WELCOME TO HIGHFIELD PRIMARY SCHOOL

Welcome to the Foundation Stage

 

At Highfield Primary School, the Foundation Stage includes two part-time Nursery classes and three Reception classes where the children are aged between three to five years old.

‘Due to the excellent leadership and management of the early years, the Nursery and Reception classes are a hive of activity focused on fun and learning. The youngest pupils have an excellent start to their school life.’ Ofsted 2016

All children learn together through a broad and balanced curriculum of creatively planned lessons and child initiated opportunities in a well-resourced and exciting environment.

‘Staff make the learning environments enticing and plan challenging activities to stretch and interest all the pupils, whatever their levels of learning. The outside learning environment is used to promote literacy and numeracy skills through a whole range of play and formal activities.’ Ofsted 2016

 

The Early Years Curriculum at Highfield Primary School

Child Development and Learning

In the Early Years at Highfield the children are very much at the heart of all learning. We respect that parents and carers are first to take their children on their journey of learning. We very much value their opinion and input so together we can help their children flourish.

 

 

 

 

 

We see growth, learning and development as key to child’s first experiences at Highfield. We plan and provide a challenging and supportive curriculum within a safe and encouraging environment. This is based on our own and parents’ observations of their child’s individual interests, schemas and developmental needs.

‘Staff are able to assess pupils’ needs skilfully and accurately. High-quality plans support what pupils should do next. The immaculate learning journals have a range of information about each individual child’s development which is regularly shared with parents.’ Ofsted 2016

The EYFS staff strive to extend children’s thinking and language through valuable and appropriate activities and opportunities and fully embrace the diversity within our school.


 

 

 

 

‘Pupils whose first language is not English are well supported, with adults intervening to help them spell and speak with confidence and fluency.’ Ofsted 2016

Principles of Early Years Education

To ensure that all children learn and develop well and kept safe and healthy, we follow the Revised Statutory Framework for the ‘Early Years’ (DfES 2012), which is the statutory framework that sets the standards that all Early Years providers must meet. There are four main themes of the EYFS. These underpin all the guidance we follow.

Unique child + Positive Relationships + Enabling Environments = Learning and Development

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

 

Children learn to be strong and independent through positive relationships.

 

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

 

Children develop and learn in different ways. The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.

 

At Highfield we support children’s learning and development by fostering, promoting and developing characteristics of learning and providing for the Prime and Specific areas of learning which make up the Early Years Foundation stage curriculum.

How do we assess learning in the EYFS?

Both Nursery and Reception are scored in age month bands..

On entry into Nursery pupils are expected to be at the beginning of 30-50 months of development then progress towards beginning 40-60 months in the summer term of development.

On entry into Reception pupils are expected to be at the beginning of 40-60 months of development and a baseline assessment is carried out to determine an accurate level. The expectation is that they achieve the Early Learning Goals (ELG) for each of the seven areas by the end of the Reception year. On entry to year 1 the National Curriculum will commence.

Characteristics of Learning

‘The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.’ DFES 2012

Playing and exploring

This includes supporting children to develop the skills and attitudes

 to engage with their learning

 to be curious and explore and experiment

 to use objects in their play in a variety of ways to represent things

 to be confident enough to initiate activities, seek challenges and take risks .

 

 

 

 

 

Active learning

This includes supporting children to develop the skills and attitudes

 to be motivated by their learning

 to be highly involved in their learning and concentrate

 to persist with their learning

 to enjoy achievements they have made.

Creating and Critical thinking

This includes supporting children to develop the skills and attitudes

 to develop their thinking as they learn and be able to talk their thinking through

 to develop their own ideas and solve problems

 to make links in their learning

 to make predictions.

 to explore cause and effect

 to be flexible and adapt their strategies when solving a problem

 

 

 

 

 

The Early Years Foundation Stage Curriculum is divided into Prime Areas and Specific Areas.

Prime Areas

The prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the EYFS.

Personal, Social and Emotional Development

  • Making relationships
  • Self-confidence
  • self-awareness Managing feelings and behaviour

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This aspect of the curriculum is encouraged by enabling smooth transition between home and school through our successful settling in period. Building positive relationships where together we can encourage children to achieve more. We strive to do this by having weekly focus meetings where parents and carers shall in turn be invited for a meeting to discuss their child’s progress.

‘The school makes significant efforts to smooth pupils’ way into school, including home visits, parents’ days and frequent formal and informal communication with parents.’ Ofsted 2016

We aim to give all children the best start to education at Highfield Primary so they have a positive attitude towards learning and see themselves as successful learners.

We also believe that learning to co-operate and work harmoniously alongside others is highly important and we encourage children to develop life long skills through valuable opportunities.

‘From an early age, behaviour is excellent. Pupils work together calmly and in a very friendly manner. Their levels of concentration are far beyond those normally seen for children of this age’. Ofsted 2016

 

Language and Communication

  • Listening and attention
  • Understanding
  • Speaking

We provide a wide range of opportunities for children to talk and communicate in real and enriching situations. They learn to listen and  respond to adults and to each other, to practise and extend their range of vocabulary and communication skills. Children communicate through a variety of fun games and activities to promote the use of their Phase 2, 3 and 4 phonics skills. These include games to enable children to learn letter sounds and names and how to blend and segment them to read and write. They will also learn ‘tricky words’ (words which do not follow the normal phonetic rules) and will be able to read them as a whole word.

‘The teaching of phonics is one of many strengths. Teaching assistants are knowledgeable and well managed. Inspectors observed pupils making sentences and responding with clarity to adults’ questions. The rates of progress through the early years are rapid from very low starting points.’ Ofsted 2016

 

Physical Development

  • Moving and handling
  • Health and self-care

Children develop and practise their gross and fine body movements through a variety of engaging and challenging activities. Children engage with a range of experiences to develop their fine motor skills through malleable and mark making materials such as playdough, large paintbrushes, playground chalk, scissor control and messy play e.g gloop and foam etc. Experiences through Nursery and Reception also help children to increase their understanding of how their bodies work and what we can do to be healthy and safe.

Specific Areas

The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.

Literacy

  • Reading
  • Writing

 

In Nursery and Reception we help children develop a love of books and to explore and enjoy a range of texts. Children will have a reading book which they read with adults and take home to share with their parents and carers. We also have daily story/ singing time where we share stories and sing rhymes and songs.

At Highfield we follow the Letters and Sound programme to support daily teaching of phonics.

We encourage children to start recognising sounds and then blending simple words to begin reading. This will develop further as the year progresses where children can read sentences and understand the text. Information on the sounds and words your child is learning will be shared so you can support your child at home.

For children to develop as writers we begin with mark making as part of their play. Adults role model the writing process and support children to give meaning to their marks. As the year progresses children will begin to use the phonics they have learnt in their writing to segment and spell. Allowing children to be independent writers who can form letters and write simple sentences.

Mathematics

  • Numbers
  • Shape, space and measure

The EYFS environment is rich with opportunities for children to independently build their understanding of number, measurement, pattern, shape and space. In addition to these experiences, the children will have a daily maths lesson to enable them to further explore mathematical concepts through real and exciting opportunities.

Understanding of the World

  • People and communities
  • The world
  • Technology

Children explore and find out about their environment, including the people and places that are important to them through a range of enticing opportunities. The children are engaged in solving problems, making decisions, experimenting, predicting, planning and questioning in a variety of situations.

Expressive Arts and Design

  • Exploring and using media and materials
  • Being imaginative

Children express their thoughts, ideas and feelings through a variety of activities, which allow them to explore art, design and technology, music, movement, dance and imaginative role play.

 

‘By the time pupils leave Reception, they are more than ready for the key stage 1 curriculum, with levels of development often higher than those seen nationally.’ Ofsted 2016

 

 

Curriculum Implementation

The whole school implements a creative curriculum with exciting termly topics where children have access to a range of engaging learning opportunities. This year Highfield started the year off with ‘Once Upon a Time’ for our Autumn term topic, followed by ‘Time and Place, Earth and Space’ during the Spring term. Then for the Summer Term, it will be ‘The Sea’. These topics change each year based on the children’s ideas and interests.

Alongside whole school topics we follow a reading programme ‘The Power of Reading’, where each year group has a key text each half term which supports literacy teaching and planning.

In the EYFS we also plan to cater for children’s interests throughout all seven areas where children are able to have some choice over their play and learning.

 

EAL

March 7, 2017

EAL – English as an Additional Language

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At Highfield we are lucky to have 48 different languages spoken by parents and children within our school community. We believe it is a great opportunity to have these many different cultures and languages.

EAL means English as an Additional Language; whether your child is a confident speaker of English as well as their home language or if they have very little English, they will still be considered to be an EAL learner.
We assess our EAL learners according to their English language skills as well as how they are performing within the national curriculum.  This is so we can make sure we give your child the best support we can to achieve to their full potential.

Resources Available 

  • Dual Language Books – Children and parents can read in English and their home language. If you would like your child to be able to bring a dual language book home please speak to your class teacher.
  • Dual Language dictionaries – We have a range of dual language dictionaries, made specifically for children, to support children as they develop their understanding of English.
  • Education City – An interactive website which, through activities and games, helps children improve their speaking and comprehension skills.

Young Interpreters  At Highfield we value the opportunities of having so many children that speak and additional language gives us and having a group of children that can interpret for others and help newcomers settle into the school is part of this.

The role of Young Interpreters;

  • To show visitors around the school, particularly new children who don’t speak English and their families.
  • Buddy up with new arrivals (particularly at lunchtime and playtime) during their 1st few weeks to show them where things are in the school etc.
  • Introduce new arrivals to other pupils and help them communicate.
  • Where appropriate help teachers by translating through a shared language or in English, using strategies learnt as part of the training.
  • Check that new arrivals are settling in well at the school.
  • Have regular meetings with the Young Interpreter Coordinator (Mr Wilson)
  • Run a lunchtime club teaching children a different language or talking to children who have just joined the school in their 1st

 

Language of the Term

Each term we find out about one of the many languages that are spoken by parents and children at Highfield. In class we will be finding out where that language is spoken, who in our school speaks it and we will learn some words and phrases from that language. We encourage children who speak that language to speak to their class about their language and culture.

The Language of the Month for February 2017 is Turkish

Turkish first words

Turkish numbers 1-12

Turkish Q & A

What Can you do?

Being able to speak more than one language is a great opportunity for a child. Being literate in a home language has been shown to support a child’s development of English language rather than hinder it. Keep speaking and reading with your child in your home language as well as encouraging them in their English language learning.

Links:

If you would like to find out more about how to support your child in their English Language Learning you may find these sites useful:

https://eal.britishcouncil.org/parents/support-your-child

 

French

February 8, 2017

Welcome to French at Highfield

 

The aim of the French curriculum at Highfield is to inspire in our children, a love of learning languages. There are already a wealth of languages spoken at Highfield and our children enjoy sharing their home language.  Learning another language enables children to make links between them.  It also gives them a solid foundation for learning languages at secondary level.  French at Highfield is fun, it is taught through songs and games and interactive learning tools.  The teaching of French also draws on grammar, punctuation and pronunciation.

National curriculum requirements

French at KS2 should ‘develop pupils’ curiosity and deepen their understanding of the world’. The National curriculum also states that lessons should ‘enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.’

 

Changes to the curriculum since 2014

Teaching French at KS2 should include:

  • A balance of spoken and written languages
  • A focus on practical communication
  • A basic understanding of grammar
  • A focus on developing accurate pronunciation

 

The French Curriculum at Highfield

French is formally introduced to the curriculum in Y3 although children in KS1 are actively involved on our French theme days.

 

Year Group Unit Expectations
Year 3

Moi (All about me)

 

Jeux et chansons (Games and songs)

 

 

On fait la fête (Celebrations)

-Greetings and basic phrases, numbers to 10,

-French songs and games aimed to increase fluency and pronunciation

-Days of the week, months of the year, numbers to 20, writing short sentences

Year 4

Portraits (Portraits)

 

 

Les quatre amis (The four friends)

 

Ça pousse! (Growing things)

-Colours and parts of the body, je il elle, writing short paragraphs

-Animals, verbs, adjectives, performing plays in French

-Storytelling- Jack and the Beanstalk, the life cycle of a bean, buying and ordering food.  Role play.

Year 5

On y va (All aboard)

 

 

 

L’argent de poche (Pocket money)

 

Raconte-moi une histoire! (Tell me a story!)

-French speaking countries of the world, the map of France, weather reports- written and spoken.

-Using the Euro, likes and dislikes, role play.

-Storytelling and playscripts, common adjectives and numbers to 100

Year 6 Vive le sport! (Our sporting lives)

Understanding and responding to phrases learnt so far (revision including days of the week, months and numbers to 100)

Writing and speaking paragraphs to describe themselves and others, their food preferences and their favourite sports.

 

 

 

Enrichment

Theme days

Highfield enjoys whole school French Days.  The theme of the first dress up day was Bastille Day and the most recent whole school event was The Tour de Highfield.  Theme days give the whole school a chance to immerse themselves in French language, culture and history. The children sing songs, listen to stories being told by French speaking parents, follow French trails, participate in French markets, ride bikes around our own course and they have also constructed a huge Eiffel Tower.

 

French Club

An after school French club is run weekly for children in Y4 and Y5.  This is a very popular club so members change termly enabling maximum attendance.  The club takes the themes of our curriculum and popular French culture to a greater depth and is led by our specialist French Teacher, Mrs Bates  

 

Useful websites and learning tools

Linguascope     https://linguascope.com/

 

Euroclub Schools http://www.euroclubschools.co.uk/

 

BBC Primary Languages http://www.bbc.co.uk/schools/primarylanguages/french/

 

 

 

 

Let’s Go Fly a Kite!

Nursery-1

Kites have been popular through the centuries and children all over the world, love to fly a kite.

Nursery-2

It has to be windy – Evin

As part of our look at toys from a hundred years ago, we looked at a variety of kites, some simple, some intricate and thought about the materials we could use to make our own.

Nursery-3

The wind takes it high into the sky – Kerem

Centenary Tea

Our Centenary Tea was a great success. The children helped prepare by cooking a variety of cakes and savouries and put up balloons for the festivities. They dressed in bright colours or their favourite story character.

We played games from long ago such as pin the tail on the donkey and blind man’s buff.

A good time was had by all.

Nursery-4

 

 

RC-1 RC-2

 

Mrs Collins took Stefan into the new building. We were both very excited! When we came back, we showed the rest of the class the photos we had taken.

Stefan: “In the new building I liked going under the table because when I went under it, it feels like I was a washing machine. I liked the Nursery and all of the classes. When I went in there, I liked the doors because it had all glass all over it.”

RC-3
We celebrated Highfield School’s Centenary this year. We dressed up in old clothes and we took part in activities from 100 years ago.

Jahmari: “We were writing the abc alphabet.”

Ella: “We used chalk because that’s what they did in the olden days.”

Luca: “I enjoyed when we were writing the alphabet.”

Stanley: “ I didn’t like doing the drill practise outside because it made me really, really, really tired.”

 

RF-1

For the Highfield Centenary celebrations we had lots of fun learning about life in the past. We had a lovely workshop with old fashioned toys. The children had to order the teddies into a timeline. They also had the opportunity to touch and feel the teddies.

RF-2

Eva said ‘’ This one feels so soft. I think it’s today’s.’’

Max said ‘’Old teddies are hard.’’

RF-3

RF also enjoyed dressing up from ‘olden times’ and spending the day doing various activities; drills, chanting, lining up separately and the girls did some sewing while the boys practiced their writing with chalk.

RF-4

The children in RJ have been recognising the importance of keeping fit, active and healthy. RJ have been practising how to move, travel and balance in different ways. We have also been refining our motor skills to learn how to catch and throw a ball. We have had great fun in our PE lessons playing games such as Traffic Lights, Jelly Beans and Pirate Ship.

Gabriel: “Balancing is hard but I love PE.”

Angelina: “You need to hold your hands out to catch.”

Harrajan: “Red means stop!”

In March for Sports Relief, we joined with RC and RF to perform a dance to the Superman song. A great time was had by all!

RJ-1

In our music lessons, we have been learning about rhythm, beat and tune. We were extremely lucky and allowed to explore a variety of different instruments such as drums, tambourines, xylophones and maracas and how a rhythm and beat can be created with these.

Imad: “My favourite instrument is the drum, it’s really loud when you hit it!”

Shanai: “It sounds like twinkling.” (In response to playing the xylophone).

Sean: “Listen Miss Johnson, I can clap to the beat.”

 

1A-1

This term for 1A has been very exciting! On Friday 29th March we performed our fantastic assembly to Key stage 1 and to our parents and carers. Our assembly was based on Quentin Blake’s poem ‘Mr Magnolia’. We decided to have a class party to celebrate our assembly’s success. Artel really enjoyed performing in the class assembly, “our class assembly was so much fun, I was one of Mr Magnolia’s friends on the scooter!”

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We visited the City Learning Centre as part of our ICT. The lovely Lynda at the CLC showed us how to make Cinderella e-books using an app on the iPad called ‘Book Creator’. Kerri said, “I loved making an e-book of Cinderella.” We also enjoyed having a class picnic in the CLC’s beautiful garden! We loved our trip to the CLC and hope we can go there again soon!

 1A-4

 

1I-1 1I-31I-2We really enjoyed all the work we did related to The Wild Things. We wrote brilliant stories, created great artwork and presented a magnificent assembly! To top it all off we had a Wild Things Party. “My favourite thing was the Wild Thing party. It was amazing!” Mert

Another Spring highlight was our Easter celebration. We learnt about the festival and made baskets. We then filled them with the eggs we found on our Easter egg hunt. “The best thing was the Easter egg hunt. It made me feel happy!”

Lauren.

1I-5

We all enjoyed the Centenary celebrations and the Edwardian day. Our classrooms were decorated with bunting and our desks arranged to look like Edwardian classrooms. Everyone wore Edwardian clothes.

“I liked it when we dressed up in Edwardian clothes.”

Rojin

1I-4

 

The spring term was full of amazing events. We had some visitors and did lots of wonderful work.2L-1

We really enjoyed the visit from Shakespeare actors. The spoke strangely but they were really funny. Samir even got to be in part of the play.

Miss Levison’s twin sister, Mrs Weatherwax, came to visit and she asked us to create a recipe for her sick monster, Lurg. She looked just like Miss Levison but she had strange purple hair and wore funny glasses. We made monster pops and wrote down the recipe for him.2L-2

Our favourite part of the term was the Highfield centenary. We did loads of activities to celebrate. Our era was the 1950s and we loved learning about it. Year 2 made ‘Kinetic’ sculptures and a banner using patterns from the era. We did a 1950’s dance to Jailhouse Rock and learned to sing ‘Rock Around the Clock’. On the school’s 100th birthday, we dressed up in 1950’s clothes and our parents came to watch us perform the song and dance. “It was amazing because I got to let go the balloons,” said Shania.

 

In the spring term we had a visitor in our classroom. This special person was Miss Veiga’s twin sister. She asked us for help making food for her pet monster. We made some disgusting sandwiches and wrote recipes to send to her. In our recipes we included

blood, dead spiders, battery, wires, monkey teeth, cow snot and eyeballs. “My recipe was really horrid!” said Sakariya.

2V-1In the Spring term, we also celebrated Highfield’s Centenary year. Highfield became 100 years old. As part of our celebrations, we had an Edwardian Day. We all dressed up in clothes to represent Edwardian times. The boys and girls had to line up separately and we had to stand up every time an adult entered the classroom. We really enjoyed using black paper and chalk to sketch pictures of the school. These experiences helped us to gain an understanding of how life was for children when the school opened. “Life for children must have been really hard!” said Enes.

2V-2

Our favourite activity from Spring term was Sports Day, which was held in our very own playground. Our class competed as a team against the other classes in Key Stage 1 and we even won a medal! Some of the exciting and challenging sports activities included hurdle jump, skipping race, racing, jumping over cones, egg spoon race and the funniest of them all, the sack race. It was an amazing day.

 2V-3

This term in class 2W we have done some outstanding learning! Here are some of our favourite things that we have done.

2W-1In Literacy, we read the story of Amazing Grace and learnt how to write character descriptions. The children really enjoyed this activity and produced some fantastic work! The learning that had taken place was evident in their superb character descriptions of a character called Sid which they wrote independently. They loved reenacting the scenes from the story and discussing the characters feelings.

“I enjoyed doing a character description of Sid because we described him and used lots of adjectives.” (Christabel)

For the Highfield Centenary celebrations we had lots of fun learning about life in the 1950’s. We learnt that Lego was invented, the first ever colour TV was sold and we were interested to find out that seatbelts were also invented in the 1950’s!

“When we performed our song and dance to our parents, it was amazing because everybody loved listening to ‘Rock Around the Clock’” (Mark)

In science we learnt all about Plants and Animals. The children were fascinated when they found out that flowers help us to breathe through releasing oxygen into the air. We are really looking forward to planting our seeds in our allotment next term! We sorted plants into plants that are flowering and non-flowering. Also, we learnt how to categorize animals into birds, mammals and fish.

2W-2

“Humans are mammals because we have hair on our bodies like dogs, deer’s and lions.” (Qadijo)

 

 

Class Assembly

This term we performed our class assembly to the school, family and friends. The assembly was linked to our Science topic Healthy Eating. Everyone really enjoyed performing in the assembly, singing the songs and making the props. We also learnt a lot of new information about the right food to eat and how to look after our bodies to use in our Science lessons.

 3M-1

70s Fever

To celebrate the Centenary we learnt about the 1970s and wore 1970s costumes for the celebrations. We also learnt a dance to the Bee Gees song Saturday Night Fever and learnt the song Crocodile Rock by Elton John. It was really fun and we learnt a lot about the disco era.

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Warburtons

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As part of our Science topic on ‘Healthy Living,’ year 3 were visited by Warburtons. The children shared what they already knew about healthy living and eating a balanced diet.

Children were then given the opportunity to create their own healthy sandwich and were able to take home a goody bag, which included a water bottle and Warburtons flat breads.

Our Assembly

As part of our RE topic on Judaism, 3S studied Joseph. We decided to perform the story of Joseph and the Amazing Technicolour Dreamcoat to the parents. We managed to learn 3 songs and the words were quite tricky! We worked really hard and were pleased with how our performance went.

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Dance at Winchmore

4M-1

In January, 4M were invited to Winchmore Secondary school for a dance lesson! We entered the dance studio and removed our shoes and socks. We were split into groups, each led by a Winchmore student. First we warmed up in front of the huge mirror. Then each group began to learn a different dance routine. The Winchmore students were fantastic dancers and good teachers too. Finally, after much practise, each group performed their routine. It was a fun and exciting experience.

An Edwardian School Day 4M-2

As part of Highfield’s Centenary celebrations, 4M dressed up in Edwardian clothes and spent the day as Edwardian school children.  Children should be seen and not heard was the theme for the day!  We chanted our times tables, practiced our handwriting on slates and did our drill. The teachers were very strict! The playground games, however were really good fun!  We played with hoops and skipping ropes just like we do today.  We also drew hopscotch grids on the playground and learnt how to play the game.   Our favourite game was marbles.  We played it for ages.

It was a really interesting day.  We learnt so much about life in Edwardian times but we all decided school life is better in 2014 than 1914!

GO Green Campaign

5HW really enjoyed learning about sustainability and going green in English and Science. They wrote powerful letters and speeches which amazed Miss Wren and some even made her cry!

The children then presented a campaign to their parents, making speeches, singing songs, presenting power point presentations and rapping, to convince them to lead a greener life! The class rose to the occasion and delivered a powerful message to ‘GO Green’.

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PE with Mr. Charles

5HW have also really enjoyed our PE lessons with Mr. Charles. We have been learning to play tennis and in gymnastics we made different bridges individually and then with a partner. After, we made a sequence that involved travelling, bridges and different jumps. It was fun, challenging and exciting!

Class Assembly

On Friday 14th February we performed our class assembly to Key Stage Two and parents & carers. We took the audience back in time 100 years ago to show them what school life was like. 4S performed a drill exercise routine, met the scary Head teacher, Mr Ling, and even stopped by in the 1960s to sing with The Beatles!

4S

4S thoroughly enjoyed themselves and the audience was captivated by their singing, dancing and time travelling!

Year 4 CLC Trip

In March Year 4 visited the City Learning Center in Enfield Town as part of our ICT Word Processing topic. It was Year 4’s turn to write Hi Highfield and we learnt lots of new skills to help us produce the fantastic Centenary edition! We were shown how to make the pages look aged, use old-style fonts and put writing into columns.

We had a wonderful time and it was exciting transferring our skills onto a proper newsletter!

 

Edwardian Day PE

5K-2As part of our centenary celebrations TO mark 100 years of Highfield, 5K and a very strict Mr. Kennedy took part in an ‘Edwardian Day – style P.E. drilling session’. All children from all three year 5 classes took part. ‘Drilling’ was an activity that children did instead of P.E. back in 1914. Ms. Walsh and Ms. Wren all were in costume. They had to be even stricter with children. Any children that didn’t follow the instructions of ‘move forward, lunge and stand straight’ were punished with 200 press-ups!

Mahsheed from 5k said “I really enjoyed the whole day, but I wouldn’t have liked to being a child back in Edwardian times”.

Dumitru from 5k said “I didn’t like the P.E. session as it was very hard work “.

5K-1

 

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