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Spring Term

We have been working on fractions, decimals and percentages in maths. We found that using various equipment helped in our understanding.

In PE, we created our own ball games. We had to work together to decide on the rules and then tested them out to see if the game was fair and enjoyable. Once we had finished, we explained and demonstrated our game to the rest of the class.

We have been coding this term in our computing lessons. We used our LEGO resources to create models and then make them move using lines of code.

In science, we have been looking at materials and their properties. For this investigation, we mixed various substances together and then tried to separate them again. In was really fun, interesting and messy!

Autumn Term

In science, we are looking at how our bodies grow and how we are all different. To find our differences, we created some tests and recorded our results. We then put our data into tables and discussed it.

We combined our science and maths lessons to practise measuring. We had to measure ourselves and then use our data to find relationships between the measurements. We looked at height Vs age, height Vs foot size and many others. Finally, we put our data into graphs and tables using the laptops to make it easier to see and use.

In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’.

In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 1
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 2
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 3
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 4
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 5
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 6
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 7
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 8
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 9
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 10
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 11
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 12
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 13
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 14
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 15
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 16
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 17
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 18
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 19
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 20
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 21
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 22
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 23
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 24
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 25
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 26
In art, we used our science and computing knowledge to work out what we might look like when we are older. We then drew a portrait of our ‘elderly self’. 27

Because we had a sunny day (which is unusual), we decided to practise our maths work outside. We have been looking at adding and subtracting by counting on and counting back. So, we used chalk and the playground to draw our diagrams and explain our methods.

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