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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), or Mrs S Nelson (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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Grouping and Classifying

GROUPING AND CLASSIFYING ROCKS - Simon's Challenge

SEDIMENTARY, METAMORPHIC OR IGNEOUS in Hawthorn Class?

We have observed and analysed cakes and chocolates to investigate if they resemble rocks which are sedimentary - have bits of rock merged together, metamorphic - layers of rock squashed down or changed by heat or igneous rocks which have been melted and are pitted with air holes.

What do you think about a Mars Bar? Sedimentary or metamorphic?

What do you think about Mr Kipling's Angel Slice. Metamorphic or igneous?

What do you think about Malteasers. Igneous or sedimentary?

Following on from grouping rocks, we used a selection of cakes and chocolate to compare the features of igneous, sedimentary and metamorphic rocks.

In Year 3 we used the easi-scopes and iPads to examine a collection of rocks.

ROCKS AND SOIL - HAWTHORN'S INITIAL IDEAS ABOUT ROCKS - LET'S INVESTIGATE WHICH ARE TRUE OR FALSE

In KS1, we learned about different animal groups and what characteristics each group has. We then sorted animals into the different groups. After that we chose one of our favourite animals, we wrote what group they belonged to and a fact we have learned. 

 

Year 5 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.  

Year 5 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.

Year 5 have been learning all about Evolution and Inheritance in our Science lessons and how to group and classify different groups of animals.  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.

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