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Term 5 

Myths English

As we are studying the Roman world this term, we have delved into their mythological world. The Romans created stories to explain things that they couldn’t explain. These included: natural phenomena, historical events or teaching a moral lesson.

First, we worked on our descriptive skills and upskilled our adjective vocabulary. For example, instead of describing something as ‘big’ we had an extended word bank to help us be more imaginative and describe what was in our head more clearly to the reader. We also used expanded noun phrases, similes and metaphors.

We then used these skills to build a character for our myth, a god or a goddess and a setting for our myths.

Canadian bears had a go at writing their own myths ensuring that we focused on one of the three purposes.

Romans – Ancient Rome

Our topic has been Empires and Emperors. This term we have focused on Ancient Rome and what life was like for the romans. We first compared theories of how the infamous city of Rome was founded. One theory was a myth about twin boys called Romulus and Remus. They were banished from their home as babies, and were put in a basket on the river Tiber. A she wolf saved the boys and cared for them until a shepherd found them. When they were grown up they discovered that they were princes and wanted to have their own kingdom to rule over. The only problem was they couldn’t decide where to build their kingdom. The boys argued and Romulus killed his brother and built the city of Rome.



The other theory explained that people had migrated from surrounding areas such as north Africa and other areas of Europe. They created settlements. These then merged and formed the foundations for the city we now know today.


Which theory do you believe?

We have also learnt about how Rome was ruled. Over the city’s history, we found out that it had been ruled in three different ways. First as a kingdom, then as a republic and finally as an empire. All of these had pros and cons. We then compared how Rome was governed to how the UK is governed and discussed whether on not we should change to a more Roman way. After a long discussion Canadian Bears agreed that we should keep things the way they are.

Art colour theory

In art this term we have explored the impact that colours can have in art. We examined the colour wheel and learnt about colour theory. This included complementary colours which when put together in a painting will give striking effects in contrast to analogous colours, which give a harmonious effect. We then used these skills to look at how different artists use colour in their art work and the effect on us as the audience.

Term 4 


In English we have been exploring persuasive writing. Prior to this, we wrote instructions on how to make pizza. We had great fun trying out our instructions and putting them to the test by using them to make our own pizzas.

Our next step was to advertise our pizzas to others and persuade them to try our amazing pizzas. We have analysed lots of different pizza adverts and picked out some of the techniques that advertisers use in order to persuade us to want and buy. These include: alliteration (two or more words beginning with the same letter) powerful adjectives, rhetorical questions and stating opinions as fact; as well as being bright and eye-catching with a range of fonts and pictures.


We have been working on our knowledge of multiplication and division. We have learnt that multiplication and division facts can be displayed in a range of ways which can help us.

We have used arrays and pictures to help give us a visual way to support our learning.

After looking at multiplication in a pictorial way, the next step was to understand how to use column multiplication and division. This is similar to column addition and subtraction in that we had to use our place value knowledge to partition numbers.


This term in topic, Canadian Bears have been exploring the Aztecs. We heard the story of the serpent and the cactus, a story that is shown on the Mexican flag today. We have also looked at why the Aztecs decided to settle in what is now Mexico, compared what Mexico was like when the Aztecs were there to what modern day Mexico is like and become archaeologists, inferring knowledge from Aztec artefacts.


What do you think this could be?

What could this tell us about the person it belonged to?

Other news

This term we have participated in a number of events which have included World Book Day and our church Easter Service at St Michael’s Church.


For World Book day, Jubilee Primary was transported to the sea as we explored the ‘Secret of black Rock’ by Joe Todd Stanton. We had fun in Canadian Bears writing our own cautionary tales about Black Rock and drawing self portraits using charcoal and oil pastel to show that there are two sides to every story.

For the Easter service, Year 3 depicted the events of Palm Sunday. We had great fun learning and practising all the songs, making palm leaves and working out how to best show what happened at that part of the Easter story.

Term 3

In English this term we have been learning all about the famous and much-loved children’s author Roald Dahl. But who was Roald Dahl? Canadian Bears have created their own biographies about Roald Dahl, they found out many fascinating facts about Roald Dahl’s life, including:
•    Roald Dahl invented more than 500 new words
•    He wrote most of his books in his garden shed
•    He joined the RAF in World War 2
•    He was a spy


In Maths, we have continued learning about multiplication and division from last term. To help us we have been using concrete resources such as arrays and number lines to aid our understanding. We have also been learning and making sure that we are confident with the 2, 5, 10, 3, 4 and 8 times tables. Next term, we will be continuing with multiplication and division and learn how to use formal methods to solve more complex multiplication problems.



In Canadian Bears this term, we have been learning all about plants. We have found out about what plants need to survive and thrive. We learnt that plants need water, sunlight, warmth, air and soil. But how important are all of these? Could a plant survive without one of these? We all had our own predictions for what might happen, so we set up an experiment to put our theories to the test. We had a control seed, which was given all the things that a plant needs to grow. We also planted 4 other seeds. One without soil (just a blue paper towel), one without water, one without warmth and one without sunlight (we hid the seed in the cupboard!).
We planted the seeds into clear plastic cups, ensuring that the seeds were visible by pressing them against the sides of the cups. This meant that we could monitor how the seeds were growing.

Every week in our science lessons we have been keeping a diary of our observations as the seeds have grown and changed and why that might be.


Another way that we have studied plants is by dissecting them. After learning all of the parts of a flower, we worked in pairs to try and identify all the parts on lilies. We used our fingers and scissors to carefully pull and cut the flowers apart to locate all the different parts. We then sorted the parts onto a table by the correct names.

In PE, we practised our throwing and catching ahead of the Year 2/3 handball tournament.
We learnt three different types of throws to help us. We learnt chest pass, lob and bounce pass. We also added in the knowledge that we had learnt about attack and defence to help us.
Everyone enjoyed taking part in the tournament.


In Topic, we are learning about the Aztecs. We have learnt so far about the legend of the Cactus and the Snake. This legend is depicted on the Mexican flag. We also learnt why the Aztecs settled and founded Tenochtitlán on an island which 500 years later became known, and is still known, as Mexico City. We then compared the features of Tenochtitlán and Mexico City and how the settlement has changed over time.


Term 2

How well do you know the Gunpowder Plot?


Who is Robert Catesby? What did the anonymous letter warn King James the 1st about? How many barrels of Gunpowder were hidden? What happened to Guy Fawkes after he was caught?


Canadian Bears are now experts at the Gunpowder Plot and have used their learning to produce fact files on the plot. We also used the story of Guy Fawkes and the Gunpowder Plot to learn how to form paragraphs in a ‘story map of writing’. Instead of using pictures in a traditional story map style, we used photos and matched the them with ‘chunks’ of writing to compose paragraphs.


Take a look at some of our fact files we made!

We have completed our learning on addition and subtraction this term. We are now confident at using formal methods for addition and subtraction, as well as using concrete materials such as place value counters and base 10 to show how to exchange.

As an end of term treat, we watched the TV dramatisation of STIG of the dump. It was an opportunity for us to compare and contrast a digital version with the text we read. There were mixed reviews as to whether the programme or book was the best!


Time flies when you’re having fun and wow how quick these first two terms have gone! One of the highlights of term 2 for Canadian Bears was our Stone Age workshop. Coz and Tim (our two historians) brought the Stone Age to life! We even looked the part, complete with Stone Age outfits and tattoos. First, we explored the forests of the Stone Age that Britain was covered with, finding and listening to the animals that would have roamed the prehistoric landscape. But of course, the most dangerous animal of all was the Stone Age person!

Coz and Tim brought many exiting activities for us to try including making axes out of sticks and stones, using a bow drill to try and drill through solid rock and making clay moulds to make our very own arrow heads. We also tried out our prehistoric art skills by making chalk carvings and pinch pots, decorated using animal bones and sticks.


We became experimental archaeologists using our knowledge of the time to determine what different items may have been and what they may have been used for. Here are some of the artefacts we observed, can you work out what they are and what they may have been used for?

In the afternoon, we delved into the mystery of Stone Age Stone circles such as the famous Stonehenge. No one knows exactly why these stone circles where built, but some ideas include sacrifices, hunting, partying or religious festivals.


Canadian Bears displayed their fantastic topic skills and knowledge, and very much enjoyed the day!



In music, we have been continuing to learn the recorder; learning songs and beginning to read music in order to help us to improve. In order to do this, we used Kodaly which gives each rhythm a syllabic name to show how long we need to hold the note. Canadian Bears have become quite good at recognising the different rhythms and we are looking forward to learning more next term.

We also tried out improvisation, which is the act of creating music spontaneously or without preparation. We tried this using both recorders and body percussion. Body percussion is when you use your body to make sounds, for example clapping, stomping feet or even beatboxing. It was great fun listening to all the groups performances!



This term, we have been learning about Christmas and discussing whether Christmas has lost its true meaning.

To first understand what Christmas means to us, we played pass the parcel. When it was our time to open a layer, we shared what Christmas meant to us. Here is what Christmas means to Canadian Bears:

We then focussed on different objects that are spotted at Christmas. These included: an angel, a Christmas pudding, an advent candle, Christmas cards, Christmas carols, an advent wreath and a nativity scene.

We shared where we had seen these objects recently and what they were used for. We then thought about why the objects were special to Christians at Christmas.



Have you ever wondered why and how objects move? Well in Canadian Bears we have been discovering why. Linked to our topic of the Stone Age, we have been learning all about metals, magnets and forces. We conducted an experiment into friction to find out on which surface a toy car would move the best on. For this experiment, we used four different surfaces: cotton, sandpaper, carpet and our tables. After carrying out the tests, we examined our data. We found out that the cars moved best on the tables and worst on carpet. We learnt that this was due to friction; a force between two surfaces which slows objects down

Term 1

In Canadian Bears our topic this term was ‘Tribal Tales’. For this, we travelled back in time all the way to the Stone Age.


During our Topic sessions we have been exploring what life in the Stone Age was like from looking at where they lived, how they found their food and what they wore. We found out that people from the Stone Age wore different clothes to what we thought they wore. They actually wore fitted clothes and sometimes shoes that were sewn together using needles made out of bone or wood and thread made of grasses, much different to what we see in cartoons! We then put on our designing hats and designed our own Stone Age outfits. Here is some of our work:


Our English learning is a cross curricular approach to our topic learning this term, basing many of our Guided Reading and English sessions on the book ‘Stig of the Dump’.

‘Stig of the Dump’ is a well-loved children’s classic. It follows the adventures of Barney and Stig. Barney is a bored young boy staying with his grandparents on the chalk downs of southern England. One day, he falls over the edge of an old chalk pit close to his grandparents' house, tumbling through the roof of a den. While exploring the den, Barney encounters its owner, Stig, a caveman with shaggy, black hair and bright black eyes. We have not yet finished the text and will continue to follow their adventures next term!

Using this text, we have written letters to ‘Mum’ from the perspective of Barney to explain what we’ve been up to at Grandma’s and telling her about Stig!


Here are some examples of the children’s letters:


In Science, we have become Petrologists (scientists that study rocks) and have been exploring the world beneath our feet uncovering how rocks are formed, what fossils are and how soil is made.

We have taken a closer look at something which we took for granted but without it, there would be no life on earth. SOIL! We found that it was made up of lots of different parts that we could see such as pieces of rock and dead plants. But there are also parts that we couldn’t see such as the billions of micro organisms that call it home and help to make more soil.

Did you know: It takes more than 500 years to make just 2 cm of soil and that a handful of soil, contains more micro-organisms than there are people on the planet!


We have been learning to play the recorder. We have each been given our own recorders and have been developing our recorder skills such as how to play different notes and remembering not to blow too hard so that we don’t have any squeaks!


Whole Class text:

Our whole class text this term has been ‘Operation Gadgetman’ written by Malorie Blackman. The story is about Beans, her dad and her two friends Ann and Louisa. Beans’ dad is an inventor who has invented lots of exciting inventions such as spy kits and exploding biscuits. However, one day when Beans and her friends come home from school they find a letter on the kitchen table. This letter is very strange as all the capital letters are in the wrong places. Once they break the code (using a spy kit that dad invented) they find out that dad has been kidnapped! Who has kidnapped him? Will Beans, Ann and Louisa find him? We will have to keep reading to find out!


In our ICT sessions, we have been learning about Internet Safety. We have been watching ‘Hector’s World’ to help us. So far we have learnt about keeping our personal details safe, what to do if something doesn’t feel right on the internet and Cyberbullying.


Here is a link to ‘Hector’s World’ if you would like to find out  more:


We have worked on Place Value this term. This has included representing numbers to 1000, understanding the value of hundreds, tens and ones, using a number line, finding 1, 0 or 100 more or less, and comparing and ordering numbers.

We use lots of manipulatives to support our learning. We find this helps us to visually explore and understand our learning and use the manipulatives to help prove answers!


Some of the resources we have used this term are:

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