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Highlights of the week: w/e 10.5.13

  • The Rats story continues….Using the drama from Friday, the children wrote a letter of recommendation to go in the Piper’s bag from another town where the piper had been successful.
  • On Friday, a memo was received from the Mayor, saying the piper could have a go at getting rid of the rats, but that we would only pay him when the last rat was gone. The townsfolk had to promise to pay with a handshake. However, the Mayor called a town meeting suggesting that the town should not pay, leaving the townsfolk with a moral dilemma!
  • On Wednesday afternoon the children did some research into six different rainforest tribes. Each member of the group learnt about one tribe, then shared this information with the other members of their group, who made notes on a mind map. Things we learnt included, the name of the tribe, how the tribe used the rainforest and what made the tribe special or different to others? 
  • We received a letter from Akra, a young member of the Awa tribe in the Amazon rainforest, telling us about a day in his life. We compared it to our own lives, using a chart.
  • Continuing our work on the rainforests, we did some research into tribal face and body painting. We learnt that each symbol and colour represents something important to the wearer. We then had a go at creating our own tribal face paint design, thinking carefully what each part represented. We did this on the netbooks, using textease paint software.


Other ideas

                Research the human planet website to find out more about people who live in the rainforest.


Highlights of the week: w/e 3.5.13

  • We continued our “year of the rats” work in Literacy, starting the week by writing a persuasive letter to the Mayor to convince him  further to  use our team’s rat catching device. The following day a mysterious stranger arrived in Hamelin. The children used drama to generate ideas to describe the stranger, using verbs and adverbs to describe how he moved and what he did, and adjectives to describe his appearance. They wrote a first person account of when they first saw him, and how it made them feel.
  • Later in the week, in role as the townsfolk, the children had a chance to interview the piper, to see if the Mayor should give him the job. They asked questions to find out if he could be trusted.
  • The children then acted out and drew a previous successful job the piper had completed in a different town.
  • We have been exploring making and mixing colours using powder paint in art. We drew abstract shapes on A3 paper and painted these using the different many shades of green we had mixed.
  • We stepped back into our Borneo rainforest story – thinking about how we felt as we posed for a team photograph on arrival at the airport in Borneo. We then continued our journey by boat, and recorded what we saw, smelt, heard and felt as we took our first footsteps into the rainforest.
  • We explored the area we had come to research, firstly making a collective map of what we found and then each drawing a smaller scale map, marking the symbols and drawing a key.
Highlights of the week: w/e 22.3.13
In Literacy we continued our work on persuasive texts. We imagined Mrs Worsdale had received a letter from Mr A.Nnoying trying to persuade her that children should not be able to play outside in summertime. We replied to him, using the persuasive language we have learnt to convince him we should
We wrote reports about our wild self creatures, describing the new species and why it has the features we gave it.
We stepped into our story, this time thinking about how long we had been with the team. We then had a training session on what to do if we encounter a dangerous animal in Borneo. We worked in groups to plan what we would do in this situation, remembering our golden rules – We are there to research and observe, not interfere and we never hurt another living thing.
We have worked really, really hard this week doing some reading comprehension assessments!  Phew!
Talk about:

·         In our story the team will be setting off for the Borneo rainforest soon. Talk about how you are feeling. Are you a newer member of the team or more experienced? What are you most looking forward to/nervous about?

Other ideas

Choose a story (or two!) to read on this website.
Ask your child some questions to check understanding of the text.

Highlights of the week: w/e 15.3.13


  • In Literacy we have been working hard to learn and use the language of persuasion texts. We have discussed our point of view on everything from whether teachers should be allowed to eat endless supplies of free chocolate to whether play stations should be allowed in school.
  • We have continued our work on animal adaptations and had good fun planning and designing our own animal using the build your wild self website (see below!).
  • We stepped into our story again and designed our team headquarters at the University of Norwich. We established our staff protocol to hang in the staff room.


Talk about:


Use persuasive language to discuss one of the following issues:

·         Should children be allowed to bring moshi monsters to school?

·         Should children be allowed to go to bed at whatever time they like?

·         Should adults always be allowed to tell children what to do?


Other ideas


          Have some fun creating your own creatures on


            Think about the features they need to adapt to their environment.


Highlights of the week: w/e 15.2.13


  • We had a go at starting our own newspaper article about a rescue the University of Norwich team made on a research trip. We were careful to include the 5 Ws (Who, What, Where, When, Why).
  • We rainbow marked and self edited our polar bear explanation text – using the dictionary (after a dictionary lesson!) to check spellings.
  • We continued our research into rainforests, learning about the different layers and the animals that live in each and how they have adapted to their environment. We drew and labelled a diagram to show this.
  • We invented our own rainforest animal and made a fact file about them and thought carefully about what features help them live in the rainforest.