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
We have learned about different mechanisms work including gears, pulleys and levers. We then made our own working pulley systems.
We used data loggers to test what happened to the volume of buzzers when we added more batteries to our circuits.
We started our Electricity topic by thinking of the plus and minus points to the question 'What if all transport was electric?'. We then recapped on how to make complete circuits and explored what happened when we added different numbers of components to our circuits.
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.
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.
The Big Question-
How does the length of time we exercise for affect our heart rates?
We carried out a fair test to investigate.
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.
Pattern seeking by exploring whether there is a relationship between the age/size of a mammal and the rate of their heartbeats...
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.