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Summer Term - Boing!

Boing!

Boing! 1

Happy Birthday Andy!

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As part of our "Boing" topic we have been researching famous sports stars. We found out it was Andy Murray's birthday today so we made him a "Happy Birthday" message!

Project Newsletter for Boing!

Golf taster day! After learnig about golf we had a chance to play it for ourselves! Mrs. Smart got a hole in one!

Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.

Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  1
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  2
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  3
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  4
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  5
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  6
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  7
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  8
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  9
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  10
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  11
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  12
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  13
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  14
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  15
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  16
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  17
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  18
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  19
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  20
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  21
Measuring - we've all investigated different questions to do with jumps. Some groups investigated "Off which surface can we jump the highest?" The children then recorded their information, collated it in a table and produced a graph to show their results.  22

We are going to be writing a diary entry about football and how it feels to score a goal. To help us explore the feelings we went outside in the sunshine and scored our own goals. Once back in the classroom we created a bank of exciting vocabulary that we will then use later in the week when we write our diaries.

In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50. We then played our games with a bean bag and added up our totals to see who had scored the highest.

In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 1
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 2
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 3
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 4
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 5
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 6
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 7
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 8
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 9
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 10
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 11
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 12
In maths we were given the challenge of creating a target board with scores that were all multiples of 5, but after three turns our total score could not be higher than 50.  We then played our games with a bean bag and added up our totals to see who had scored the highest. 13

We created a football stadium using boxes and art straws. It was great fun!

Today we experimented making bubbles. We used bottle water, non- ultra washing up liquid and glycerin to make the mixture. We made predictions, measured how far the bubbles travelled and discovered how different sized wands changed the size of the bubble. The bigger the wand, the bigger the bubble. We had a fabulous afternoon!

We created an advert for Rugby head gear.

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It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!

It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!  1
It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!  2
It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!  3
It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!  4
It's very exciting in Class 1 this afternoon. The children are busy designing their very own game. We plan to design it, write instructions for it and then let our parents play them!  5

Flubber! We found out that Flubber helps a basketball team jump higher! He came in to school to help us describe him. We had a brillinat time. Flubber wants to learn all about different surfaces in sports so there is a lot or research and investigating to do this week!

Flubber! We found out that Flubber helps a basketball team jump higher! He came in to school to help us describe him. We had a brillinat time. Flubber wants to learn all about different surfaces in sports so there is a lot or research and investigating to do this week!  1
Flubber! We found out that Flubber helps a basketball team jump higher! He came in to school to help us describe him. We had a brillinat time. Flubber wants to learn all about different surfaces in sports so there is a lot or research and investigating to do this week!  2
Flubber! We found out that Flubber helps a basketball team jump higher! He came in to school to help us describe him. We had a brillinat time. Flubber wants to learn all about different surfaces in sports so there is a lot or research and investigating to do this week!  3
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