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Change:What is it good for?
Change:What is it good for?
We began the topic by discussing what had gone well in 2024 and what they would like to change in 2025. The pupils were asked to discuss what they would like to see more of and less of. They discussed things they could change about themselves, at home and in school and then on a wider school in the locality, nationally and globally. You can see some of their ideas below.
We looked at an apple and explained this was Earth. We used this to demonstrate how much land and water we have on Earth and why we need to look after it.
What is Your Global Footprint?
What is Your Global Footprint?
Use the calculator to see what your Global Footprint is. What changes can you make to reduce the negative impact on the world? We asked our children to make an energy pledge to reduce their carbon footprint.
National Energy Day
National Energy Day
Children created their own Energy posters using Adobe Express to raise awareness of how to reduce their bills!
Mr Hughes' response to our emails.
Mr Hughes' response to our emails.
Mon 3 Mar, 15:32
Good Afternoon Dosbarth Gwyrdd,
Thank you for bringing this to my attention.
I am shocked to hear that there are simple things that could be done to improve our energy usage, which are not being done. I will address this with our Teachers in our next Staff Meeting on Tuesday.
In Assembly on Tuesday I will share the following points with the Junior Children:
When something is on charge and is full, take the charger out.
Turn off all the switches and plugs when they're not in use.
Turn off the heating when it's already hot inside the classroom.
Close the doors when the heating is on and it's chilly.
Turn the computer off when it's not in use.
Hopefully, this will have an immediate impact. Maybe you could help me deliver the message and monitor how it is being implemented around the school?
I will also ensure that the following points are shared with our Governing Body, in our next meeting:
In the Infants, change the taps because one boy has left the tap on and it has flooded.
Install solar panels to save money.
Tidy blinds so as not to lose heat through our windows.
Have a windmill on our property so then we can get more energy for the school.
These are big projects that we will need to invest in, therefore I will need to gain their opinions and approval. Your voice is really important in giving this message, so it will be important for you to attend.
I share your concerns, rest assured we will work together to address and improve things for our school and the planet!
Kind Regards,
Mr. Hughes
(Headteacher)
POWER POINTS TO PUPILS IN OUR SCHOOL
POWER POINTS TO PUPILS IN OUR SCHOOL
To spread the message further, we wanted to make sure our pupils in school knew how to make a difference and make positive change to reduce energy use in school and at home. We were placed in groups and went into the different classes in school to spread the message. In our success criteria, we were limited to 5 slides and had to minimise the amount of text on each slide, using more pictures to drum home the key messages. Some of us were quite nervous but we showed resilience and rose to the challenge. It was much easier than we thought and the children in all classes listened carefully to us and asked us questions at the end, which we could all answer.
COLLABORATIVE WEBSITES
COLLABORATIVE WEBSITES
We all needed to learn more about the different types of renewable energy, so collaborated across the year group to produce websites all about renewable energy. It was lovely to work with children from the partner class and share our learning together.
What is climate change / global warming?
What is climate change / global warming?
Electricity - How does it work?
Electricity - How does it work?
We loved exploring how to make a circuit, we learned it has to be complete to allow electricity to travel through. We then added a switch into the circuit, there were three different types, and we had great fun trying the different ones out.
We then had a session where we made our own switch from a set of materials, including paper clips, cardboard, scissors and metal split pins. We collaborated with each other and were not allowed to ask the teachers for help. We then tried to write up the instructions to help others do the same. We got there in the end!
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Questions were asked when assembling their circuits.
What did you notice when you added 2 bulbs to the circuit?
What happens when we add more lights into a simple circuit?
We also learned how to draw simple circuits and then how to draw them using symbols. We learned so much from this and can now make drawing simple circuits easier by using the symbols.
Insulators and Conductors
Insulators and Conductors
We learned new terminology and became familiar with vocabulary we had learned before but this reinforced their definitions. We enjoyed finding a variety of materials to test in our circuit and recorded our findings in a table.
Alternative energy from a potato or lemon!!
Alternative energy from a potato or lemon!!
We had great fun following instructions to light a light bulb with energy from a potato and lemon. We were so excited to try this out but unfortunately, despite having all the right components not one of us were successful in this. Apparently it does work though! Many of us got frustrated but Mrs Scott explained that scientists have to keep trying and changing variables to ensure success.
Sound
Sound
Pupils were given research time to find out as much as they could about sound. They were paired up and produced a collaborative Google Slides presentation: What is sound?
Pupils were given research time to find out as much as they could about sound. They were paired up and produced a collaborative Google Slides presentation: What is sound?
After researching sound we had an afternoon exploring different musical instruments. We had free reign but had to work out how to play them, and how to vary the pitch and the volume of the instrument. We had so much fun. Mae hi'n wych!
Noise Pollution
Noise Pollution
Recording noise around the school in decibels. Where is the noisiest part of school and during what time?
Where was the quietest part of school?
Noise insulation Investigation
Noise insulation Investigation
GLOBAL GOALS FOR WALES
GLOBAL GOALS FOR WALES
Ranking the Global Goals using a Diamond Nine
Ranking the Global Goals using a Diamond Nine
Making our own Global Goals logos
Making our own Global Goals logos
Celebrating our finished logos / books
Celebrating our finished logos / books
The Climate Change Song
The Climate Change Song
IMG_4433.MOVRVE
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What religion are you?
We started by collecting data of our religions and beliefs as a class. We used sheets to create a database and then turned the data into a graph!
What happens when you die?
We looked at 10 different religions and what they believe happens when you die. We researched and compiled the information into tables.
What do we think happens when we die?
What do we think happens when we die?
Through expressive arts, we explored our thoughts on what we think happens when we die. We worked closely with ELSA to ensure we explored it in a theraputic and calming way with staff available to speak to children if needed. We drew our thoughts and wrote our thoughts and explanations.
Islamic Relief
Islamic Relief
We explored how and why Islamic Relief try to change the world. We used their website to research and created an informative slides presentation in groups.
Topic Evaluations
Topic Evaluations
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