We were so inspired by the Northern Lights we needed to create our own - we used black paper and pastels.

These were sooo tricky!  What ever 'space' we took out of the square had to be replaced - took us a few times to get it right - but when we did we used glue to attach the shape onto card.  We then cut out the shape on the card, and used the shape as a template - look at the cool patterns they make!

The earthquake alarm went off this morning so we practiced getting into a covered safe place for the drill.

We're out catching rainbows! Now to find the pot of gold!

Watch this space!  We are learning to code - our first attempt with designing a path and then programming the code into the BeBot - can we get our BeBots to follow the path correctly?  

Back to the board to clarify the strips of paper - they are cut into 15cm lengths which is one unit of movement from a BeBot.

Round two... let's see how they do now they understand what the strips of paper are for...

Round three... a challenge!  The teams were all shown a letter, which team can complete the design and then programme the BeBot to follow the path the fastest?  Our winners are...

This art was created by our students after the vicious storm in April. We used pastels, vivid and dye. First we drew our faces and bodies and outlined it with a vivid. Next we coloured this in using pastels. Lastly we used drops of dye on the hairline and blew through a straw to make crazy hair.

Term 2

Students are adding the same number onto each other twice. Every time the students get to 20 one of the students gets knocked out of the cycle they keep on going until there is only one child left in the cycle. This is pretty cool because when the students started this none of them knew how to add the numbers like this up to 20 but now they have improved by a lot and can count all the way up to 20 very fast and clearly. This shows if you practice then you can improve.

The students doing a maths worksheet to see how fast and how much work they can do in a set amount of time. They all started at the same time so that it is fair for all of the children. Also it is easier to see how long all of the children take to do there work. There are different math groups for different levels of math. This is very good to see how the students go up against each other in math and find out which students need more help then other students in class