by Tim Harrington | Oct 25, 2024 | Maths, Maths Leaders, News, Newsletter
This afternoon, Peggy Angus and Riley Class came together to problem solve in maths. Their focus was collaboration as they needed to ask questions to discover hidden patterns from the opposite team. Children enjoyed working in a different class, with different...
by Syeda Ferdush | Oct 25, 2024 | All Classes, Delaunay Class 2024/25, Maths, Problem Solving, Tagore class 2024-2025, Understanding the World
This week in our problem-solving lesson, we dived into a fun, math-filled journey using an old favourite playground rhyme: “Ip dip sky blue! Who’s ‘it’? It’s you!” What We Explored: Children often use rhymes like this to decide who...
by Glen Lucille | Oct 25, 2024 | Art, Hamilton 2024/25, History, Maths, Science
Art: We enjoyed painting our portraits. We noticed our eyebrows and that our hair sat on top of our heads and whether it was long or short. Science: We have been learning all about the 5 senses. We went for a listening walk. We smelt lots of different things and we...
by Tim Harrington | Oct 24, 2024 | All Classes, Maths, Maths Leaders, News, Newsletter
This half term has seen huge success and participation with our weekly TTRS competitions. Weekly class winners and top 3 children awards have seen a wide range of participation throughout the key stages. Here are some of the highlights:
by Syeda Ferdush | Oct 22, 2024 | articulation, Delaunay Class 2024/25, Problem Solving, Tagore class 2024-2025
Year 2 has been brimming with joy as we explored all sorts of fun ways to reach the number 50! With dice, 100 squares, and number lines at the ready, the children jumped into action and discovered some amazing strategies to get there. Here’s a peek at the creative...
by Tim Harrington | Oct 16, 2024 | All Classes, Maths, Maths Leaders, News, Newsletter
Last week, children throughout the school focussed on the strategy ‘working systematically’, to solve problems with unfamiliar contexts. Children are linking their learning dispositions such as resilience and articulate to explain their mathematical...
