Navigation
Home Page

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.
Singing and playing the musical instruments

Following their musical leader !

Following their musical leader ! 1
Following their musical leader ! 2
Following their musical leader ! 3
Following their musical leader ! 4
Following their musical leader ! 5
Following their musical leader ! 6
Following their musical leader ! 7
Following their musical leader ! 8
Following their musical leader ! 9
Following their musical leader ! 10
Following their musical leader ! 11
Following their musical leader ! 12
Following their musical leader ! 13
Following their musical leader ! 14
Following their musical leader ! 15
Following their musical leader ! 16
Doubling & Halving in Maths

Playing Snakes & Ladders to help the children halve numbers.

Playing Snakes & Ladders to help the children halve numbers. 1
Playing Snakes & Ladders to help the children halve numbers. 2
Playing Snakes & Ladders to help the children halve numbers. 3
Playing Snakes & Ladders to help the children halve numbers. 4
Playing Snakes & Ladders to help the children halve numbers. 5
Playing Snakes & Ladders to help the children halve numbers. 6
Playing Snakes & Ladders to help the children halve numbers. 7
Playing Snakes & Ladders to help the children halve numbers. 8
Playing Snakes & Ladders to help the children halve numbers. 9
Playing Snakes & Ladders to help the children halve numbers. 10
Playing Snakes & Ladders to help the children halve numbers. 11
Playing Snakes & Ladders to help the children halve numbers. 12
Playing Snakes & Ladders to help the children halve numbers. 13
Playing Snakes & Ladders to help the children halve numbers. 14
Dinosaur Facts

At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s.

At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 1
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 2
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 3
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 4
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 5
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 6
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 7
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 8
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 9
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 10
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 11
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 12
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 13
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 14
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 15
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 16
At the end of their topic on Dinosaurs the children were asked to draw a picture of a dinosaur and write one fact they had learned during the topic. This seems easy but drawing a picture on screen is very difficult. then when a picture has been drawn it has to be coloured in. However, if there is a gap in the picture where lines have not been joined it means that when fill is added it blanks out the whole screen. The writing size and colour has to be changed to contrast with the background and picture. The children also found that if the writing cursor was moved it could not be repositioned meaning that words were left misspelt or that they had to start from the beginning again as to delete meant deleting the picture also. The most pleasing thing was how well the children completed the task and how quickly they could draw, colour and write. The previous time thay had done this exercise was in November and they needed lots of help and support from the Primary 7s. 17
Making Fossil Prints

Pictured are some of the Fossil Prints made by our class. Unfortunately many of the slices of bread fell apart as the layers were being peeled apart.

Pictured are some of the Fossil Prints made by our class. Unfortunately many of the slices of bread fell apart as the layers were being peeled apart. 1
Pictured are some of the Fossil Prints made by our class. Unfortunately many of the slices of bread fell apart as the layers were being peeled apart. 2
Pictured are some of the Fossil Prints made by our class. Unfortunately many of the slices of bread fell apart as the layers were being peeled apart. 3
Bean Seed Plant is Thriving

The bean seed plant is thriving. The roots are well embedded in the tissue; the stems are strong and growing straight and the new leaves are lovely and green which means they are receiving lots of water and light.

The bean seed plant is thriving. The roots are well embedded in the tissue; the stems are strong and growing straight and the new leaves are lovely and green which means they are receiving lots of water and light. 1
Making Fossil Prints

Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books !

Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 1
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 2
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 3
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 4
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 5
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 6
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 7
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 8
Making fossil prints with different types of bread, sweets, cling film and heavy books. If you look carefully you will see the bread parcels hidden below the heavy books ! 9
Tomos explaining how to make Fossil Prints

Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off !

Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 1
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 2
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 3
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 4
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 5
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 6
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 7
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 8
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 9
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 10
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 11
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 12
Tomos, from Mrs Maguire's Primary 3 class, came into our class to explain how to make a fossil print. First get 3 different slices of bread. On the first slice arrange 3 sweets. Cover that with the second slice. Place 3 more sweets on that piece of bread. Cover with the last slice before wrapping completely with cling film. Finally, put heavy books onto the bread parcel and leave to sit at the side of the room, not forgetting to write the name of one member of the group on each pile so that they can be identified when the books are taken off ! 13
Comics Displaying Dinosaur Work

The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen.

The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 1
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 2
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 3
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 4
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 5
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 6
The children were asked to make comics about the Dinosaur topic just completed. They could take photographs of the displays or the dinosaur toys in the classroom. They had to pick their own front page format then import the photos onto the comic. They had to write a caption or sentence about each one. Some added speech bubbles. Finally, the title had to be changed to give it a dinosaury theme. The results are very impressive. Again, they had done this activity before but were now more independent and quicker. Apologies for the reflection of the light on the screen. 7
Primary 3 Eat Buns to Support the P5s Raising Money During Lent

The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent !

The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent ! 1
The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent ! 2
The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent ! 3
The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent ! 4
The Primary 3s couldn't wait to support the P5s in their efforts to raise money this Lent ! 5
Easter Egg Winner

Amelia shows off the basket of Easter goodies she won in our class draw. Matthew's mummy had kindly donated the basket. Anyone who brought in their Smarties tube or sponsored Penalty Kick or Netball Shot money was given a number and put into a draw for the prize. To keep things fair and even Mr Prenter took 4 witnesses into the adjoining P3 class and asked one child to pick a number. The number she picked was 15. 15 was Amelia. Well done to Amelia and Thank You Grace !

Amelia shows off the basket of Easter goodies she won in our class draw. Matthew's mummy had kindly donated the basket. Anyone who brought in their Smarties tube or sponsored Penalty Kick or Netball Shot money was given a number and put into a draw for the prize. To keep things fair and even Mr Prenter took 4 witnesses into the adjoining P3 class and asked one child to pick a number. The number she picked was 15. 15 was Amelia. Well done to Amelia and Thank You Grace ! 1
Bean Plant Thriving

The bean plant is growing well as it gets taller and more leaves develop.

The bean plant is growing well as it gets taller and more leaves develop. 1

The roots and shoots are adjusting to their new environment as they begin to twist and turn and head in the right directions ! As can be seen from the last photo the stems are developing and more and more leaves are sprouting. Although you may not see it, but the children will confirm it, the stems and leaves are heading towards the light !

The roots and shoots are adjusting to their new environment as they begin to twist and turn and head in the right directions ! As can be seen from the last photo the stems are developing and more and more leaves are sprouting. Although you may not see it, but the children will confirm it, the stems and leaves are heading towards the light ! 1
The roots and shoots are adjusting to their new environment as they begin to twist and turn and head in the right directions ! As can be seen from the last photo the stems are developing and more and more leaves are sprouting. Although you may not see it, but the children will confirm it, the stems and leaves are heading towards the light ! 2
The roots and shoots are adjusting to their new environment as they begin to twist and turn and head in the right directions ! As can be seen from the last photo the stems are developing and more and more leaves are sprouting. Although you may not see it, but the children will confirm it, the stems and leaves are heading towards the light ! 3
The seeds have sprouted and the roots have appeared first.

These were the seeds on Friday afternoon. The roots have opened first and no matter which way they are put in they will automatically grow down. Once the seeds have sprouted and the roots have established themselves in the soil or tissue, the shoots will begin to grow. Like the roots, the shoots will grow upwards to the sky.

These were the seeds on Friday afternoon. The roots have opened first and no matter which way they are put in they will automatically grow down. Once the seeds have sprouted and the roots have established themselves in the soil or tissue, the shoots will begin to grow. Like the roots, the shoots will grow upwards to the sky. 1 The seeds have sprouted.
These were the seeds on Friday afternoon. The roots have opened first and no matter which way they are put in they will automatically grow down. Once the seeds have sprouted and the roots have established themselves in the soil or tissue, the shoots will begin to grow. Like the roots, the shoots will grow upwards to the sky. 2 The roots are twisting and growing downwards.
The Completed Nets of 3D Shapes.

Some of the paper and clixxi 3D shapes made by our class

Some of the paper and clixxi 3D shapes made by our class 1
Some of the paper and clixxi 3D shapes made by our class 2
Some of the paper and clixxi 3D shapes made by our class 3
Making the Nets of 3D Shapes using paper and clixxi.

Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid.

Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 1
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 2
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 3
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 4
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 5
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 6
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 7
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 8
Making the nets of 3D shapes such as a cube, cuboid, cone, cylinder and a square based pyramid. 9
Plate 1 is growing the best.

The seeds are taking off. Plate 1 has all the elements and is growing well. Plate 2 is growing but because there is no cotton wool or anything to anchor its roots in it will grow no further. Plate 3 has no water and Plate 4 has no seeds therefore they will not grow. Plate 5, in the cupboard, has no light or heat. The seeds are growing too fast. They are looking for light. They are long and yellow. They have been left out to see if they will go green.

The seeds are taking off. Plate 1 has all the elements and is growing well. Plate 2 is growing but because there is no cotton wool or anything to anchor its roots in it will grow no further. Plate 3 has no water and Plate 4 has no seeds therefore they will not grow. Plate 5, in the cupboard, has no light or heat. The seeds are growing too fast. They are looking for light. They are long and yellow. They have been left out to see if they will go green. 1 Plate 1 which had all elements.
The seeds are taking off. Plate 1 has all the elements and is growing well. Plate 2 is growing but because there is no cotton wool or anything to anchor its roots in it will grow no further. Plate 3 has no water and Plate 4 has no seeds therefore they will not grow. Plate 5, in the cupboard, has no light or heat. The seeds are growing too fast. They are looking for light. They are long and yellow. They have been left out to see if they will go green. 2 Plate 2 no cotton wool.
The seeds are taking off. Plate 1 has all the elements and is growing well. Plate 2 is growing but because there is no cotton wool or anything to anchor its roots in it will grow no further. Plate 3 has no water and Plate 4 has no seeds therefore they will not grow. Plate 5, in the cupboard, has no light or heat. The seeds are growing too fast. They are looking for light. They are long and yellow. They have been left out to see if they will go green. 3 Plate 3 which had no light or heat.
Primary 3 Receive Certificates to Remember Receiving the Sacrament of Penance

The children in our class who received the Sacrament of Penance on Tuesday 27th February, in Our Lady of the Assumption Church, Newcastle.

The children in our class who received the Sacrament of Penance on Tuesday 27th February, in Our Lady of the Assumption Church, Newcastle. 1
Which grows first, the root or the shoot ?

to follow

to follow 1
to follow 2
to follow 3

The seeds are beginning to germinate or start to grow.

The seeds are beginning to germinate or start to grow. 1
Conditions Needed for Growth

To follow

To follow 1 Plate 1 has seeds, cotton wool, water and light
To follow 2 Plate 2 has seeds, water and light, no cotton wool
To follow 3 Plate 3 has cotton wool, seeds and light, no water
To follow 4 Plate 4 has cotton wool, water and light, no seeds
To follow 5 Plate 4 has everything but is in the cupboard
Happy Mother's Day !

P3 Showing Off their Mother's Day Cards

P3 Showing Off their Mother's Day Cards 1
P3 Showing Off their Mother's Day Cards 2
P3 Showing Off their Mother's Day Cards 3
P3 Showing Off their Mother's Day Cards 4
P3 Showing Off their Mother's Day Cards 5
Funky Hair Day !

Adding colour and ideas to Funky hair Day on Friday 9th March.

Adding colour and ideas to Funky hair Day on Friday 9th March. 1
Adding colour and ideas to Funky hair Day on Friday 9th March. 2
Adding colour and ideas to Funky hair Day on Friday 9th March. 3
Special Penance Treats

Fr Colin visited the Primary 3 classes to give out special treats for all those that received the sacrament of Penance on Tuesday 27th February, in Our Lady of the Assumption Church, Newcastle. They were special buns in the form of sheep. Sheep were central to our preparation as the children learnt about the God being a good Father and how the shepherd leaves the 99 to look for the one lost sheep. Before he left, he did some Maths with us, money in pence and £s.

Fr Colin visited the Primary 3 classes to give out special treats for all those that received the sacrament of Penance on Tuesday 27th February, in Our Lady of the Assumption Church, Newcastle. They were special buns in the form of sheep. Sheep were central to our preparation as the children learnt about the God being a good Father and how the shepherd leaves the 99 to look for the one lost sheep. Before he left, he did some Maths with us, money in pence and £s. 1
Fr Colin visited the Primary 3 classes to give out special treats for all those that received the sacrament of Penance on Tuesday 27th February, in Our Lady of the Assumption Church, Newcastle. They were special buns in the form of sheep. Sheep were central to our preparation as the children learnt about the God being a good Father and how the shepherd leaves the 99 to look for the one lost sheep. Before he left, he did some Maths with us, money in pence and £s. 2
Didn't we have a lovely time . . . . . .

The children were allowed out in the snow for a short period on Friday. They thoroughly enjoyed it.

The children were allowed out in the snow for a short period on Friday. They thoroughly enjoyed it.  1
The children were allowed out in the snow for a short period on Friday. They thoroughly enjoyed it.  2
The children were allowed out in the snow for a short period on Friday. They thoroughly enjoyed it.  3
Our Shared Education Trip to Castlewellan Forest Park on Tuesday 27th February.

This is forest Guide Ann Mc Comb with all the children from both schools that went on the Shared education trip.

This is forest Guide Ann Mc Comb with all the children from both schools that went on the Shared education trip. 1

Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees !

Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 1
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 2
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 3
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 4
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 5
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 6
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 7
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 8
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 9
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 10
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 11
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 12
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 13
Some photos from our Shared Education trip to Castlewellan Forest Park on Tuesday 27th February. We learned about the many different uses of the forest. We also got to see a 50 year old fir tree being felled. It took less than 2 minutes. We got to keep a small part of it. We hugged trees  ! 14
Scratch Junior

As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.

As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  1
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  2
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  3
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  4
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  5
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  6
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  7
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  8
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  9
As part of our Play Based Learning, the children got to use Scratch Junior - a progamming app on the ipads. The children got the hang of it very quickly and could make a sprite move in different directions. they learned how to change the sprite, change its colour and add speech bubbles.  10
Welcome to Primary 3kp Billy !

We welcome Billy to our class. We hope he mixes well and makes himself lots of friends.

We welcome Billy to our class. We hope he mixes well and makes himself lots of friends. 1

It's thumbs up or fingers with stickers on them out to celebrate the arrival of the Book Fair this week and World Book Day 2018.

It's thumbs up or fingers with stickers on them out to celebrate the arrival of the Book Fair this week and World Book Day 2018. 1

Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much !

Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 1
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 2
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 3
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 4
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 5
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 6
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 7
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 8
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 9
Our class visited the Book Fair today to have a quiet look at the books available to buy at this year's Book Fair. As can be seen from the photos the children enjoyed it very much ! 10
Potato Heads for World Book Day on Thursday 1st March, 2018.

The children in Primary 3 were asked to make a character from their favourite book out of a potato. The result is something imaginative and wonderful. Well done to everyone who made a figurine.

The children in Primary 3 were asked to make a character from their favourite book out of a potato. The result is something imaginative and wonderful. Well done to everyone who made a figurine.  1
The Good Shepherd

Our Good Shepherd display in preparation for receiving the second sacrament, the Sacrament of Penance on Tuesday in our Lady of the Assumption church, Newcastle. The Good Shepherd is keeping a watchful eye over every little sheep in the class. He can see them all and knows them all by name. He will leave the 99 to look for the lost one.

Our Good Shepherd display in preparation for receiving the second sacrament, the Sacrament of Penance on Tuesday in our Lady of the Assumption church, Newcastle. The Good Shepherd is keeping a watchful eye over every little sheep in the class. He can see them all and knows them all by name. He will leave the 99 to look for the lost one. 1
The Children have Great Fun Programming the Bee Bots

The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.

The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  1
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  2
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  3
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  4
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  5
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  6
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  7
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  8
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  9
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  10
The girls and boys were introduced to Bee Bots, small robot toys that can be programmed to move forwards and backwards as well as turn. The children had used them before lower down in the school. Some made the Bee Bot go to a person in the group, whilst others turned corners on a road. Others were able to program the machines to leave lets say their Home to travel to the School or leave the Post Office to go to the Church, etc.  11
Favourite Dinosaur Tally Mark Gathering

As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur

As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 1
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 2
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 3
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 4
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 5
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 6
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 7
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 8
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 9
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 10
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 11
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 12
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 13
As part of nour Dinosaur topic the children were given a tally mark table with the names of 5 dinosaurs on it. The girls and boys had to go around the room and ask each other which of the 5 was their favourite dinosaur 14
World Book Day 2018

As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.

As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  1
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  2
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  3
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  4
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  5
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  6
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  7
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  8
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  9
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  10
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  11
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  12
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  13
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  14
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  15
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  16
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  17
As part of the celebration of World Book Day, Primary 3 have been asked to make a potato head of their favourite character from their favourite book. As can be seen from the photos below the standard is extremely high.  18
Our Friendship Tree

Pictured is our Shared Education Friendship Tree. The tree mirrors a tree that hangs in All Children's School. Each tree has a photo of each girl and boy involved ion Shared Education in Primary 3. Each picture is mounted on a leaf or hand print. It certainly looks well !

Pictured is our Shared Education Friendship Tree. The tree mirrors a tree that hangs in All Children's School. Each tree has a photo of each girl and boy involved ion Shared Education in Primary 3. Each picture is mounted on a leaf or hand print. It certainly looks well ! 1
Our second Shared Education Trip to Castlewellan Forest Park.

The children in our school met up with their friends from Mrs Craig's class from All Children's I P School on Tuesday 27th February for another Shared Education meeting. The focus was on the commercial and recreational uses of the forest. The children already knew alot about the cutting down of trees and the making of furniture, etc. They also knew about the walks and mountain bike trails around the grounds and the use of the lake for fishing, etc. They found out a bit more about the efforts the forestry workers are doing to repopulate the forest with red squirrels.

Our Classroom Displays for February / March 2018

Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody !

Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 1
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 2
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 3
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 4
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 5
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 6
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 7
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 8
Our classroom looks particularly well at present with a number of very bright, colourful and imaginative displays highlighting the children's work in a number of areas of the curriculum. There is a money display. There is a display in the Religion corner called the Good Shepherd in preparation for receiving the Sacrament of Penance. The main displays are topic related. They contain some of our work on Dinosaurs. There are stories, reports, powerpoint presentations as well as different pieces of art work. It all certainly adds to the work ethic within the room and praises effort and learning. Well done everybody ! 9
More Mathletics Success for P3kp !

Congratulations to Saoirse who achieved a Silver Certificate in Mathletics !

Congratulations to Saoirse who achieved a Silver Certificate in Mathletics ! 1
Our Dinosaur Power Point Presentations

With a little help from the Primary 7s in Miss Mc Alinden's class we made a power point presentation. It is only 2 slides long. The first has the name of the dinosaur we are writing about and the name of the p3 child who made it. The second slide contains a picture of that dinosaur and either one or two facts. The facts were researched as part of our homework on Monday night. The facts were then put together into a "Dinosaur Report" on Tuesday morning. The font size and colour were changed and transitions were incorporated such as direction and sound. All in all some very interesting facts presented in an unusual way for Primary 3. There will be further presentations to embed these skills.

Mathletics Silver for Darragh Mc K

Congratulations to Darragh Mc K who received a silver certificate for all his hard work in Mathletics ! He is pictured with Dara and Shea, fellow award winners.

Congratulations to Darragh Mc K who received a silver certificate for all his hard work in Mathletics ! He is pictured with Dara and Shea, fellow award winners. 1
Shared Education Visit to All Children's I P S

The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture.

The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 1
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 2
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 3
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 4
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 5
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 6
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 7
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 8
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 9
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 10
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 11
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 12
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 13
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 14
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 15
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 16
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 17
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 18
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 19
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 20
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 21
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 22
The Primary 3 classes met up again with the girls and boys from All Children's on Tuesday 23rd January.  The session followed on from the group visit earlier in the month to Castlewellan Forest Park where the children became animal detectives. All the pupils had to research a forest animal. They could find out more about a hedgehog, rabbit, hare, deer, otter, red squirrel, fox or badger. The children then took their fact page with their findings with them and wrote a report with help from their friends. It was finished off with a picture. 23
Silver and Gold Mathletics Certificate Holders from Our Class

Congratulations to more children in our class who have achieved silver or gold certificates in Mathletics ! Absolutely Brilliant ! they are spending lots of time each night completing the tasks and playing "live" - amassing lots of points !

Congratulations to more children in our class who have achieved silver or gold certificates in Mathletics ! Absolutely Brilliant ! they are spending lots of time each night completing the tasks and playing "live" - amassing lots of points ! 1
Congratulations to more children in our class who have achieved silver or gold certificates in Mathletics ! Absolutely Brilliant ! they are spending lots of time each night completing the tasks and playing "live" - amassing lots of points ! 2

The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays !

The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays ! 1
The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays ! 2
The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays ! 3
The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays ! 4
The new topic for Primary 3 is Dinosaurs. An exciting theme for very enthusiastic P3s ! Caden brought in a giant 2d dinosaur jigsaw which everyone helped colour in. The dinosaur than went on a quick tour of the school. He went with Caden and his classmates to the dinner hall before going to see Mr Fusco. He watched the fish in the fish tank, before going on the computers and playing the organ ! No doubt, he'll get about more the longer he stays ! 5
Shared Education Trip to Castlewellan Forest Park

The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes.

The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 1
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 2
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 3
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 4
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 5
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 6
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 7
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 8
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 9
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 10
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 11
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 12
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 13
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 14
The Primary 3 girls and boys from our school met up in Castlewellan Forest park with their counterparts from All Children's on Tuesday 9th January. Although dry, it was very cold or so the adults thought ! The children were told about forest animals that inhabit the forest and the rivers nearby before splitting up into groups and walking through the forest. They became Animal Detectives for the morning and built Hedgehog Hibernation Homes. 15
Primary 3 are Full of Energy !

As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how !

As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 1
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 2
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 3
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 4
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 5
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 6
As the P3s know there are two small, thin pieces of metal on the outside of the ball so that once you place the energy ball in the palm of your hand and apply some pressure by closing your fingers and thumb the outside pieces of metal must touch 2 similar pieces just inside the ball thus forming a circuit - lighting the small bulb and screeching ! It's simple when you know how ! 7
Gold Certificate Winner in Mathletics !

A proud pupil poses with his Gold Mathletics Certificate - Well Done, Conn !

A proud pupil poses with his Gold Mathletics Certificate - Well Done, Conn ! 1
Carelessness, Laziness and Stupidity Kills !
Gary Sloan, a member of the Newcastle Fire and Rescue Service, is pictured with Caolan Scott, Sienna Rogan, Sean Paul Hanna and Aoife Hyland.

Gary called into the school just before the Christmas holidays and talked to the Primary 3 children about the dangers of electricity. The talk reinforced the message the children had been introduced to as part of their Electricity topic and stressed the importance of staying safe when near or using electricity. It was timely in that Gary talked about not over loading plugs and extension leads, switching off and removing plugs from sockets, throwing out appliances that had frayed wires and the dangers of lit candles, etc - all potential hazards particularly at Christmas time.

He summed it up best by saying, "Laziness, Carelessness and Stupidity Kills."

Picture 1
Jesus is the Reason for the Season

The crib in our classroom sits just below our Christmas tree. The Baby Jesus rests in the manger. Beside him stand Mary and Joseph, his proud and doting parents. Next to them are the stable animals including the donkey Mary travelled to Bethlehem on, whilst the three shepherds arrive bearing gifts for the infant. We await the coming of the 3 wise men on the Feast of the Epiphany on the 6th January.

The crib in our classroom sits just below our Christmas tree. The Baby Jesus rests in the manger. Beside him stand Mary and Joseph, his proud and doting parents. Next to them are the stable animals including the donkey Mary travelled to Bethlehem on, whilst the three shepherds arrive bearing gifts for the infant. We await the coming of the 3 wise men on the Feast of the Epiphany on the 6th January. 1

Individual photographs of Santa with every member of the class that was present on Wednesday morning.

Individual photographs of Santa with every member of the class that was present on Wednesday morning. 1
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 2
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 3
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 4
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 5
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 6
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 7
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 8
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 9
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 10
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 11
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 12
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 13
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 14
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 15
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 16
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 17
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 18
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 19
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 20
Individual photographs of Santa with every member of the class that was present on Wednesday morning. 21

Santa visited our classroom on Wednesday morning and gave each child a special present. He was happy to say that everyone was on the Nice List, even Mr Prenter !

Santa visited our classroom on Wednesday morning and gave each child a special present. He was happy to say that everyone was on the Nice List, even Mr Prenter ! 1

Christmas Dinner 2017

Christmas Dinner 2017 1
Christmas Dinner 2017 2
Christmas Dinner 2017 3
Christmas Dinner 2017 4
Christmas Dinner 2017 5
Christmas Dinner 2017 6

Christmas Jumpers at the Ready !

Christmas Jumpers at the Ready ! 1
Poetry Competition Winners

Congratulations to Joseph and Paige our Poetry competition winners for December 2017 !

Congratulations to Joseph and Paige our Poetry competition winners for December 2017 ! 1
Measuring
Picture 1
Picture 2
Picture 3
Conductors and Insulators

The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination !

The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 1
The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 2
The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 3
The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 4
The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 5
The girls and boys were asked to experiment and find as many items within the classroom that would conduct electricity. There were some inspired guesses - the metal taps, the sink itself and the brakes on the wheels at the bottom of the trolleys at the side of the room, etc. The children's imagination was their only restraint ! Well done to everyone on great knowledge and imagination ! 6
Predicting which classroom materials are conductors and which are insulators

Once everyone could make a working circuit, the next step was to find out which materials conduct electricity and which everyday classroom materials were insulators. 

First the children had to make predictions before testing out their theories. It was only then could we see who had made a good prediction and who had made a wrong guess !

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Picture 8
Picture 9
Circuits with batteries,  bulbs, propellers, buzzers and switches

As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did !

As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 1
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 2
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 3
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 4
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 5
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 6
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 7
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 8
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 9
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 10
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 11
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 12
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 13
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 14
As part of their Electricity topic the children in P3kp experimented with bulbs, buzzers and propellors to see if they could make a circuit. The could and they did ! 15

Some of our Christmas displays within the classroom

Some of our Christmas displays within the classroom 1
Some of our Christmas displays within the classroom 2
Some of our Christmas displays within the classroom 3
Some of our Christmas displays within the classroom 4
Anti Bullying Week 2017 DIFFERENT, BUT THE SAME.

The theme of Anti Bullying Week 2017 was DIFFERENT, BUT THE SAME. To highlight this we talked about how our friends might like the same things as us, but on occasions they might like something different. We then talked about the things that are specific to us, in other words, the things that make us us. The girls and boys talked about what they liked doing, their favourite colours and meals, their pets, the number of brothers or sisters they might have, etc.

The theme of Anti Bullying Week 2017 was DIFFERENT, BUT THE SAME. To highlight this we talked about how our friends might like the same things as us, but on occasions they might like something different. We then talked about the things that are specific to us, in other words, the things that make us us. The girls and boys talked about what they liked doing, their favourite colours and meals, their pets, the number of brothers or sisters they might have, etc. 1

Some of the wreaths made with the children from All Children's

Some of the wreaths made with the children from All Children's 1

Making clay leaves with our friends from All Children's Integrated Primary School

Making clay leaves with our friends from All Children's Integrated Primary School 1
Making clay leaves with our friends from All Children's Integrated Primary School 2
Making clay leaves with our friends from All Children's Integrated Primary School 3
Making clay leaves with our friends from All Children's Integrated Primary School 4
Making clay leaves with our friends from All Children's Integrated Primary School 5
Making clay leaves with our friends from All Children's Integrated Primary School 6
Making clay leaves with our friends from All Children's Integrated Primary School 7
Making clay leaves with our friends from All Children's Integrated Primary School 8
Making clay leaves with our friends from All Children's Integrated Primary School 9
Making clay leaves with our friends from All Children's Integrated Primary School 10
Making clay leaves with our friends from All Children's Integrated Primary School 11

Our class in their costumes just after their performance of "What a Waste." The children were brilliant ! Everyone was impressed with their dancing at the start; how they knew their lines; how they could remember when to come in; how they remembered the verses of the poem and sang so excellently at the finale ! The costumes added to the whole thing as did the pieces of rubbish jumping themselves into the recycling bin ! People were generally excited about the assembly and were loud in their praise of all the P3s.

Our class in their costumes just after their performance of "What a Waste." The children were brilliant ! Everyone was impressed with their dancing at the start; how they knew their lines; how they could remember when to come in; how they remembered the verses of the poem and sang so excellently at the finale ! The costumes added to the whole thing as did the pieces of rubbish jumping themselves into the recycling bin ! People were generally excited about the assembly and were loud in their praise of all the P3s. 1

qwerty

qwerty 1
qwerty 2
qwerty 3
qwerty 4
qwerty 5
qwerty 6
qwerty 7
qwerty 8

Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.

Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  1
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  2
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  3
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  4
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  5
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  6
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  7
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  8
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  9
Our Forest Visit on Wednesday 8th November took us and the Primary 3 children from All Children's to Donard Park. We were very, very fortunate with the weather as the sun shone brightly going to and whilst there before cooling significantly as we made our way back home. the children had a great time. They were busy collecting leaves and tree debris such as acorn cups and seeds, as well as finding pine cones, pine needles, beechnut seeds and a wide variety of deciduous tree leaves such as beech, horse chestnut, sycamore and oak, etc. The girls and boys had to draw the landscape, either mountains or tree line with dry pastels before signing their work like all great artists.  10
Shared Education Project with the Primary 3 Children from All children's Controlled Integrated Primary School, Newcastle.

Shared Education

Shared Education 1
Shared Education 2
Shared Education 3
Shared Education 4
Shared Education 5
Shared Education 6
Shared Education 7
Shared Education 8
Halloween Party Ghosts and Ghouls !

All the P3kp ghosts, vampires, dead schoolgirls, scarecrows, bats, cats clowns and more . . . . They looked SPOOKTACULAR !

All the P3kp ghosts, vampires, dead schoolgirls, scarecrows, bats, cats clowns and more . . . . They looked SPOOKTACULAR ! 1

Our class dressed up in their scary Halloween costumes, ready for the Halloween Party !

Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 1
Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 2
Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 3
Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 4
Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 5
Our class dressed up in their scary Halloween costumes, ready for the Halloween Party ! 6

The Primary 3 children hold their monster faces high before taking them home at the Halloween Break. They made the heads from old cereal Boxes and photocopying box lids as part of their topic "What a Waste." They certainly recycled those and put scrap material destined for the BLUE BIN to excellent use !

The Primary 3 children hold their monster faces high before taking them home at the Halloween Break. They made the heads from old cereal Boxes and photocopying box lids as part of their topic "What a Waste." They certainly recycled those and put scrap material destined for the BLUE BIN to excellent use ! 1
The Primary 3 children hold their monster faces high before taking them home at the Halloween Break. They made the heads from old cereal Boxes and photocopying box lids as part of their topic "What a Waste." They certainly recycled those and put scrap material destined for the BLUE BIN to excellent use ! 2

Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them. The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs.

Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 1
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 2
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 3
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 4
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 5
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 6
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 7
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 8
Our class knew we could do something with the old, plastic bottles that every house gathers up in a day or two so we decided to make cars out of them.  The size, shape or type of bottle didn't matter - as long as it was plastic ! We made sure they were empty and rinsed out before we began by painting the outside with a mixture of glue and paint. After letting them dry, it was simply a case of sellotaping on a straw to the underside and adding a wooden axle and wheels. What better way to show off their hard work than by taking the finished cars to the assembly hall, pushing them and seeing how far they'll go ? Well done to Kayla, Claudia and Caolan whose vehicles travelled the furthest. The distance travelled can be seen from the photographs. 9

The 2 pumpkins carved in preparation for Halloween and the ghostly night !

The 2 pumpkins carved in preparation for Halloween and the ghostly night ! 1

Pumpkin number two. This was carved and given to the children in Mrs Maguire's class. It was our Halloween present to them.

Pumpkin number two. This was carved and given to the children in Mrs Maguire's class. It was our Halloween present to them. 1
Pumpkin number two. This was carved and given to the children in Mrs Maguire's class. It was our Halloween present to them. 2
Pumpkin number two. This was carved and given to the children in Mrs Maguire's class. It was our Halloween present to them. 3

The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween. Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party.

The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 1
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 2
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 3
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 4
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 5
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 6
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 7
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 8
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 9
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 10
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 11
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 12
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 13
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 14
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 15
The Primary 3 girls and boys watched closely as Mr Prenter carved a couple of pumpkins for Halloween.  Everyone watched carefully as he explained the different steps involved. After Halloween the P3s will be doing some Procedural Writing or How to . . .Writing. The children will be learning to write down all the steps taken to complete a task. The pumpkins were left in the two p3 classrooms with lights left in them to add to the atmosphere in the lead up to the Halloween Party. 16

Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, visited our school on Wednesday 25th October to read to the Primary 3s. This was the second and final encounter as part of our "What a Waste" topic. Rebecca had been our guide when we had visited the Castlewellan Recycling Centre the fortnight before. She reminded the children about what goes in to each of their household bins and explained the importance of their brown bin. She spoke to the girls and boys in our class about compost heaps and how the biodegradable materials rot over a long period of time to form what we would call compost. Compost is an alternative to soil. It is used when plants are potted in pots or containers instead of soil or muck. The children heard then about materials that rot and those that don't, that is, materials that are biodegradable and non biodegradable. The things that don't rot such as tins and plastic wrappers that are thrown away or dumped in a landfill site will still be there in hundreds of years time, certainly faded, but in tact.

Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, visited our school on Wednesday 25th October to read to the Primary 3s. This was the second and final encounter as part of our "What a Waste" topic. Rebecca had been our guide when we had visited the Castlewellan Recycling Centre the fortnight before. She reminded the children about what goes in to each of their household bins and explained the importance of their brown bin. She spoke to the girls and boys in our class about compost heaps and how the biodegradable materials rot over a long period of time to form what we would call compost. Compost is an alternative to soil. It is used when plants are potted in pots or containers instead of soil or muck. The children heard then about materials that rot and those that don't, that is, materials that are biodegradable and non biodegradable. The things that don't rot such as tins and plastic wrappers that are thrown away or dumped in a landfill site will still be there in hundreds of years time, certainly faded, but in tact. 1
Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, visited our school on Wednesday 25th October to read to the Primary 3s. This was the second and final encounter as part of our "What a Waste" topic. Rebecca had been our guide when we had visited the Castlewellan Recycling Centre the fortnight before. She reminded the children about what goes in to each of their household bins and explained the importance of their brown bin. She spoke to the girls and boys in our class about compost heaps and how the biodegradable materials rot over a long period of time to form what we would call compost. Compost is an alternative to soil. It is used when plants are potted in pots or containers instead of soil or muck. The children heard then about materials that rot and those that don't, that is, materials that are biodegradable and non biodegradable. The things that don't rot such as tins and plastic wrappers that are thrown away or dumped in a landfill site will still be there in hundreds of years time, certainly faded, but in tact. 2
Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, visited our school on Wednesday 25th October to read to the Primary 3s. This was the second and final encounter as part of our "What a Waste" topic. Rebecca had been our guide when we had visited the Castlewellan Recycling Centre the fortnight before. She reminded the children about what goes in to each of their household bins and explained the importance of their brown bin. She spoke to the girls and boys in our class about compost heaps and how the biodegradable materials rot over a long period of time to form what we would call compost. Compost is an alternative to soil. It is used when plants are potted in pots or containers instead of soil or muck. The children heard then about materials that rot and those that don't, that is, materials that are biodegradable and non biodegradable. The things that don't rot such as tins and plastic wrappers that are thrown away or dumped in a landfill site will still be there in hundreds of years time, certainly faded, but in tact. 3

Darragh R made this fantastic, dark, spiders' nest with lots of spiders and sticky cobwebs. Not only that but he managed to bring it in to school on the day of his birthday. It was his Halloween present to us ! Well done and Happy Birthday Darragh !

Darragh R  made this fantastic, dark, spiders' nest with lots of spiders and sticky cobwebs. Not only that but he managed to bring it in to school on the day of his birthday. It was his Halloween present to us ! Well done and Happy Birthday Darragh ! 1

Article to follow

Article to follow 1
Article to follow 2
Article to follow 3
Article to follow 4
Article to follow 5
Article to follow 6
Article to follow 7
Article to follow 8
Article to follow 9
Our most recent classroom displays.

We completed a pictogram of all the rubbish found in our lunch boxes as well as a Carroll Diagram of all the girls and boys in our class. Some are 6 while some are seven. The last image is of Cahrlie Croc - and the children will all tell you that "Cahrlie Croc only eats bigger numbers." This is the introduction to using the more than / less than symbols.

We completed a pictogram of all the rubbish found in our lunch boxes as well as a Carroll Diagram of all the girls and boys in our class. Some are 6 while some are seven. The last image is of Cahrlie Croc - and the children will all tell you that "Cahrlie Croc only eats bigger numbers." This is the introduction to using the more than / less than symbols. 1
We completed a pictogram of all the rubbish found in our lunch boxes as well as a Carroll Diagram of all the girls and boys in our class. Some are 6 while some are seven. The last image is of Cahrlie Croc - and the children will all tell you that "Cahrlie Croc only eats bigger numbers." This is the introduction to using the more than / less than symbols. 2
We completed a pictogram of all the rubbish found in our lunch boxes as well as a Carroll Diagram of all the girls and boys in our class. Some are 6 while some are seven. The last image is of Cahrlie Croc - and the children will all tell you that "Cahrlie Croc only eats bigger numbers." This is the introduction to using the more than / less than symbols. 3

The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.

The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.  1
The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.  2
The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.  3
The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.  4
The girls and boys used old cereal boxes to make brightly coloured monsters. The lined the outside of the boxes with white paper before allowing to dry. They were then painted over with a bright colour. Eyes, a nose and a mouth were painted next before cutting out and finally sticking on to the boxes with pva glue. They look superb. Old bottles, whether they were juice or laundry bottles, were covered with a pva glue paint mixture and left to dry before cutting and attaching two straws - one to the front and one to the back end of the bottle. Dowel rods were cut slightly longer than the straws. These were positioned inside the straws before wheels were attached to the dowel ends. The children had now made moving cars out of old bottles. Recycling at its best ! The dowel axle inside the straw meant that the wheels could move freely.  5

Using the Bee Bot app to make a bee go from a starting point to a flower. The bee can go forwards and turn left or right. The girls and boys can complete the instructions in steps or write one single program. It is not as simple as it sounds. They were able to use a whiteboard to break the task up into parts.

Using the Bee Bot app to make a bee go from a starting point to a flower. The bee can go forwards and turn left or right. The girls and boys can complete the instructions in steps or write one single program. It is not as simple as it sounds. They were able to use a whiteboard to break the task up into parts. 1
Using the Bee Bot app to make a bee go from a starting point to a flower. The bee can go forwards and turn left or right. The girls and boys can complete the instructions in steps or write one single program. It is not as simple as it sounds. They were able to use a whiteboard to break the task up into parts. 2
Using the Bee Bot app to make a bee go from a starting point to a flower. The bee can go forwards and turn left or right. The girls and boys can complete the instructions in steps or write one single program. It is not as simple as it sounds. They were able to use a whiteboard to break the task up into parts. 3
Using the Bee Bot app to make a bee go from a starting point to a flower. The bee can go forwards and turn left or right. The girls and boys can complete the instructions in steps or write one single program. It is not as simple as it sounds. They were able to use a whiteboard to break the task up into parts. 4

Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble.

Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 1
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 2
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 3
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 4
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 5
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 6
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 7
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 8
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 9
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 10
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 11
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 12
Following our visit to the Recycling Centre in Castlewellan the children completed a reading activity using the ipads. The class read or had "At the Dump" read elctronically to them. They were then able to create their own story page where they could choose a scene, followed by characters and objects. Finally, they could select text and write a heading, thought or speech bubble. 13

Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled.

Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 1
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 2
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 3
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 4
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 5
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 6
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 7
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 8
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 9
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 10
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 11
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 12
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 13
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 14
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 15
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 16
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 17
Unfortunately our trip to the Recycling Centre in Castlewellan was hit with the rain. We thank Mrs Rebecca Mc Greevy, Education Officer with Newry, Mourne and Down Council, who brought the children around the centre and explain the work that goes on there and where and how our rubbish goes before it's either disposed of or recycled. 18

Sorting Rubbish into the Correct Bin

The Blue, Brown and Black Bin Challenge.

During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard.

During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard. 1
During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard. 2
During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard. 3
During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard. 4
During Topic work, the children were asked to put the rubbish in the correct bi. Each child had to split their double page up into 3 separate areas. One for blue bin waste, another for black bin rubbish and the third and final space for brown bin waste. There were some items the children knew straight away and where they would be best suited to while others caused some debate. The trickiest was a greasy pizza box. The greasy bottom section needed to go into the black bin because it was spoiled while the clean top could be cut off and thrown in the blue bin for paper and cardboard. 5

More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas.

More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 1
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 2
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 3
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 4
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 5
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 6
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 7
More photographs of Primary 3 doing Maths Investigations. Anyone that has done the number and measures work will do the shape & space work the next day and likewise the other areas so that by the end of the three period block each cpupil will have covered all areas. 8

Some photographs of our class balancing and moving on the gymnastics equipment

Some photographs of our class balancing and moving on the gymnastics equipment 1
Some photographs of our class balancing and moving on the gymnastics equipment 2
Some photographs of our class balancing and moving on the gymnastics equipment 3
Some photographs of our class balancing and moving on the gymnastics equipment 4
Some photographs of our class balancing and moving on the gymnastics equipment 5
Some photographs of our class balancing and moving on the gymnastics equipment 6
Some photographs of our class balancing and moving on the gymnastics equipment 7
Some photographs of our class balancing and moving on the gymnastics equipment 8
Some photographs of our class balancing and moving on the gymnastics equipment 9
Some photographs of our class balancing and moving on the gymnastics equipment 10
Some photographs of our class balancing and moving on the gymnastics equipment 11
Some photographs of our class balancing and moving on the gymnastics equipment 12
Some photographs of our class balancing and moving on the gymnastics equipment 13
Some photographs of our class balancing and moving on the gymnastics equipment 14
Some photographs of our class balancing and moving on the gymnastics equipment 15
Some photographs of our class balancing and moving on the gymnastics equipment 16
Some photographs of our class balancing and moving on the gymnastics equipment 17
Some photographs of our class balancing and moving on the gymnastics equipment 18
Some photographs of our class balancing and moving on the gymnastics equipment 19
Some photographs of our class balancing and moving on the gymnastics equipment 20
Some photographs of our class balancing and moving on the gymnastics equipment 21
Some photographs of our class balancing and moving on the gymnastics equipment 22
Some photographs of our class balancing and moving on the gymnastics equipment 23
Some photographs of our class balancing and moving on the gymnastics equipment 24
Some photographs of our class balancing and moving on the gymnastics equipment 25

Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October.

Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 1
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 2
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 3
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 4
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 5
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 6
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 7
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 8
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 9
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 10
Our Internet Safety Posters. Some of the drawings are superb; some are bright and colourful; some have brilliant slogans and some contain the top tips for staying safe when online. Congratulations to all the entrants ! The winner will be announced at a assembly on Tuesday 3rd October. 11
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Picture 8
Lee and Kim's Adventure

The Primary 3s talked about Internet Safety and watched Lee & Kim's Adventure. They were helped by Superhero Sid who gave them some important advice for when they are online. sid gave them 4 top tips: 1. People you don't know are strangers. They're not always who they say they are. 2. Be nice to people on the computer like you would in the playground. 3. Do not give out personal information. 4. If you ever get that "uh oh" feeling, you should tell a grown up you trust

The Primary 3s talked about Internet Safety and watched Lee & Kim's Adventure. They were helped by Superhero Sid who gave them some important advice for when they are online. sid gave them 4 top tips: 1. People you don't know are strangers. They're not always who they say they are.   2. Be nice to people on the computer like you would in the playground.   3. Do not give out personal information.   4. If you ever get that "uh oh" feeling, you should tell a grown up you trust 1
European Language Day - Tuesday 26th September, 2017.

We learnt quite a bit about Portugal. It has a population of roughly 10 million people. They are very religious and 99% catholic. They have the longest bridge in Europe. The national flower is lavender. The flag is red and green. We read stories about The 3 Children of Fatima, Stone soup and The Rooster of Barcelos. We also learnt a bit about the parts of the body.

We learnt quite a bit about Portugal. It has a population of roughly 10 million people. They are very religious and 99% catholic. They have the longest bridge in Europe. The national flower is lavender. The flag is red and green. We read stories about The 3 Children of Fatima, Stone soup and The Rooster of Barcelos. We also learnt a bit about the parts of the body. 1
Playing with the Lego or playing draughts as part of Golden Time on a Friday afternoon.
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Displays we have produced so far this term. Keep an eye out for them !
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7

As part of her brief this year, Mrs Mc Laughlin, our Numeracy Coordinator, will visit each classroom once a fortnight to perform a Maths investigation with each class from the Abacus scheme.

The children were split up into 3 random groups and given a task to complete in the areas of Number, Shape and Space and finally Measures. Each group worked with an adult whether it was myself, Mrs Polly or Mrs Mc Laughlin.

Over the next two sessions the children will complete the challenges that the other groups were working on.

The girls and boys really enjoyed the work, worked well together and proved quite knowledgeable and methodical in their ideas and approaches.

Number, Shape & Space and Measures Work in Primary 3

Number, Shape & Space and Measures Work in Primary 3 1
Number, Shape & Space and Measures Work in Primary 3 2
Number, Shape & Space and Measures Work in Primary 3 3
Number, Shape & Space and Measures Work in Primary 3 4
Number, Shape & Space and Measures Work in Primary 3 5
Number, Shape & Space and Measures Work in Primary 3 6
Number, Shape & Space and Measures Work in Primary 3 7
Number, Shape & Space and Measures Work in Primary 3 8
Number, Shape & Space and Measures Work in Primary 3 9
Number, Shape & Space and Measures Work in Primary 3 10
Number, Shape & Space and Measures Work in Primary 3 11
Number Bonds to 20
We have been working with the number bonds to 20. After finding all the pairs of numbers that add up to 20, such as 14 + 6 = 20, we then wrote sums to show what happens when a number is taken away, so we can write 20 - 6 = 14 or 20 - 16 = 6. this also works when we have a blank number, 20 - * = 9 and 20 - 9 = *. These are quite difficult when you are only 6 and 7 !
The first pupils to paint this year ! Painting pictures of ourselves for a display board outside our class in the yellow activity area and a noticeboard in the main foyer so that more people can see our work. There were also hand prints and leaf prints made.

Painting Pictures of Ourselves

Painting Pictures of Ourselves 1
Painting Pictures of Ourselves 2
Painting Pictures of Ourselves 3
Painting Pictures of Ourselves 4
Painting Pictures of Ourselves 5

We took part in our first P E lesson of the year. Indoor P E will be every Thursday afternoon for the first term and we will be doing Gymnastics.

The first rule is like an umbrella and it covers everything we will be doing in the classes and that is safety. Safety during the lesson, in the balances and movements we will be trying, being mindful of others working near or with us and whenever we are using the gymnastic equipment. it is also important in the carrying and setting out of the apparatus which the children will become familiar with as they do it.

Other points are space, directions, speed, body parts and levels.

There have already been some great movement ideas to answer questions set. We have discovered lots of different ways to move from one end of a bench to the other whether it is hopping along it on one leg or crawling on your stomach underneath it or sliding across it while sitting down !

Gymnastics seems to have been a great success !

Gymnastics seems to have been a great success ! 1
Gymnastics seems to have been a great success ! 2

Welcome Primary 3 on your first day back to school ! A new day. A new year. A new challenge !

Breaking everyone in gently with some handwriting.

Handwriting Practice on the First Morning

Handwriting Practice on the First Morning 1
Handwriting Practice on the First Morning 2
Handwriting Practice on the First Morning 3

Top