the children's topic books beside their K W L grid. 13

The Primary 3s as never seen before. They all looked "spooktacular" in the costumes. Well done to everyone, mums, dads, grannies and grandads and anyone else that helped the children get ready. Happy Halloween !

A Monstrous Gathering !

A Monstrous Gathering ! 1

The girls and boys show off their Halloween Recycled Musical Instruments ! The children painted two plates - some used orange for pumpkins whilst others went for spidery black. The majority did a different front and black ! 8 legs were attached before some dry peas were added before the last gaps in the plates were sealed with staples. Musical Spiders !

The children used wax crayons to draw Halloween pictures. They had to make them bright. When they were finished they were painted over in a watery colour of their choice - a wash. They could not use a colour already in their picture. A simple exercise but very effective.

For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves.

For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 1
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 2
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 3
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 4
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 5
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 6
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 7
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 8
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 9
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 10
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 11
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 12
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 13
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 14
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 15
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 16
For their I C T task the girls and boys had to go on the computer and access a drawing program. they then had to draw themselves - head only ! They had to fill in their skin colour before adding in eye and mouth colour. Hair had to be drawn. Next the children had to change the background colour. Finally, they had to pick a font colour and write one or two short sentences about themselves. 17

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Primary 3 visited the Castlewellan Recycling Centre on Wednesday 12th October as part of their "What a Waste" topic. They were able to bring along one piece of litter that they could dispose of during their visit. It was also a great opportunity for Mr Prenter to get rid of the extra black bin liner of rubbish left over from making our robots !

Holding our finished robots and they certainly look brilliant !

Holding our finished robots and they certainly look brilliant ! 1
Holding our finished robots and they certainly look brilliant ! 2
Holding our finished robots and they certainly look brilliant ! 3
Holding our finished robots and they certainly look brilliant ! 4
Holding our finished robots and they certainly look brilliant ! 5
Holding our finished robots and they certainly look brilliant ! 6

Beginning to paint our robots made from recycled materials that we found around our homes !

Beginning to paint our robots made from recycled materials that we found around our homes ! 1
Beginning to paint our robots made from recycled materials that we found around our homes ! 2
Beginning to paint our robots made from recycled materials that we found around our homes ! 3
Beginning to paint our robots made from recycled materials that we found around our homes ! 4
Beginning to paint our robots made from recycled materials that we found around our homes ! 5
Beginning to paint our robots made from recycled materials that we found around our homes ! 6
Beginning to paint our robots made from recycled materials that we found around our homes ! 7
Beginning to paint our robots made from recycled materials that we found around our homes ! 8

As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.

As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  1 Warming up by running around the yard
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  2 Warming up
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  3 We ran races weaving in and out between the cones
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  4 We ran hurdle races
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  5 More hurdle races
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  6 We threw a ball back and forth to our partner
As part of Independent Recount Writing we went outside and recorded what we did during the PE lesson so that we could write about it. First we ran around the yard to warm up. Next we ran in and out of cones in a race. After that we jumped over hurdles. Then we threw a ball to each other. Finally we ran around the yard to cool down.  7 Cool down before going back to class

Practicing our spellings by writing the words in the air. We ae tracing each letter and trying to remember the movements and shapes our arms make

Practicing our spellings by writing the words in the air. We ae tracing each letter and trying to remember the movements and shapes our arms make 1