Our school is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors, and volunteers to share this commitment.

If you have concerns regarding the safeguarding or welfare of any of our pupils, please contact Miss R Brown (Designated Safeguarding Lead), Mrs M Eastham (Designated Safeguarding Lead), Mrs T Bolton (Designated Safeguarding Lead) or Miss Blackburn (Designated Safeguarding Lead)

St Peter's participates in Operation Encompass. Following the report of an incident of domestic abuse, school will be advised that the child has been involved. Please see school website for further details.

The Safeguarding and Child Protection policy can be found here. SAFEGUARDING POLICY

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Science

As part of our remote learning, Beech class were set the task of researching information all about Thomas Edison. This linked to our work on Electricity. Elizabeth and Thomas wrote super reports all about his life and work. You can read them below.

We predicted that the more lamps we added to our electrical circuit, the dimmer the bulbs would be. To prove this scientifically we worked in groups to use a data logger to measure the brightness of the bulb when there was 1, 2 or 3 lamps in our circuits. We had to ensure that we kept our test fair and we also repeated our results to ensure they were accurate.

We have investigated what happens when we add or take away different components to our electrical circuits. We recorded our work with scientific diagrams of our circuits.

Year 5 have been carrying out fair tests to investigate what happens when we change a variable on a paper spinner and to help us understand air resistance as a force. Some groups decided to change the length of wings, some changed the shape of the wings whilst others explored the difference when dropping from different heights. Our results are going to support us in coming up with a conclusion for our investigation.

Interpreting our results

We have been finding out about how some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. We worked in groups to create our own working pulley systems.

PATTERN SEEKING- Is there a relationship between the mass and weight of an object?

We tried out a modelling activity to investigate inheritance. We used a variety of different liquorice allsorts and chose one to represent the ‘male’ and one to represent the ‘female’. We thought about the key features of each sweet and then had to select one, which could be the ‘offspring’ of these. This helped us to explore the idea that characteristics and traits are passed down from parent to offspring, but normally offspring vary and are not identical. We had to justify and reason for our choices. We then tried this out with Mr Men and Little Miss characters. Finally, we explored which characteristics might be inherited and which might be due to environmental factors. We realised that often it could be a combination of both.

We have been learning all about Evolution and Inheritance in our Science lessons. We researched how animals adapt to survive in different environments. We then used this knowledge to create our own imaginary animal and explained how it would be suited to live in its chosen environment.

Although we have not been in school, we have continued to learn about Science as part of our remote learning. We have explored living things, finding out more detail about vertebrates and invertebrates. We created our own mythical creatures incorporating features from different vertebrate groups. We also learned how to classify animals and plants using a branching key.

Investigating how light travels and how we see things

We worked together in small groups to investigate and represent the amount of sugar to be found in different drinks. We used the weighing skills to carefully measure out the grams of sugar to be found in each product. Some of the findings were quite surprising. We were surprised to find out that there was a lot of sugar in an Innocent Smoothie and Capri Sun.

We have been finding out about the effect cigarettes and alcohol might have on our body. We carried out a diamond ranking to try and decide which was the worst negative aspect of smoking.

Beech class had a very practical (and messy) Science lesson building their own working model of the circulatory system. They had to think about how they could get their 'heart' to pump the blood around their double loop system using tubing to represent their veins, arteries and capillaries.

Fair testing to investigate what happens to our pulse rate after we have done a headstand.

Today Beech class took part in pattern seeking in Science. First of all, we had to match up the mammal to the correct rate that their heart beats every minute. This was quite a challenge. Then we had to look for any patterns or relationships between the two columns. We discovered that the larger the mammal, the slower the heart BPM. We began to think about a scientific reason for this relationship.

We learned about the different components found in our blood by making our own blood smoothies. We used yellow food colouring and water to represent the plasma, cheerios dyed red to represent the red blood cells, mini marshmallows to represent the white blood cells and finally strawberry laces to represent the sticky platelets. We weren't so keen on the smell it created when mixed together, but it helped us to remember lots of important facts about our blood.