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We created “A Plague Doctor’s Beak,” using recycled materials. It had to be worn to cover the mouth and nose. We had to fill it with herbs and spices to protect the doctor from the “bad air” 

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We were “Finding All Possibilities,” as we sorted 20 eggs in to 3 nests. We were only allowed to have an even number of eggs in each nest. There was lots of discussion as to how we could sort and organise the different variations.

We had a “Clustering” session in Numeracy. We were each given a number and had to find “two relations.” We had many ideas of how our numbers were connected, e.g. consecutive, counting in 2s, counting in 3s. We eventually realised that we were connected through times tables.....

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Lots of ICT work going on. We made comments on the C2k Newsdesk about our pets and our school trips. We played some Maths games to help develop quick recall of our times tables. 

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We played the “Calendar Game” on the IWB creating a schedule for the month. Not just as straightforward as was first imagined, but great fun. 

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A very busy Mathematics Session this week. Everyone working really hard. 

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We had great fun, learning how to play the castanets this week. Now all we need to do, is to try to co-ordinate dance moves....

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We visited the church, to see the Story of Easter through The Stations of the Cross.
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Painting our Easter salt-dough decorations.

Painting our Easter salt-dough decorations.  1
Painting our Easter salt-dough decorations.  2
Painting our Easter salt-dough decorations.  3
Painting our Easter salt-dough decorations.  4
Painting our Easter salt-dough decorations.  5
Painting our Easter salt-dough decorations.  6
Painting our Easter salt-dough decorations.  7
Painting our Easter salt-dough decorations.  8
Painting our Easter salt-dough decorations.  9

We learned how to use an apostrophe, when contracting words. We played “Pairs” to help us remember how to spell the contracted words properly.

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Using a two pan balance and a variety of 10g, 20g, 50g, 100g, 200g, 500g and 1kg weights, we found the weight of different everyday items.
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We then weighed the same objects using a kitchen scale, that had 25g intervals. These scales gave us a more accurate weight. 
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We had great fun in PE this week playing, “Through the Hoop!” 
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Our “Green Day!” Celebrations

Still image for this video
Wishing the Irish Rugby Team all the best in their quest for the Grand Slam.

Creating our “Mother’s Day” cards. ....brings a completely new meaning to “hand made” ( photos taken by Fianna Murphy.)

The characters who came to school for World Book Day.

Taking part in the “Readon” raising money for sick children.

We explored the properties of 3D shapes this week.

In Mathematics, we played “24!” We had to pick a card. On the card there was a target number. We were presented with two sets of numbers, only one set could be used to achieve the target. We had to decide what set to pick and what Mathematical functions were to be used.....
Playing “Pairs” ....matching the times, analogue clock to digital clock.
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This week after a lot of discussion we made our Lenten Promises. We decided not only to “Go Off” something for Lent, but perhaps to also “Go on” something. We wrote our promises in little envelopes, which we then hung on our Lenten Tree. 
 
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We worked really hard together, searching in different books, dictionaries and lists to see if we could find different ways the sound “s” can be made.....

We worked really hard together, searching in different books, dictionaries and lists to see if we could find different ways the sound “s” can be made..... 1
We worked really hard together, searching in different books, dictionaries and lists to see if we could find different ways the sound “s” can be made..... 2
We worked really hard together, searching in different books, dictionaries and lists to see if we could find different ways the sound “s” can be made..... 3
We worked really hard together, searching in different books, dictionaries and lists to see if we could find different ways the sound “s” can be made..... 4

Annie was a cast member in “Snow White and the Seven Dwarfs.” over the Mid Term Break. She took in part of her costume and a Pantomime Programme to show us. She also got a medal for her hard work.

Annie was a cast member in “Snow White and the Seven Dwarfs.” over the Mid Term Break. She took in part of her costume and a Pantomime Programme to show us. She also got a medal for her hard work. 1

Fianna was very busy over the Mid Term Break, she created the Digestive System using tissue paper.

Fianna was very busy over the Mid Term Break, she created the Digestive System using tissue paper. 1

We created the Digestive System, it helped us to understand better how it works....

After being chewed in the mouth, food travels down the oesophagus slowly, the muscles help to squeeze it down, like toothpaste in a tube.

After being chewed in the mouth, food travels down the oesophagus slowly, the muscles help to squeeze it down, like toothpaste in a tube. 1
After being chewed in the mouth, food travels down the oesophagus slowly, the muscles help to squeeze it down, like toothpaste in a tube. 2

When the food moves into the stomach, acid breaks the food down even more. We “created” this by mixing bread with coke and churning it around in a plastic bag.

When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 1
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 2
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 3
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 4
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 5
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 6
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 7
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 8
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 9
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 10
When the food moves into the stomach, acid breaks the food down even more.  We “created” this by mixing bread with coke and churning it around in a plastic bag. 11

Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works...

Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 1
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 2
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 3
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 4
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 5
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 6
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 7
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 8
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 9
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 10
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 11
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 12
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 13
Food then travels into the intestines. Here food is broken down further and water is absorbed through the intestine walls. We used tights to see how this works... 14

Our finished “ digestive systems.”

Our finished “ digestive systems.” 1
Our finished “ digestive systems.” 2
Our finished “ digestive systems.” 3
Our finished “ digestive systems.” 4
Our finished “ digestive systems.” 5

We discussed Personal Hygiene this week. We were all presented with a “shower pack.”

We discussed Personal Hygiene this week. We were all presented with a “shower pack.”  1
We discussed Personal Hygiene this week. We were all presented with a “shower pack.”  2

Problem Solving Activities....Finding All Possibilities.

Problem Solving Activities....Finding All Possibilities. 1 Luke created a model.
Problem Solving Activities....Finding All Possibilities. 2 Patrick, Owen & Emmett together made a model.
Problem Solving Activities....Finding All Possibilities. 3 Thomas & Niall created a model.
Problem Solving Activities....Finding All Possibilities. 4 Cora decided to draw a diagram.
Problem Solving Activities....Finding All Possibilities. 5 Daniel & Conor drew a picture.
Problem Solving Activities....Finding All Possibilities. 6 Danny, Liam & Luke looked for a pattern.
Problem Solving Activities....Finding All Possibilities. 7 Fianna and Liam drew diagrams...
Problem Solving Activities....Finding All Possibilities. 8 Darragh, Isla and Luke created a model.

We have been working on the RUCSAC approach to Word Problems in Maths 

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This week we worked together to write stories containing our target sound. Can you guess the sound??

 

Uncle Mark

Uncle Mark went to Spar. He bought an apple tart and put it into the shopping cart. He also got some marmalade, carrots parsnips and a bar of caramel. He passed the guard on the way to the carpark.  He packed his shopping into the boot of the car. He then went to the bar to play cards.



 
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Mark’s Car

Mark was on the way to the park in his car. He saw his friend’s go-kart parked up in the yard. Mark stopped his car to say “Hi!” to Bart in his go-kart. They started to talk about cars.

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Bart’s Guitar

Bart got a guitar from his Mum Marge for his birthday in March. He wanted to enter a talent show with his friends Cara and Clark. Cara had a harp and Clark brought his clarinet. They all practised really hard together. They were the stars of the show.

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The Armagh Gargoyles

In an old city called Armagh, there lived an army of gargoyles. They were large and ugly.  During the dark night, they started to knock down the castle towers in the Market.  They pulled down the arch. The stones all fell into the yard. The gargoyles marched off into the darkness.

 

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This week, we learned that different parts of the tongue are responsible for helping us taste different flavours, sweet, sour, salty and bitter. We took part in a “Taste Test Challenge,” to find out if we could identify different flavour of crisps. We realised that our sight and sense of smell also play a part in our ability to taste.....
 

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We took part in the “Brainbox Science Challenge.” We worked in pairs. One child had a minute to read the information on a card about an animal. The second child then asked a series of questions to determine how much information was retained. It was great fun.

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Kayla Maginn receiving her prize, for 2nd place in the Credit Union Art Competition, from Kilkeel Credit Union representative Mrs Philomena Sloan.

Kayla Maginn receiving her prize, for 2nd place in the Credit Union Art Competition, from Kilkeel Credit Union representative Mrs Philomena Sloan.  1

Christmas Jumper Day

Christmas Jumper Day 1
Christmas Jumper Day 2

Working together to identify the characteristics of letters.

Elsie, our Elf on the Shelf got up to some tricks in our classroom.

Elsie, our Elf on the Shelf got up to some tricks in our classroom. 1
Elsie, our Elf on the Shelf got up to some tricks in our classroom. 2

A selection of photos from our KS2 Nativity Performance.

Rehearsing for our KS2 Nativity Performance.

Rehearsing for our KS2 Nativity Performance. 1
Rehearsing for our KS2 Nativity Performance. 2
Rehearsing for our KS2 Nativity Performance. 3
Rehearsing for our KS2 Nativity Performance. 4
Rehearsing for our KS2 Nativity Performance. 5

Creating our Christmas Tea Light Jars

Creating our Christmas Tea Light Jars 1
Creating our Christmas Tea Light Jars 2
Creating our Christmas Tea Light Jars 3
Creating our Christmas Tea Light Jars 4
Creating our Christmas Tea Light Jars 5
Creating our Christmas Tea Light Jars 6
Creating our Christmas Tea Light Jars 7
Creating our Christmas Tea Light Jars 8

Everyone concentrating so hard with our Problem Solving Activity “Join Them Up” ......have a try yourself..(below photos)

Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  1
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  2
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  3
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  4
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  5
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  6
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  7
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  8
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  9
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  10
Everyone concentrating so hard with our Problem Solving Activity  “Join Them Up” ......have a try yourself..(below photos)  11
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Creating snowflakes for our Christmas window display.

Creating snowflakes for our Christmas window display.  1
Creating snowflakes for our Christmas window display.  2
Creating snowflakes for our Christmas window display.  3
Creating snowflakes for our Christmas window display.  4
Creating snowflakes for our Christmas window display.  5
Creating snowflakes for our Christmas window display.  6
Creating snowflakes for our Christmas window display.  7
Creating snowflakes for our Christmas window display.  8
Creating snowflakes for our Christmas window display.  9
Creating snowflakes for our Christmas window display.  10
Creating snowflakes for our Christmas window display.  11
Creating snowflakes for our Christmas window display.  12

The finished product.

The finished product. 1

Painting our salt dough Christmas decorations......messy but fun!

Painting our salt dough Christmas decorations......messy but fun!  1
Painting our salt dough Christmas decorations......messy but fun!  2
Painting our salt dough Christmas decorations......messy but fun!  3
Painting our salt dough Christmas decorations......messy but fun!  4
Painting our salt dough Christmas decorations......messy but fun!  5
Painting our salt dough Christmas decorations......messy but fun!  6
Painting our salt dough Christmas decorations......messy but fun!  7
Painting our salt dough Christmas decorations......messy but fun!  8
Painting our salt dough Christmas decorations......messy but fun!  9
Painting our salt dough Christmas decorations......messy but fun!  10
Painting our salt dough Christmas decorations......messy but fun!  11
Painting our salt dough Christmas decorations......messy but fun!  12
Painting our salt dough Christmas decorations......messy but fun!  13

Sequencing photos to help us write an Instructional Text.

Sequencing photos to help us write an Instructional Text. 1
Sequencing photos to help us write an Instructional Text. 2
Sequencing photos to help us write an Instructional Text. 3
Sequencing photos to help us write an Instructional Text. 4
Sequencing photos to help us write an Instructional Text. 5
Sequencing photos to help us write an Instructional Text. 6
Sequencing photos to help us write an Instructional Text. 7
Sequencing photos to help us write an Instructional Text. 8
Sequencing photos to help us write an Instructional Text. 9
Sequencing photos to help us write an Instructional Text. 10
Sequencing photos to help us write an Instructional Text. 11

A Class Clustering Activity We were each given a word and we had to find our partner. We discovered that our partner was the person with the word opposite to our own. We also realised, these words were verbs....the Imperative tense. The tense we use when writing an Instructional Text.

A Class Clustering Activity We were each given a word and we had to find our partner. We discovered that our partner was the person with the word opposite to our own. We also realised, these words were verbs....the Imperative tense. The tense we use when  writing an Instructional Text. 1
A Class Clustering Activity We were each given a word and we had to find our partner. We discovered that our partner was the person with the word opposite to our own. We also realised, these words were verbs....the Imperative tense. The tense we use when  writing an Instructional Text. 2
A Class Clustering Activity We were each given a word and we had to find our partner. We discovered that our partner was the person with the word opposite to our own. We also realised, these words were verbs....the Imperative tense. The tense we use when  writing an Instructional Text. 3
A Class Clustering Activity We were each given a word and we had to find our partner. We discovered that our partner was the person with the word opposite to our own. We also realised, these words were verbs....the Imperative tense. The tense we use when  writing an Instructional Text. 4

CONGRATULATIONS DANNY!!! Out of 3000 entries from schools all over Northern Ireland, Danny Bartley won the ni4kids & British Airways Art Competition. He won a £50 All For One Voucher for himself and a £150 apple voucher for the school.

CONGRATULATIONS DANNY!!!       Out of 3000 entries from schools all over Northern Ireland, Danny Bartley won the ni4kids & British Airways Art Competition. He won a £50 All For One Voucher for himself and a £150 apple voucher for the school. 1

More Winning!!!!! Danny Bartley and Conor Cunningham were both winners in the Newry, Mourne & Down District Council P.5 Road Safety Art Competition. They both won a £10 Quays Shopping Centre voucher and a beautifully framed copy of their competition entry.

More Winning!!!!!    Danny Bartley and Conor Cunningham were both winners in the Newry, Mourne & Down District Council P.5 Road Safety Art Competition. They both won a £10 Quays Shopping Centre voucher and a beautifully framed copy of their competition entry.  1

At our school Open Day we demonstrated how we can follow an Instructional Text. We created " Tissue Lions."

At our school Open Day we demonstrated how we can follow an Instructional Text. We created " Tissue Lions."  1
At our school Open Day we demonstrated how we can follow an Instructional Text. We created " Tissue Lions."  2
At our school Open Day we demonstrated how we can follow an Instructional Text. We created " Tissue Lions."  3
At our school Open Day we demonstrated how we can follow an Instructional Text. We created " Tissue Lions."  4

We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service.

We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 1
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 2
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 3
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 4
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 5
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 6
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 7
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 8
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 9
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 10
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 11
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 12
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 13
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 14
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 15
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 16
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 17
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 18
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 19
We had our last visit to Kilkeel Library. We had the opportunity to carry out some research using the computers and Interactive White Board. We finished off with a little quiz about the Library Service. 20

Reading the time on a digital clock then setting it on an analogue clock.

"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?

"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  1
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  2
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  3
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  4
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  5
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  6
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  7
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  8
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  9
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  10
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  11
"STOP THE CLOCK!" Who can match the digital clock to the analogue clock in the quickest time?  12

This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom.

This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 1
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 2
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 3
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 4
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 5
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 6
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 7
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 8
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 9
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 10
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 11
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 12
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 13
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 14
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 15
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 16
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 17
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 18
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 19
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 20
This week we followed an "Instructional Text" to create "bugs" that are now buzzing around our classroom. 21

This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun.

This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun. 1
This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun. 2
This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun. 3
This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun. 4
This week was Anti Bullying Week. To promote the theme of "All Different, All Equal, All Together," our school council organised "Odd Socks Day." It was great fun. 5

We created "Pebble People," ..."All Equal, All Different, All Together!"

We created "Pebble People," ..."All Equal, All Different, All Together!"  1
We created "Pebble People," ..."All Equal, All Different, All Together!"  2
We created "Pebble People," ..."All Equal, All Different, All Together!"  3
We created "Pebble People," ..."All Equal, All Different, All Together!"  4
We created "Pebble People," ..."All Equal, All Different, All Together!"  5
We created "Pebble People," ..."All Equal, All Different, All Together!"  6
We created "Pebble People," ..."All Equal, All Different, All Together!"  7
We created "Pebble People," ..."All Equal, All Different, All Together!"  8
We created "Pebble People," ..."All Equal, All Different, All Together!"  9

Completed product......

Completed product...... 1 Primary 4 "family."
Completed product...... 2 Primary 5 " family."

We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.

We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  1 Non-fiction books are organised using numbers.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  2 Isla
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  3 Darragh
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  4
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  5 Cora rummaged around for books about sport.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  6 Kayla checking the numbers for Craft books.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  7 ....found them!!!!!!
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  8 Liam was tasked with finding Viking books.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  9 Success!!!!!
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  10 Daniel sees the numbers for Dinosaur books.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  11 Liam
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  12
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  13 Completing a Library Challenge.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  14 Working hard.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  15 Working together.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  16 Fianna found a great book.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  17 Liam and Conor discussing cars.
We had our second Library visit this week. Shelly told us how non-fiction books are organised according to topic and numbers. We then were challenged to find books on a particular subject.  18 Siofra having a wee read.

As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image.

As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 1 Listening really well.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 2 Focusing on what is being said.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 3 Concentrating.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 4 Waiting for the next step.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 5 Precise work is required.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 6 Paying attention.
As our focus text this term is Instructional, we had to listen extremely carefully to the instructions we were given and create an image. 7 Listening to every detail.

The results....."Listening to and following instructions.

The results....."Listening to and following instructions. 1
The results....."Listening to and following instructions. 2
The results....."Listening to and following instructions. 3
The results....."Listening to and following instructions. 4
The results....."Listening to and following instructions. 5
The results....."Listening to and following instructions. 6
The results....."Listening to and following instructions. 7
The results....."Listening to and following instructions. 8
The results....."Listening to and following instructions. 9
The results....."Listening to and following instructions. 10

Working together to sequence an Instructional Text.

Working together to sequence an Instructional Text.  1
Working together to sequence an Instructional Text.  2
Working together to sequence an Instructional Text.  3
Working together to sequence an Instructional Text.  4
Working together to sequence an Instructional Text.  5
Working together to sequence an Instructional Text.  6
Working together to sequence an Instructional Text.  7
Working together to sequence an Instructional Text.  8
Working together to sequence an Instructional Text.  9
Working together to sequence an Instructional Text.  10
Working together to sequence an Instructional Text.  11

On Thursday we visited Killeel Library. It was very informative.

On Thursday we visited Killeel Library. It was very informative.  1 Gary welcomed us to the Library.
On Thursday we visited Killeel Library. It was very informative.  2 Sitting up on the first floor.
On Thursday we visited Killeel Library. It was very informative.  3 Relaxing.
On Thursday we visited Killeel Library. It was very informative.  4 Chilling out.
On Thursday we visited Killeel Library. It was very informative.  5 Listening to Gary.
On Thursday we visited Killeel Library. It was very informative.  6 Primary four sitting in the big sofa window.
On Thursday we visited Killeel Library. It was very informative.  7 Gary explains Library facilities.
On Thursday we visited Killeel Library. It was very informative.  8 We were shown some of the art work on display.
On Thursday we visited Killeel Library. It was very informative.  9 We were even allowed into the adult area.
On Thursday we visited Killeel Library. It was very informative.  10 Primary five sitting in the big sofa window.
On Thursday we visited Killeel Library. It was very informative.  11 In the teenagers study area.
On Thursday we visited Killeel Library. It was very informative.  12 Gary explained how fiction books were organised.
On Thursday we visited Killeel Library. It was very informative.  13 Members could check out the books we selected.
On Thursday we visited Killeel Library. It was very informative.  14 Checking out our books.
On Thursday we visited Killeel Library. It was very informative.  15 Gary helped us to check out our books.
On Thursday we visited Killeel Library. It was very informative.  16 Getting our books checked out.

Playing the " Homophone Game" ....we are finding them everywhere!!!

Playing the " Homophone Game" ....we are finding them everywhere!!!  1
Playing the " Homophone Game" ....we are finding them everywhere!!!  2

We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion.

We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion. 1
We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion. 2
We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion. 3
We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion. 4
We were given six pieces of text. In our groups we had to decide what type of text they were. We correctly identified " Instructional Text." This is to be our focus text for this half term. We then had to identify the common features of these texts. Took a lot of thinking and discussion. 5

In November we remember those we love but have passed away. Using the lovely Autumn leaves we wrote the names of our loved ones and hung them on our "Class Tree."

In November we remember those we love but have passed away. Using the lovely Autumn leaves we wrote the names of our loved ones and hung them on our "Class Tree." 1
In November we remember those we love but have passed away. Using the lovely Autumn leaves we wrote the names of our loved ones and hung them on our "Class Tree." 2
In November we remember those we love but have passed away. Using the lovely Autumn leaves we wrote the names of our loved ones and hung them on our "Class Tree." 3

We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?

We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  1
We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  2
We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  3
We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  4
We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  5
We worked in groups to make a list of words containing our weekly target sound. We discovered five variations of this sound. We then, worked as a class to create a story containing as many words as possible containing the target sound. Read it below. Can you guess what was the target sound?  6

Claire the Fairy

Bernie the caretaker was working in the school. She moved a chair, and she got a scare when she saw a fairy. Bernie began to stare in amazement. The fairy began to cry and told Bernie that her name was Claire and she had a tear in her very rare pair of wings and she could not fly in the air. It was a nightmare!! Bernie told Claire to stay right there and she would help to repair her wings. Bernie ran up the stairs and got needle and thread. She stitched the wings very carefully. Claire flew up into the air, out through the square window and told Bernie to take care.

 

Problem Solving Activity - Exploring Patterns & Relationships

Hallowe'en Dress-Up Day

Hallowe'en Dress-Up Day 1

Working together to sequence events.

Working together to sequence events. 1
Working together to sequence events. 2
Working together to sequence events. 3
Working together to sequence events. 4
Working together to sequence events. 5
Working together to sequence events. 6
Working together to sequence events. 7
Working together to sequence events. 8

Tesco sent us apples for our "Healthy Break."

Tesco sent us apples for our "Healthy Break."  1

We visited Tesco Newry as part of their "Farm to Fork" Programme. We had a fantastic time!

We took the lead in the Harvest Mass.

We took the lead in the Harvest Mass.  1

In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One.

In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One. 1 Fianna & Annie working together.
In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One. 2 Danny,Liam & Luke practicing their plaiting skills
In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One. 3 Cora & Liam
In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One. 4 Fianna helping Conor out
In "Grow in Love" this week, we were talking about the Trinity. We made "Trinity Bracelets." Three in One. 5 The finished products

We are developing our "quick recall of number bonds to 20" (no fingers allowed). Using 3 sets of cards numbered 0 - 15 we tried to find the pairs that made 15. Great fun!

European Day of Languages Celebrations

These are the "characters" that came to school on Roald Dahl Day. 

 

Picture 1

P5 talk with local Fire Safety Officer, Christopher Cunningham

P5 talk with local Fire Safety Officer, Christopher Cunningham 1

Playing Ludo! Working with Others, following rules.

Playing Ludo! Working with Others, following rules. 1
Playing Ludo! Working with Others, following rules. 2
Playing Ludo! Working with Others, following rules. 3
Playing Ludo! Working with Others, following rules. 4
Playing Ludo! Working with Others, following rules. 5
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