‘Equivalent fractions’

Last term we started recognising and representing fractions. This term, we decided to go deeper: calculating and identifying equivalent fractions and solving word problems that involve them.

Walnut class used our pizza game to find out different fractions that have an equal value.

Overlapping pieces of pizza, they could see several fractions which the same proportion of the whole.


Time is an abstract and complex concept. For this reason, Walnut class started learning it by using tangible materials, such as the toy clock! They were learning how to read and write time, as well as, doing some calculations.

Also, pupils compared different kinds of clocks, in order to realise their similarities and differences.


This term, we have developed our writing skills and applied them to a range of different genres of writing. We used a range of books to find topic-focused vocabulary that could be used to support us when writing information texts.

Then, we looked at up-levelling our vocabulary by using a dictionary. This was an activity that we enjoyed doing. We found out the meaning of words and was able to use them in the correct context.

As part of our literacy lesson, we discussed different cultures and religions from around the world. With Walnut and Birch class, we used a large scale puzzle of the world to identify the different countries. As a group, we built on the knowledge and understanding that we already had of other traditions and cultures. Then we used what we had spoken about and wrote a text based on the country of our choice. 


‘Sorting out

This term Walnut and Birch class were learning the same content: Living things and their habitats. For this reason, we decided to put them together for our daily science lessons. In all, Walnut and Birch had two focused sessions together. This way, they had the opportunity to share their ideas and thoughts, as well as, to see different points of view on the same topic.

Pupils were introduced to the topic by sorting out several kinds of living things (animals, plants, mushrooms, bacterias, …) and by groups, they decided their own classification.

After exploring different classification criteria, they watched a video about five kingdoms. The principal aim was to make them understand why scientists decided to develop this sort of criterion and also, that each kingdom involves a certain type of living thing, which share common features.

‘Going deeper’

In conclusion of the last sessions, Walnut class conducted research about the principal features of each kingdom. They collected ideas, which were represented on a diagram, showing how all kingdoms are related to each other, features and examples.

‘ Do you have your badge?’

Walnut and Birch class, put into practice all their knowledge about kingdoms and designed badges. They synthesised and represented the features of every kingdom in a drawing. Then, displayed them.

‘ Building their own habitats’

Who said that Art and Science are not linked? Pupils made fabulous mock-ups of habitats using their creativity, imagination, artistic skills and scientific knowledge!

Play-doh, plants, sticks from the forest, toys, images,… everything was accepted.

In every single habitat, it can be seen that suitable animals and plants have been placed Our pupils are amazing!

They were so proud of their creations. For this reason, we decided to present them to the rest of the school at the end of Science Week!

We finished the presentations with a round of questions, where pupils were walking around asking their doubts about habitats.

Pupils of Walnut class also attended the scientific presentations of Maple, Oak and Elm class. Every single class presented their projects undertaken in their science lessons.

First, the Maple class showed what they had learnt about the four stages in the metamorphosis of butterflies. And we did Yoga! Ida, Maple’s teacher, represented these four stages as different yoga movements.

Second, Elm and Oak classes decorated their class for the Science Fair. There were different stations, where each pupil presented their scientific experiment.


On the 1st of July, we celebrate “Sports Day”! All pupils, families and teachers were reunited to celebrate!

As in every sports ceremony, there is a need to have a podium, in order to announce the winners! Walnut and Birch class used their mathematical and artistic knowledge for making a DIY podium

First, they designed their podium with different sizes, shapes and styles! Our pupils are amazing!! In their designs, they had to write which tools and materials they were going to use. 

Then, teachers provided them with some wood and tools to make their podiums come true. 

All pupils worked cooperatively, sharing ideas, knowledge, materials,… 


We spent one art and craft session designing our t-shirts for the big day: The show!

Our pupils brought a white t-shirt and dyed it with beautiful colours! The results were impressive! All t-shirts were different and fabulous!

3-D Workshop

We learnt about the basic 3D shapes and was able to explore and identify those shapes around us. We heard that Maple class were learning about 3D shapes too. So we decided to create a workshop with them to support their learning of this concept.

First, we watched a video that gave us information about 3D shapes and their properties. We then explored the classroom looking for 3D shapes. Naming the shapes we had found and discussing their properties. From this, we drew some 3D shapes then we got to use clay and molded the shapes carefully using our fingers.


Cité des sciences et de l’industrie’

We went to an amazing place to broaden our scientific knowledge; I am talking about the ‘Cité des sciences et de Industrie. This space provides people with scientific and technological knowledge. According to their ages, our pupils went to “La Cité des enfants”, where they could put into practice all their knowledge of electricity, hydraulic energy, saving water, design and technology! Also, practiced some writing, as can be seen in the picture below.

‘Musée du Jouet’

Pupils went to the ‘Musée du Jouet’ in Poissy, where they had the opportunity to discover another era through old toys, dates between 1850 and 1950. For instance, porcelain dolls, dinettes, boats, stuffed animals and puppets. Also, this museum is installed in the gatehouse (fourteen century) of the former abbey of Poissy, so children could discover the magnificent architecture of that era! At the same time, they were improving their French by increasing their vocabulary. Marie, our French teacher, came with us in order to provide children with interesting facts and information related to those toys, as well as, their history.


Pupils had the opportunity to improve their swimming skills in our swimming pool. They practised how to dive headfirst, take hidden objects from the bottom of the pool, swim front crawl…


As always the forest is a good opportunity to explore, run, climb and play! They improved their fine and gross motor skills, as well as, bonds with their classmates. Pupils used their imagination of being in amazing places, in the rainforest, desert,… playing different roles explorers, hunters,… by using objects found in the forest they developed their imagination and creativity.


On Thursday, 1st July we celebrated the sports day in the forest! Birch and Walnut classes were split into groups and they competed at different stations, already prepared for them by the teachers ( high jump, long jump and 100 metres).

There was a teacher in each station in order to record the points to announce the winner at the end.

Parents and teachers took part in the celebration, too!


Please, find attached the French section, where you can find some of the activities and objectives achieved by the Walnut class. I hope that you enjoy the document made by Marie, our french teacher.



This term we focused on “Electricity”. Pupils explored the different components of a simple circuit and constructed simple series circuits as well as drew the circuit as a pictorial presentation.

Bellow, it can be seen the electric display of our classroom. Through this display, we demonstrated one of the principal focus on science teaching:

“To enable pupils to broaden their scientific view of the world around them”.

They used it to explore, discuss, discover new knowledge, display their observations and thanks to that, they could develop their own ideas and conclusion about the topic.  

To support that idea, I also created an “Electrical corner” . In this zone, as it can bee seen in the picture attached, pupils had the opportunity to try different electronic components, for example, bulbs, buzzers and motors, and including switches, and used them to create simple circuits; to make relation between contents and to apply the theory into practice.

This zone allowed pupils to work scientifically: testing their ideas; for example, “bulbs only can work, If the circuit is closed”, verifying their hypothesis, such us “which materials can be used to connect across a gap in a circuit”. 

<<Stay Safe: Safety commandments>>

One of the most important parts of the curriculum, is “how can be safe using electronic devices?”. Pupils were taught about precautions for working safely with electricity. They represented their conclusions in a beautiful poster called “Safety commandments”, which is part of our science display to remind us every moment of the importance of respect the rules when it comes to manipulating electricity.

<<Learning by playing! With our quiz called : 5 BULBS >>

Walnut class attended a contest about electricity, where they had to cope with several questions. Their answers were written on their whiteboards, in this way it was easier for them to compare their answers.

Drawing an electric diagram.

Once they have created a simple circuit, they knew which kind of components can be found in it and therefore it was easier to draw an electrical diagram.

Walnut class start discovering the specific symbols to draw a circuit diagram; then, they had to cope with several challenges and finally, they ended up identifying and recognising the different electric components of an egg incubator.

<< Visiting an extraordinary museum>>

Our next goal was to create electric devices by using recycled materials. For this reason, Walnut class visited a mock museum, placed in our own school. This museum harboured a wide range of electronic devices, such as a vacuum, burglar alarm, lighthouse and even, cleaning and painting robots!

Walnut class applied their knowledge about electricity to identify the different components of a circuit and also, to figure out how that device worked.

Exploring how a burglar alarm works.

Pupils behaved as If they were in a museum: observing, discussing and recording ideas and conclusions.

<<Being inventors: ART ROBOT>>

Walnut class had the challenge to create an ART ROBOT.

First, they started to design a sketch of the electrical components needed and also, how they were going to connect them.

Secondly, they recognised and collected the electrical materials identifying their function.

Last step, LET’S DO IT!!!

They could experience and apply all their knowledge learnt about electricity by making that robot.

They chose a CHICKEN ART ROBOT in order to related to the EGG-EXCITING PROJECT!

Storm’s Art Robot

Here, we have another robot: Brush robot (Walnut class got inspired from this robot).


We start the first week reviewing the contents of previous terms, such as complex additions, subtractions, multiplication, division, money calculations, …  

Refreshing their background knowledge, pupils were ready to acquire new subject matter and make connections between previous and current learning.

One of the contents of this term has been : “Measurements: Weight” .

Walnut class started to measure different foods using the scale. They observed, compared weight and recorded all their information.

In this way, they noticed the equivalences between grams and kilograms. From this point, we could introduce conversions (calculations and problem solving) and they did them fantastically!!!

Pupils extended the use of the number line to connect fractions, numbers and measures. They understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths.

Children understood the concept of a whole as being one object or one quantity. They started to explore making and recognising equal and unequal parts. Then, they understood that the denominator represents the numbers of parts that shape or quantity is split into.

Once they have acquired that knowledge, they represented several fractions using both real-life objects and pictorial representations.


<<Interesting inventors>>

We read and made notes on a range of different inventors that have made major contributions to the world of science in the 20th century. We used our skills of note taking to gather information in short sentences using bullet points.  From this, we organised the information collected into groups and created subtitles.

Once we had organised our writing, we begin to form full sentences around the notes that we had taken. We were given the option of how we would like to present our information and decided to use strips of card to display our writing on. From this we created the art that would accompany our texts. Using half of a picture taken of the famous inventor we then draw the missing part of them. Once completed we add this to our text.

<<Comic books>>

This term, we have been reading a range of different narratives that include chicks, chickens or eggs as their main characters. First we read ‘Egg drop’ a narrative that details the journey of an egg that wants to fly. From this, we read ‘The Little Red Hen’ which tells us a story of how hard work pays off. Inspired by both narratives we explored the imagines used in both books and they are used to draw the reader in. Discussing as a class what would be needed to ensure that someone looking at a comic book would get the correct message.

We then talked about how we comic books are presented in different ways and the layout differs from author to author. We then planned and began to draw out our comics, ensuring that the pictures were clear to whomever would be looking at them.

<<Embryo development>>

Walnut class have been learning about the day by day development of the chick embryo. During this time we closely observed the changes happening with inside the egg and drew them as accurately as possible onto a grid sheet.

<< Big write>>

We were provided with a stimulus (a picture). As a class we discussed what was happening in the picture and what the next scene could be about. From this, we were set the challenge of creating a piece of writing, using the picture as a starting point, it could be a narrative, an information text, a piece of poetry or a character description the choice was ours to make.

<< Incubators>>

As part of our cross curricular learning we designed and made our own incubators using recycled materials. First, we explored and range of different models and discussed what their uses were. We then worked in pairs to design our own models. Making sure that they were detailed enough for others to follow.

Once our designs were complete we then began construction of our incubators. We were provided with a range of tools and recycled materials. Using these things were independently constructed our incubators.

<< It’s a chick life>>

This term, we have been lucky enough to watch closely the development of a chicken, from an egg to hatching. During this time, the classes from around the school have taken turns in looking after the chickens and ensuring that they continue to stay strong and healthy.

<<Forest fun>>

This term we have had some amazing adventures in the forest. We have had the opportunity to cycle, explore and investigate the forest.


<<Stay Safe>>

As it has been mentioned before, pupils have been learning about “safety commandment about electricity”. For this reason, from Art they designed posters to hang them around the school. In this way, they could aware to other pupils from the dangers of using electricity.

Walnut and Birch class, made this activity together sharing and applying all their knowledge acquired in science lessons.

<<Handmade nests!>>

Taking advantage of our excursions to the forest, Birch and Walnut class recollected small sticks in order to create their own nest!

The last term, they learned about shapes in “Geometry”, so we brought this content up to create several four-sided shapes, which will be overlapped to achieve a well-built nest.

<<Designing our mock-up of an egg incubator>>

We are learning about chickens, eggs, … in a cross curricular way. From IPC, they have seeing the cycle life of a chicken; from science, the egg incubator and their electronical components.

Accordingly, from art they made a mock-up of an egg incubator. Walnut shared their knowledge about the electronic components of an egg incubator with Birch class, in this way, they could work together in this egg-fascinating project!

Firstly, they started doing their sketch, where they drew their machine, labelling its components and even, highlighting some electric components (learned in Science lessons).

Then, basing on that draft, they collected several recycled materials and pupils made their egg incubators.

<< Help us to save our world!>>

Walnut class knows the importance of taking care of our world, by saving electricity, water and paper. For this reason, they designed some poster to widespread that message.


Please, find attached the activities that Walnut class has done in IPC- French lessons with Joanna, as well as, Marie !



In literacy, we have been developing our writing skills. We looked closely at editing and improving our work to ensure that the reader fully understands what has been written.

First, we worked on writing a range of descriptive sentences. Once we had done this a challenge was set to improve the vocabulary that we had used. From this we worked on building the sentence structure, to include a range of different sentence lengths. We then looked closely at the punctuation that was used.


As part of our literacy time, we have been exploring a range of different texts and discussing what we have learnt from them. We meet in pairs and formulate questions for each other to answer based on what we have been reading.


The third term has been focused on Number (Multiplications), to collect and represent data (Statistics) and Measurement (Money and Length).

In order to work on time tables, Walnut class used tangible materials, board games and our construction set. At the same time, I provided them with activities to develop efficient mental methods.

Pupils have reviewed <<Measurements>>, related to money, where they have been able to recognise and use symbols for euros and cents, combine amounts to make a particular value and also, solve simple problems in a practical context involving addition and subtraction of money, including giving change.

Furthermore, they have worked on <<Measurements>>, related to length, according to the cross-curricular approach and we focused this content on the E-Baobab tree project.

Some pupils from Elm and Oak classes came to give us a speech about their project. This gave the pupils from Walnut class the opportunity to show their knowledge of Measurements.

We looked at the shapes made by plastic bottles in Oak and Elm class, in order to measure each side of them, to calculate the perimeter and to record the data in their notebooks.


In Walnut lessons, we have focused on forces and magnets.


Pupils saw the scientific curricular content <<Forces>> in the circus. Which forces were involved in circus performances and how these forces worked?  

By exploring, recording data and acting, they were able to link their scientific knowledge with the IPC theme <<The circus is coming to town>>. In this way, science lessons became more attractive, motivating and meaningful for them.

They have worked scientifically by comparing how different things move and grouping them; raising questions; carrying out tests to find out how far things move on different surfaces and gathering and recording data to find answers to their questions.


Pupils observed that magnetic forces can act without direct contact. They explored the behaviour and everyday uses of different magnets.

In addition, I provided them with different activities and situations to see how these properties make magnets useful in everyday items and their creative uses.

Finally, at the end of the block, we organised an authentic science fair, where we displayed some magnetics games made by pupils.


FISP uses a cross-curricular approach, which offers a creative way to develop children’s knowledge, skills and understanding while motivating them to learn through interconnected topics.

Pupils applied their scientific knowledge to create authentic pieces of art.

As genuine experts of a circus theme, they made juggling balls, which have been used in the forest to improve their gross motor skills.

To end our IPC theme in a meaningful and creative way, our students created circus tents with shoe boxes, based on everything they learned during the term.

As you know, our school is surrounded by a large forest, where students have fun and develop cognitively. As can be seen in the photographs, students also develop their artistic skills in nature.


Our topic this term has been ‘The Circus is coming to town’, within this topic we have learnt a great deal of new wonderful things. We have explored all of the different home countries that animals in the circus would come from.


As a class, we discussed and investigated what life was like in the past. We took this further by exploring what circuses were like and compared them to their modern-day counterparts.

First, we organised pictures of circuses past and present and then discussed why we have grouped them in that particular way. What made us think one picture was older than the other?


We have been learning about different animals and their features. We discussed as a class how animals are grouped (eg. mammals, reptiles, amphibians, fish and birds) and what features they possess in order to be grouped in that way.

We looked closely at a range of different animals and then placed them into categories. Later we added notes to help the reader understand why those animals had been placed into that category.