Get in touch

Get in touch

Google Services

Google Translate

Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir

St Anne's Infants' School

Logo

Reach for the Stars

Term 1

Saturn Class clay models - What else lives in my city?

Saturn Class clay models - What else lives in my city? 1
Saturn Class clay models - What else lives in my city? 2
Saturn Class clay models - What else lives in my city? 3
Saturn Class clay models - What else lives in my city? 4
Saturn Class clay models - What else lives in my city? 5
Saturn Class clay models - What else lives in my city? 6
Saturn Class clay models - What else lives in my city? 7
Saturn Class clay models - What else lives in my city? 8
Saturn Class clay models - What else lives in my city? 9
Saturn Class clay models - What else lives in my city? 10
Saturn Class clay models - What else lives in my city? 11
Saturn Class clay models - What else lives in my city? 12
Saturn Class clay models - What else lives in my city? 13
Saturn Class clay models - What else lives in my city? 14
Saturn Class clay models - What else lives in my city? 15
Saturn Class clay models - What else lives in my city? 16
Saturn Class clay models - What else lives in my city? 17
Saturn Class clay models - What else lives in my city? 18
Saturn Class clay models - What else lives in my city? 19
Saturn Class clay models - What else lives in my city? 20
Saturn Class clay models - What else lives in my city? 21
Saturn Class clay models - What else lives in my city? 22
Saturn Class clay models - What else lives in my city? 23
Saturn Class clay models - What else lives in my city? 24
Saturn Class clay models - What else lives in my city? 25
Saturn Class clay models - What else lives in my city? 26
Saturn Class clay models - What else lives in my city? 27

Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.

Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  1
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  2
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  3
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  4
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  5
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  6
Today, our budding scientists applied their knowledge of habitats to decide which creatures prefer micro or macro habitats.  7

The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets!

The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 1
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 2
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 3
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 4
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 5
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 6
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 7
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 8
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 9
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 10
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 11
The Year 2 Poetry Week got off to a muddy start today as they walked to the Forest School area of the woods. Discovering clues along the way, they met a Wood Elf before then working with children from Broomhill Infants School to immerse themselves in the sights, sounds and smells of the natural woodland! What a great way to inspire our budding poets! 12

Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’.

Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 1
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 2
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 3
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 4
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 5
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 6
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 7
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 8
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 9
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 10
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 11
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 12
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 13
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 14
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 15
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 16
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 17
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 18
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 19
Our new enquiry is well underway and the children are loving being scientists and artists! We can’t wait to answer the question ‘What else lives in my city?’. 20

What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day!

What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 1
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 2
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 3
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 4
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 5
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 6
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 7
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 8
What Resilience our little engineers had to show today as they attempted to make their chair designs! It was a real demonstration of how difficult it can be to achieve the effect you planned and prepared for! Team-Playing, showing Self-Belief and being Adventurous were also the order of the day! 9

The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.

The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  1
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  2
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  3
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  4
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  5
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  6
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  7
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  8
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  9
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  10
The children have used a wide variety of skills as they immersed themselves into ‘Being an Engineer’. Teamwork, selecting materials, attaching, testing, evaluating, persevering... all were used to the maximum as they made dens together in the hall.  11

As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.

As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  1
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  2
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  3
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  4
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  5
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  6
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  7
As scientists, the children have enjoyed testing a variety of materials and comparing their properties. What great Team-players they have shown themselves to be as they gathered their resources, decided on roles between their pairs and discussed their observations.  8

Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!

Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!  1
Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!  2
Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!  3
Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!  4
Year 2 made us all proud as they left the school grounds and explored what the buildings and street furniture in our local area are made from. This will help us notice patterns and begin to reflect upon why materials are used for specific purposes. What a great way to develop our knowledge and help us become engineers when we design a new classroom for Marvin Rees, the Mayor of Bristol!  5

As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’

As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   1
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   2
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   3
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   4
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   5
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   6
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   7
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   8
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   9
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   10
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   11
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   12
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   13
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   14
As scientists, we explored the materials that our school is made from and thought about why. This is our first step in being able to answer our enquiry question ‘What could a classroom be made from?’   15

As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.

As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  1
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  2
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  3
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  4
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  5
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  6
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  7
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  8
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  9
As author-writers, we enjoyed exploring verbs as we pushed, rolled, twisted, squeezed, flattened, stretched and pinched playdough! What a great way to remind ourselves about ‘action words’.  10
Top