Once again, we find ourselves in another lockdown. Some children are working in school whilst others are working remotely.
We have enjoyed seeing what children have been doing to keep their body and brain healthy.
Abigail has been keeping her brain active by doing the online learning.
She has also kept herself fit by doing her PE sessions.
Abigail has done some Food technology and can be seen being busy in the kitchen.
Great work Abigail. We look forward to seeing you back in the classroom.
Grace and her mum have spent some time learning how to bake. What a great way to learn and have fun. Well done Grace, they look fantastic.
There weather hasn't been as kind to us this lockdown but a bit of snow was just what we needed to cheer us up. Megan has managed to build a fantastic snowman as well complete her remote learning tasks.
As well as completing the online tasks, Summer has been learning how to cook. It is good to see our children learning a range of new skills.
Abigail has done some further study and experiments based on the science task. She has even found time to do some cooking. Her kitchen skills look amazing. I may have to take some lessons from her.
Today we have had lots of snow. We have taken time away from remote learning to have fun and enjoy the snow and build snowmen.
George has had lots of fun in the snow
George has had lots of fun in the snow
George has had lots of fun in the snow
George has had lots of fun in the snow
Summer looks very busy
Summer is braving the cold
Summer is braving the cold
A great snowman Lilly
Lilly, this looks cold
Blake holding a snowball
Remote Learning Science Task
Our remote topic task today was to name and order the planets in the Solar System and find information about each planet. Both the children in school and the children at home works incredibly hard on this task. It was a lot of fun to research the other plants and find interesting facts.
It is great to see what 5G are doing at home during this lockdown. Megan has done a fantastic job of doing all of her online tasks. She has also made a delicious looking trifle and turned her hand to making tie-dye t-shirts. I am so impressed with her picture of Whitby Abbey.
Well done to Summer, who has completed these home learning tasks which have shown off her very creative side.
One of our remote learning task was to draw the view from the Whitby Whale Bones. I am amazed at the excellent work which has been sent in. The Art task was done both by the children at school and children at home.
"Kandinsky was especially interested in colour, even as a child. Beginning in his earlier, more realistic paintings, Kandinsky used colour to show emotion rather than to make objects look real. As he grew as an artist, Kandinsky became more concerned with the power of colour in describing what he was feeling. He wanted to use colour to make his viewers feel emotion, too....
.....Gradually, Kandinsky became more abstract. He began to paint objects as patches of color instead of painting perfect details such as facial features or individual leaves on trees. Kandinsky had studied the human body and knew how to paint people well; however he liked the abstract more than the realistic. As he grew as an artist, his figures became less realistic until the viewer could no longer identify known objects in his paintings..."
We have had a go at doing our own Kandinsky style art work.
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We looked at why it is important to recycle. Children at home working remotely and children in school looked at different ways to recycle. Children produced their own posters to encourage others to recycle too.
Chinese New Year - World Festivals
We have looked at the story of 'the race' which was used to set the animals names on the calendar. This year is the Year of the Ox. We enjoyed seeing how some of the animals seemed to cheat to earnt heir place on the calendar.
When we had learnt about how Chinese New Year started, we looked at how it is celebrated. We made Chinese lanterns. Both our remote learners and children in school did this together with a live lesson to discuss the story.
Art - Sketching
We used our pencils to sketch out shapes. As we are reading Room 13 in English, we have looked at Whitby and what is in the town. We have looked at the Whitby Whale Bones and the view from through it. Look at our great work.
Both children in school and our remote learners completed the task.
The human body needs a balanced diet to work properly. Good health involves drinking enough water and eating the right amount of foods from the different food groups:
Carbohydrates give us energy. They are found in foods such as bread, potatoes and pasta.
Proteins help our bodies to repair themselves. They are found in foods such as fish, meat, nuts, seeds, eggs and cheese.
Fats help store energy for our bodies. They are found in foods such as butter, cheese, nuts and fried food.
Fibre is important for helping us digest our foods. It’s found in fruit and vegetables
We looked at the different food groups and discussed what we needed to make a balanced diet. We planned our own healthy packed lunches.
Children both at home and in school produced some fantastic ideas for their lunches.
We have looked at portraits and self portraits. We have looked at the shapes and outlines needed to draw portraits.
We have drawn self portraits and labelled around them with things that are special about us / our good qualities.
During lockdown, rainbows have been a big part of our lives recently with rainbows being a sign of hope and heroes. We had a go at making our own magic rainbow. This was a fun science experiment to show how water can travel upwards.
This science experiment is a great example of chromatography. Chromatography is a way of separating out a mixture of chemicals. If you ever got a paper with ink wet you would have seen the ink move across the page in streaks.
Capillary action makes the marker dye move up the paper towel. The water moves upward through the paper towel, lifting the washable dye molecules with it. Because the washable markers are water based, they disperse in water.
Our remote learners and learners in school enjoyed this experiment and produced their own rainbows.
Easter Egg Appeal
After a half term of home learning, we are glad to be back together in the classroom again. We started the week with a remote assembly with Mr Cavalier-Lumley. In our remote assembly, we heard about the Easter Egg Appeal. We are now collecting Easter Eggs to donate to children who are less fortunate than some of us.
Reading is beneficial in so many ways and lots of fun. During lockdown, Niamh has read over 100 times and has reached her level 5 reading target. Well done Niamh.
Outdoor and Adventurous Activites - OAA
In PE we are participating in team activities using different forms of communication and figuring out how to work as a team.
As part of our super heroes theme for World Book Day, we are looking at Greta Thumberg's story. Greta Thunberg is a teenage activist from Sweden who has become the face of the youth climate movement. In the summer of 2018, Thunberg started sitting outside the Swedish parliament every Friday as part of a climate strike. On September 20, 2019, Thunberg led the largest climate strike in history.
We have read the first chapter of the story and agree that she is a hero. We looked at reporting on the strike so looked at questions we could ask Greta and thought about how she would answer them. Megan was hot seated to help us think of responses.
Niamh has written an interview with the questions she thought of and Greta's responses.
Learning about Special Educational Needs
Disabilities and special needs cover a wide range and could be anything from a speech delay to a significant medical diagnosis. Some disabilities are obvious, such as a child with a physical disability who uses a wheelchair. Some disabilities, such as speech delays, sensory integration problems, learning disabilities or autism spectrum disorder may not be as obvious.
It is safe to assume that at some point your child will have a classmate, neighbour or relative with a disability. To make children aware and understanding, you can help your child learn about disabilities and encourage him or her to be a friend and advocate of children who have disabilities.
Whilst reading the Greta Thunberg book, we found out that Greta was diagnosed with Asperger's Syndrome. 5G were surprised to to find out that such an amazing person had a disability This lead to a discussion about other hidden disabilities. The children asked lots of questions and were interested to learn more.
Spanish - to be able to look for congrets and decode longer texts in Spanish
Children looked at the powerpoint of Las Olimpiadas (The Olympics) and were asked to look for Spanish words which looked like English words which they understood (congrets). Children listened to Spanish voice clips and reviewed information in Spanish. Children were then given Spanish facts about the Olympics and asked to decide if they were true or false. In pairs, children had to review the Spanish information and decide if it was verdadero (true) or falso (false)
World Book Day
Not all heroes wear capes.
For world book day this year, we had the theme - Not all superheroes wear capes. The children came dressed as heroes. There was a range of people from fictional super heroes, doctors, nurses, vets, teacher, lorry drivers and vets. This pandemic which we have lived through has taught us that we are all heroes.
In English we looked at Greta's story and found out about her protest which started with her going on strike from school. We looked at how Newspaper coverage and social media posts made her protest go viral. We looked at features of a newspaper and then made our own reports of the 7th day of Great's strike. We thought about key features such as catchy headline, eye witness reports and using both direct and reported speech.
In Greta's story (Greta Thunberg) we found that she inspired many children across the world to join her strike from schools. We read that the Australian Prime Minister - Scott Morrison had to write to ask children to return to school.
We looked at persuasive letters and wrote our own letters to as the Prime Minister to persuade children to return to school.
Today was our first lesson on sewing - we looked at threading the needle and tying knots in the thread. We watched a video showing us how to use a back stitch and we had a go a using the back stitch to sew two piece of felt together. Before we started, we had a discussion about health and safety and using the equipment safely and sensibly.
In PE the children have been reading maps and orienteering to problem solve. Children followed the maps to find specific locations within the school groups. The locations had a letter at each one and this spelt out a hidden word. The children worked hard and cooperated well with their partners.
As part of our topic work on Greta Thunberg, we have linked our knowledge of portraits. We have completed half portraits of Greta's face. Niamh and Madison were very careful and took notice of the shapes and details that they would see.
We have continued to work on our sewing and this week we have been using the running stitch to join two pieces of fabric together. It was pretty tricky and some of us found it quite difficult but we manage it.
Computing - E -Safety
Our learning objective
I can demonstrate how to support others (including those who are having difficulties) online.
I understand some of the difficulties some people may have, including online
I can describe what I can do to support others online, both friends and people I know less well
I understand how to report problems online and can name a number of reporting routes that I could use or suggest to someone else
In our computing lesson, we looked at a different situations where children may need support online eg
worried about assessments,
struggling with schoolwork
being left out of things
We looked at different messages and posts from children are discussed how we would respond to them.
Music - Will Smith
Will Smith transitioned from successful rapper to Hollywood A-lister, starring on 'The Fresh Prince of Bel-Air' before headlining such films as 'Independence Day,' 'Men in Black' and 'Ali.
After Will Smith met Jeff Townes at age 16, the duo launched a highly successful rap career as DJ Jazzy Jeff & The Fresh Prince. Smith starred on the sitcom The Fresh Prince of Bel-Air for six seasons, before establishing himself as a Hollywood A-lister with Bad Boys (1995) and Independence Day (1996). He has since headlined such popular films as Men in Black (1997) and Hitch (2005) and earned Oscar nominations for Ali (2001) and The Pursuit of Happiness (2006).
5G did some research in to Will Smith to find out how his successful career began. The children are also the learning the Fresh Prince of Bel-Air song
Easter is the most important festival in the Christian calendar. It celebrates Jesus rising from the dead, three days after he was executed.
The date of Easter Sunday varies from year to year. It is celebrated on the first Sunday after the full moon, on or after 21 March.
In 2021 Easter Sunday is on 4 April. The week leading up to Easter is called Holy Week.
Easter Sunday marks Jesus's resurrection. After Jesus was crucified on the Friday his body was taken down from the cross and buried in a cave tomb. The tomb was guarded by Roman soldiers and an enormous stone was put over the entrance.
We made Easter cards to give our families and friends.
Design Technology - Leavers and Hinges
We looked at leavers and how they are used to make objects move side to side and up and down. We discussed the used of hinges and identified every day objects with hinges such as doors, windows, microwaves.
We looked at how to make leavers and hinges with card. We used the technique to make a moving Easter card. The cards had a leaver to make a chick pop up and a hinge to make a surprise opening egg.
In English we have been learning about Greta Thunberg. We have found out about her fight against climate change. We have produced a range of genres including newspaper reports, diaries, persuasive letters, formal letters and biographies. We are extremely proud of the work we have produced so we have made a display to show some of it off.
In music we listen to so hiphop and rap music and gave our thoughts and opinions on them. We them looked at the beat patterns and added actions and instruments to them.
In Science we looked at reversible and irreversible changes. Reversible changes – where a change is made physically and can be undone, or reversed. For example: freezing water to make ice. Irreversible changes – where the change is made chemically and can't be reversed into its original states. For example: baking a cake.
We conducted two experiments. Our first experiment was looking at reversible changes. We used hot water to melt some chocolate, which changed from a solid, into a liquid. We then left it by the window and let it cool. It returned back to its original form of being a solid.
We then looked at irreversible changes. We put some white vinegar in a water bottle and some bicarbonate of soda in a balloon. We mixed them together and the chemical reaction from the mixture of both solutions released carbon dioxide which began to blow the balloon up! We then tried adding more (it was a little scary!).
LO - To introduce the concept of verbs, adjectives and nouns in Spanish.
In our Spanish lesson we looked at transferring our knowledge of of English literacy into Spanish. We looked at words types eg nouns, verbs and adjectives. We looked at common rules such as an adjective coming before a noun but in Spanish the adjective follows the noun.
We used the text Las Olimpiadas and children sorted Spanish words into words categories. Children used clues within the text and discussed them with partners.
Privacy and cookies policy
Last Edited: 22nd April 2021
1.1. We are committed to safeguarding the privacy of the users of our services. Our services include and will hereby be referred to as 'Our Services' (our websites used to promote eSchools services and tutorial resources, specifically
and https://academy.eschools.co.uk), 'School Websites' ( designed by eSchools and populated by individual schools themselves) and 'Platforms' (individual online services that provide teachers, learners, parents and governors with information, tools and resources) as well as our smartphone app. This policy sets out how we will treat your personal information across these services.
2. Collecting personal information on Our Services
2.1 We may process or temporarily store the following kinds of personal information:
information about your computer and about your visits to and use of Our Services (including but not limited to, your IP address, geographical location, browser type and version, operating system, referral source, length of visit, page views and website navigation paths)
information contained in or relating to any communications that you send to us or send through our website (including, the communication content) via online forms
any other personal information that you choose to send to us via online forms
manually inputted details of users added to the platform
details of users as integrated by our providers at Wonde via your MIS (if applicable to your package). For further information on integrated data please see our Data Sharing Agreement
2.2 Before you disclose to us the personal information of another person, you must obtain that person's consent to both the disclosure and the processing of that personal information in accordance with the terms of this policy.
2.5 Schools are also able to add analytics tools and can therefore gather information on visits to and use of their website (including but not limited to, IP address, geographical location, browser type and version, operating system, referral source, length of visit, page views and website navigation paths). Individual visitors can manage their preferences through cookie preferences, as mentioned in 2.4.
2.6 Session IP addresses are retained to monitor and safeguard against improper usage of our services.
2.7 Content on the platform (added by staff, governors and students) and website content is added directly by School Users. This information is only used for to display on the platform in the way the user intends and is not used for any other purposes by eSchools. At a time when a school ceases to use our services the content is removed within a 14 day period as detailed in our agreement with the school.
2.8 Some of our services require the school to provide access to information they require for use with those services. For example a school using our communication tool, Letters Home, which enables schools to contact parents by email regarding important school information. In this situation a school will provide eSchools with access to the email address(es) they wish to send their communication to. Schools have granular access to ensure only the required data is shared and accessed by eSchools. The data is frequently updated to ensure that eSchools only retains up-to-date data.
3. Using your personal information
3.1. We may use your personal information to:
administer our services
enable your use of our services
troubleshoot and problem solve
send you email notifications that you have specifically requested. You can manage your preferences at anytime through your eSchools dashboard.
keep our services secure, safeguard against improper use of our services and prevent fraud.
3.1.1. For the purposes of providing you access to your eSchools platform and app (ie. forgotten password/login)
3.1.2. By registering for updates, School Staff/Governors are able to subscribe to our regular communications.
3.1.3. We will use any contact details supplied in an online form for the purposes explicitly detailed in said form. For example troubleshooting and problem solving or the provision of live online training as explicitly requested by you, the user.
3.2. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing.
3.3. eSchools understands our obligation to be mindful about the data we process and only process data that is required to fulfil our obligations in providing our services; to a school who enters into an agreement to use our services and you, the user.
3.4. We will not pass your information to third parties; except for the purpose of fulfilling our services to a school who enters into an agreement to use our services and you, the user or where we are required to do so by law.
4. Disclosing personal information
4.1 We may disclose your personal information to any of our employees, officers, insurers, professional advisers, agents, suppliers or subcontractors insofar as reasonably necessary for the purposes set out in this policy.
4.2 We may disclose your personal information:
to the extent that we are required to do so by law;
in connection with any ongoing or prospective legal proceedings;
in order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk);
to any person who we reasonably believe may apply to a court or other competent authority for disclosure of that personal information where, in our reasonable opinion, such court or authority would be reasonably likely to order disclosure of that personal information;
to the school in the case of improper use on the platform by individuals
4.3 Except as provided in this policy, we will not provide your personal information to third parties.
5. International data transfers
5.1. Data directly collected by eSchools may be stored and processed in and transferred between any of the countries in which we operate in order to enable us to use the information in accordance with this policy. Any third party we use is within the EEA or they hold an existing EU SCC, as in line with requirements under the GDPR. No other third party are permitted to access the school’s data.
5.2. Personal information that an individual adds to our websites may be available, via the internet, around the world. We cannot prevent the use or misuse of such information by others.
6. Retaining personal information
6.1. This section sets out our data retention policies and procedures, which are designed to help ensure that we comply with our legal obligations in relation to the retention and deletion of personal information.
6.2. Personal information that we process for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes.
6.3. Data collected through analytic cookies will be retained for 26 months. Individual visitors can adapt the data collected through cookie preferences, as mentioned in 2.4.
6.4. Notwithstanding the other provisions of this Section 6, we will retain documents (including electronic documents) containing personal data:
To the extent that we are required to do so by law;
If we believe that the documents may be relevant to any ongoing or prospective legal proceedings; and
In order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk). Data will no longer be kept after the termination of the contract with the school.
7. Security of your personal information
7.1. We will take reasonable technical and organisational precautions to prevent the loss, misuse or alteration of your personal information.
7.2. We will store all the personal information you provide on our secure (password- and firewall-protected) servers. The web service we employ has a broad range of accreditations and certifications and the data centres used ensure the data stays within the EEA.
7.3. eSchools use a Secure Sockets Layer (SSL) which creates a secure connection and uses two keys to encrypt data in transit. Despite this, you acknowledge that the transmission of information over the internet is inherently insecure, and we cannot guarantee the security of data.
8.1. We may update this policy from time to time by publishing a new version on our website.
8.2. You should check this page regularly to ensure you are aware of any changes to this policy.
9. Your rights
9.1. You may instruct us to provide you with any personal information we hold about you.
9.2. We may withhold personal information that you request to the extent permitted by law.
9.3. You may change your cookie preferences at any time as referenced in 2.4.
9.4. School Staff/Governors who subscribe to our Newsletter may manage their preferences at any time through their eSchools dashboard.
10. Third party websites
10.1 Our websites may include hyperlinks to, and details of, third party websites. We have no control over, and are not responsible for, the privacy policies and practices of third parties.
11. Updating information
We will only provide communication about the eSchools platform to school staff/governors who can manage their preferences at any time through their eSchools dashboard.
Last Edited: 22nd April 2021
What are cookies?
Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.
Cookies set by the website owner or service provider (in this case, eSchools) are called “first party cookies”. Cookies set by parties other than the website owner are called “third party cookies”. Third party cookies enable third party features or functionality to be provided on or through the website or service you are using (such as advertising, interactive content and analytics). The third parties that set these third party cookies can recognise your computer both when it visits the website or service in question and also when it visits certain other websites or services.
We use first party and third party cookies for several reasons. Some cookies are required for technical reasons in order for our Services to operate, and we refer to these as “essential” cookies. Other cookies enable us and the third parties we work with to track and target the interests of visitors to our Services, and we refer to these as “advertising” or “analytical” cookies. For example, the embedding of YouTube and Vimeo videos, as added by individual schools, will require “advertising” cookies to be enabled in order to successfully play them. Schools that, for example, opt to track visitor data using Google Analytics will require “analytical” cookies to be enabled in order to do so. These third party cookies are used to tailor content and information that we may send or display to you and otherwise personalise your experience while interacting with our Services and to otherwise improve the functionality of the Services we provide. We also enable schools to employ cookies and similar tracking technologies in connection with their use of our Services in order to allow them to track visitors to and interactions with their school website.
User Embedded Content
Our Services allows schools to embed code which may potentially contain cookies. Please note embedded content, if displayed on one of our websites, has been added by the school and not by eSchools. The embedded content added by the school may require additional cookies or tracking technologies to be enabled in order to function.
How can I control cookies?
You have the right to decide whether to accept or reject cookies. Be aware that cookie preferences are set on a per device basis; therefore you may need to set your preferences on each device you use.
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How often will you update this Cookie Statement?
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