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Sports day

Thomas Buxton Sports’ Day – The Lockdown Games

Friday 12th June 2020

At home, your local area or in school

As you know we’re in the midst of global pandemic but that doesn’t mean we can’t have our Sports’ Day.  I have put together some fun activities you can do at home, in your local area with family or in school with your teachers.


  • There are 12 challenges to attempt
  • A bit like Bingo, as well as the points you will gain for your challenges, you will also gain extra points for completing 1 full row of activities (single line), 2 full rows of activities (double line) and all the activities (FULL HOUSE)
  • Very little equipment is needed for the challenges
  • You can complete them in any order you like
  • The main thing is to keep fit and have a good old laugh whilst doing it


  • Points are awarded as stated on the challenges
  • 10 extra points are awarded for completing a single line
  • 25 extra points are awarded for completing a double line
  • 50 extra points are awarded for completing a FULL HOUSE


  • Please make sure you warm up before completing the challenges that you need to be physically active for
  • If completing any challenges outside, make sure you follow the social distancing rules
  • Make sure the space you are completing the challenges in, is appropriate and safe

Any evidence you take in the form of photos or videos can be sent to with Mrs Milne or Sports Day as the subject. 

Year 3 and 4 Pick and Mix exhibition

The children have produced wonderful homework this half term showing their amazing imaginations. We have had children cooking, painting, making volcanoes and creating fact files.

Look at some of the photos of their amazing work below:

Thank you to all the children for their hard work and to all the parents who came in to support us.

Interfaith week

Do you want to know what year 4 got up to during interfaith week? Read our weekly diary below to find out!


Year 4 started the week by visiting Sri Murugan Temple. We were in awe of the intricate design of the temple, particularly the detail that went into the exterior of the building!

The chief priest took us on a tour around the temple. We saw lots of shrines!

Here are some facts that we learned on our trip:

  • The idols do not represent different gods but all represent different characteristics of Brahma (the god responsible for creation).
  • Hindus believe in the five elements: water, earth, fire, air/wind and sound. It is believed that the elements are extremely powerful and often uncontrollable (think of tsunamis and fires) but in the temple, they are all controlled.


In P4C we studied what makes a happy community. We reflected on our community at Thomas Buxton and the values that we share that makes our school a safe and respectful environment. After that, we read the story ‘Elmer the Patchwork Elephant’ and discussed what it feels like to be different and whether difference is a positive or negative thing.

Some of the values we thought were important were belonging, difference, community and understanding.

Our P4C questions was ‘Should we try to change ourselves to be accepted by society?


We learnt about what life was like in Britain for Hindus. Hindus visit the temple regularly to offer worship to their gods. They also participate in daily puja (prayer) at home and bless their food to show gratitude for all they have been given. Hindus also try to take time out of their daily life to read their sacred text Vedas, which helps to guide them in everything they do. We then created a comic strip showing a week in the life of a Hindu/Christian child! Here are some of our examples:


We explored what Christians and Hindus do to show their faith in their religious communities. Did you know there are different branches of Christianity? We compared the difference ways of worship between Evangelical Protestants and Roman Catholics! We then explored how Hindus worship in a mandir (temple). It was interesting to see similarities in how people express their faith from all religions.


To end interfaith week, we explored the life of Mahatma Gandhi – a devout Hindu who dedicated his life towards fighting the injustice Indians faced before their independence.

Gandhi used a different protest strategy never seen before: Satyagraha (non-violent protests). Gandhi protested with words, large crowds of people and a demand to be heard.


We invented scenarios where people might resort to violence (for example, bullying) and created two alternative endings:


  1. Where the person reacts with violence
  2. Where the problem is solved with peaceful methods


Have a look!



Do you think non-violent protests are effective? Why or why not?



Living things and their habitats


Year 4 have looked at how living things are grouped into different categories.

We explored the different classification groups:


  • Mammals are warm-blooded. This means that their body temperatures stay the same when it is hot or cold outside.
  • Mammals have hair or fur.
  • They give birth to their young and feed them milk.

Can you think of a mammal using the criteria above?


  • Reptiles are cold blooded. This means that their body temperature depends on whether it is warm or cold outside.
  • They have dry and scaly skin.
  • Reptiles lay eggs.

Can you think of a reptile using the characteristics above?


  • Birds have feathers and wings.
  • They are warm blooded.
  • They lay eggs.

What birds can you think of?


  • Amphibians are cold blooded
  • They live on both dry land and water
  • They lay eggs
  • Amphibians have moist skin and webbed feet

Can you think of any examples?


  • Fish are cold blooded
  • They lay eggs
  • Fish have scales and gills

How many fish can you name?


An African elephant, for example, lives in a hot habitat and has very large ears that it flaps to keep cool.

How do you think a giraffe has adapted to suit its habitat?

This week, year 4 have been learning about database.

A database is where information is stored on a computer. Before the advancement of technology, companies stored their worker’s information in filing cabinets. This was not the most efficient way of storing employee data because it would take them a very long time to find one piece of information!

Computer databases are a lot more efficient because the information (such as your name, age, address, height etc.) are all sorted into categories which makes it easier to find and compare.

Here is an example of a class database we created.


First we thought about the different pieces of information we wanted. We decided to record the following information about ourselves:



Month of birth

Eye colour



Shoe size

We made sure we changed the data type to match the type of field! For example, we changed our ‘hobbies’ field to show up as a list so that we all chose a hobby from the same selection. This would help us when we compared data.

The rest of the class added their data cards with their own information. Once everyone finished, we had a huge database will everybody’s information!

We wanted to use that information to compare data across both classes. In order to do that, we had to create a chart! J2e has lots of charts to choose from. If we wanted to compare between one variable (e.g. compare shoe sizes across the year) we used a bar chart. If we wanted to compare two different variables, we used a line or scatter graph.

Here are some of our results presented in different charts and graphs!

Staying stafe while having fun online

This week, year 4 have been learning about age restrictions and why it is important to read the terms and conditions.

Websites and gaming companies always share the terms and conditions. This is a document that outlines the agreement between the user (you) and the company.


In the terms and agreement, companies often share the age restriction for their website or game. For example, the age restriction for Facebook is 13+. This means that, by ticking the ‘I agree’ box on the terms and conditions, you are confirming that you are 13 years old or older or have parental permission to access the website or game.

We created a role play to show the dangers of signing up to the website without reading the terms and conditions, telling your parents, or having a grown up read the terms and conditions to you.

Although it is hard not to give in to peer pressure, you must respect your own right to stay safe. We created an alternative ending where we used our knowledge of internet safety to avoid what could have been a disastrous situation! Have a look:

Year 4’s wall of encouragement

This week, year 4 have been discussing ‘Dreams and Goals’.

A goal is an aspiration that you have – this could be anything from a career/ learning goal to a desire to travel.

We created dream catchers to illustrate our dreams and goals. Have a look!


We discussed the difference between a realistic and an unrealistic goal. I’m sure we’d all like to be super-famous popstars but the likelihood of achieving this goal compared to starting your own baking business for example, is much lower. As long as you have a plan and are continuously working towards your goal, no matter how big, you will be able to achieve it. After all, a goal without action is just a dream.

Sometimes, dreams aren’t easy to achieve. Reaching your goals requires determination, perseverance and resilience! If you don’t succeed at the first try – try again!

Other times, hopes and dreams go wrong. You might find that, no matter how much you persevere, you cannot reach your goal.

We discussed how, in life, sometimes things do not go the way we planned. Instead of feeling down about it, we came up with inspiring and practical tips on how to overcome disappointment.

Here are some encouraging words we have displayed on our ‘wall of encouragement’ along with our favourite quotes!

On your marks…

In computing this week, year 4 have created their own racing car game!


Using our prior knowledge of algorithms, we were able to navigate the Scratch app to direct our sprite to move in different ways.

Some of the programming blocks available in the Scratch application were: up, down, left right, grow, shrink, invisibility and so much more!


Our final project involved creating a racing car game. Before creating the game, we had to create our track, we did this using the ‘fill colour’ and ‘paintbrush’ too. Then, we used our knowledge of the direction programming blocks (e.g. forwards, backwards, left right, turns) to move our car along the track.

Halfway through the track, we used a sensor to create obstacles for our car – like in a real racing game! Some of us decided that if our car hit the grass and went off track, the second action would be that the car…

·         Shrinks

·         Slows down

·         Becomes invisible

·         Reverses 5 spaces


Comic book creators!

Last half term in computing, year 4 have been creating a digital comic illustrating our own versions of a Greek myth we have been working on in English.

To do this, we used the app Comic Life 3.

Firstly, we selected a template suitable for our myth. We needed a template that had enough frames to depict our myth. Some of us decided to choose a blank template which game us the flexibility to add as many frames as we wanted.



Next, we typed up a condensed version of our myth into the narrative box.  This is because most comic have short snippets of text rather than paragraphs of writing. The narration is also a lot more simplified.

Once we finished adding our text, it was time to add the photos! Since we worked in groups, we decided to act out each frame of our story. Comic Life has a camera feature that makes this really easy to do! All we had to do was click on the camera icon, take a photo and it would automatically be uploaded into our frame.

To complete our comic strip, we added some dialogue using the speech bubbles icon in the elements wall, customised the lettering of the title and added fun sound effects using the different text styles!

Here are some examples of what we created:

Water, water everywhere

Last half term, year 4 have been learning about different states of matter in Science.

To understand why solids, liquids and gases have different properties, we examined the structure of each states. We learned that…

  • Solid particles are packed tightly together which is why many solid objects are firm and do not bend.
  • Liquid particles have a little bit of space between them which allows the particles to move. This is why liquids can be poured to take the shape of the container it is contained in.
  • Gas particles have lots of space between them! This means that when gas is released, it disperses into the atmosphere really quickly! Think of what happens when you release the air from a balloon!

Changing states of matter: Melting and freezing

We then looked at how states can change! Did you know that solids could become a liquid by a process called melting? Did you know that liquids can change into a solid through the process of freezing?

We explored these reversible processes by doing an exciting rice crispies experiment! First we melted a solid bar of chocolate into a chocolate syrup. Next we covered the rice crispies with the melted chocolate mixture and put it in the fridge.

Can you guess what happened to the chocolate?

That’s right, it turned into solid chocolate again! If states of matter can change back to it’s original state, we call this a reversible change.

The Water Cycle:

Once we understood how states of matter can change from a solid to a liquid and a gas, we moves on to explore the water cycle.

To start with, we explored the scientific enquiry: what happens to a puddle during a hot, sunny day?

We learned that liquids change into a gas if there is heat. This process is called evaporation.

We also learned how clouds are formed. Did you know that clouds are just evaporated water droplets? When the water droplets cool down, they condense and become clouds!

If there are too many water droplets, the clouds get heavy and we have precipitation! This is when the clouds release all the water droplets in the form of rain, hail or snow.

The water the returns to rivers, oceans, the sea, or seeps back into the soil ready to start all over again.

At the end of our states of matter unit, we created our very own water cycle poster explaining the different ways water changes states in the water cycle.

Can you spot where evaporation, condensation, precipitation and collection happens in this diagram?