St Pius X Catholic Primary School

Our new class text this half term is Bill's New Frock. In today’s lesson, we regarded the question: “Should Bill let Paul win the race?” We carefully considered our own ideas before presenting them to our friends. We worked in small groups to share our ideas, give our opinions and explain why we thought that way. We learnt how to listen carefully, take turns and respect other people's views, even when we didn't agree. We referred to our school's 4 R's of resilience, reflectiveness and reciprocity to support this. We enjoyed sharing our thoughts, giving reasons and learning that everyone has a voice. We are becoming more confident speakers every day! "We can challenge other people's ideas, but we can't be unkind or mean about them" - Qmari "We need eye contact with the people we are talking to" - Nancy "Speak loudly and clearly, but don't shout" - Mia Excellent work, Year 3!

This week, Year 5 became geographers as we set out to explore our planet’s vast world. While we often speak of the oceans in the plural—Pacific, Atlantic, Indian, Southern, and Arctic—our lesson started with a hands-on discovery using globes. Students traced their fingers along continuous water pathways to discover a fundamental geographic truth: Earth actually has one continuous Global Ocean , divided into five distinct basins by the continents. Using globes, pupils followed water routes from the icy Arctic right down to the Southern Ocean, crossing the equator along the way. Seeing and feeling the unbroken expanse of water helped cement how ocean currents, marine life, and heat energy travel right around the globe. Transitioning to print atlases, Year 5 investigated the unique physical characteristics, climate conditions, and boundaries of each specific ocean basin. During their atlas research, pupils identified clear contrasts between the northern and southern polar oceans and...

 We have started our new topic 'We can celebrate' this week with a Bang!  We are learning all about the history of Bonfire Night and why we celebrate with fireworks. We have also been learning about circles and triangles in maths and have tried to find these shapes within fireworks and even when creating our own firework pictures.  To end this week's learning, we made our own sparkler sticks using breadsticks, chocolate and sprinkles. 

 We started off our new science unit this week about living things and their environment. For our entry point we went out into our school grounds and hunted for all the different living things that we could find. We draw and labelled at least 10 different living things. We shared what we found and our knowledge. Joshua knew the names of so many trees! Cassius even found a iris plant! There were a lot of mushrooms growing on the field as well. It was interesting to see what kind of plants and animals live in our grounds and how they might be different to other animals we will learn about over the next few weeks. It was also good to clear up some misconceptions about what is alive and what isn't.  "That's a juniper tree and at the end of our field is an oak" Joshua "There are so many different things that live on our field!"

 Year 3 have been thoroughly enjoying their first taste of the French language this term! To begin with, they focused on phonics - lots of sounds in French are pronounced differently to English. They have been practising basic conversation and singing songs to help! Here is a video of one of our songs!

 Year 3's new science topic is 'Forces and Magnets.' After sharing prior knowledge, including scientific vocabulary such as gravity, air resistance, magnetic forces and aerodynamics, the children worked collaboratively to investigate how materials can affect movement. They predicted which material would enable the car to travel further. Then they measured how far the toy car travelled down different ramps. This involved sharing resources, discussing their method, ensuring the measuring equipment was set up, and recording the distance travelled - lots of scientific enquiry skills! To conclude, they compared their results to their predictions and then tried to explain their findings. We agreed that smoother surfaces enabled the car to travel further because there was less friction!

 Before half term, we ended our topic 'We are a community' by learning about some jobs and people within our community. The children were very interested to share their knowledge of all different jobs and loved sharing what their parents do for work too.  We focused our learning on people who help us as many of the children in the class have parents who work in hospitals. We also learnt that Mrs Wiseman used to be a police officer and got to see pictures of her wearing the uniform.  Finally, we also had a visit from the fire brigade, who bought along their fire engine. The children were given a full tour of the engine and found out lots of information, including how to cut open cars and which hose if better for big or small fires. The children then got the chance to spray the hose to knock over the cones and finally sat in the fire engine too. 

This afternoon Mrs Griffiths received a strange phone call! She was told to look in the cupboard for a suitcase containing clues to a mystery destination... Inside the suitcase were envelopes containing: pizza menus Roman coins photos of cities such as Venice, Rome and Bologna, a map boarding passes The children deduced that they were off to Italy! After some excitement the children then shared what they already knew about this country, before using atlases to name other countries within Europe. This was a great opportunity for them to demonstrate their resourcefulness - using the contents page to find the relevant pages - and reciprocity - sharing resources and helping each other to locate the countries on the map. Well done Year 3 - we are excited to find out more about Italy and compare it with our local geographical area. There may even be some Italian food on the horizon...

This week, we decided to grab a measuring tape, and build a physically accurate scale model of the Earth-Sun system right here at school. We used a standard football, a tiny piece of Blu Tack, and a very long stretch of space. To make the math work, we started with our "Sun"—a standard size 5 football, measuring roughly 22 centimeters in diameter. If a football represents the Sun, how big is the Earth? And how far away should it be? After doing the calculations together, the results genuinely surprised the class: The Sun: A standard football (~22 cm diameter). The Earth: A tiny sphere of Blu Tack just 2 millimeters across (about the size of a single sesame seed or a small pinhead). The Distance: 23 meters apart! It’s one thing to calculate these numbers; it’s another to see them in real life. We took the class outside to line up our model. One pupil held the football Sun at one end of the playground, while another took the trundle wheel and walked 23 meters away to hold ...

Year 3 have enjoyed learning about the African-American artist, Reggie Laurent . He is a contemporary artist who creates abstract art using geometric and organic shapes. His bright, bold colours make his artwork exciting to look at! Year 3 created their own artwork inspired by his DNA series. They cut out a variety of organic and geometric shapes before arranging them on black paper for contrast. We think you'll agree, the outcome is very effective! ' Reggie Laurent is a contemporary artist. This means he is still alive! ' - Nancy ' He uses geometric shapes. These are real shapes like squares and triangles. ' - Arsha ' Organic shapes are made up shapes, ' - Eva

 Designers in the making! Year 5 Year 5 finished off our Greek pottery this week. They added carefully practised designs to their pots to make them resemble the Greek pottery we have been studying in history lessons.  Once we had finished our pots we spent some time evaluating them. We thought about things we were proud of such as the shape of our pots and things we would change if we could start again!  'I like the pattern on my pot, I tried to do many figures like the images we have seen.' James  'My pot broke apart a little, I would make it thicker if I were to start again.' - Grace  We think they look amazing and the designs are fabulous! 

Last week, Year 5 stepped back in time nearly 1,000 years for an exciting online interactive workshop hosted by the British Museum. Although our main history topic on the Anglo-Saxons and the Normans isn't until later this school year, we couldn't miss out on this fantastic learning opportunity! During the session, pupils had the chance to put their historian hats on and examine high-resolution images of the famous artifact. One of the biggest discoveries of the day? Learning that the Bayeux Tapestry isn't actually a tapestry at all—it's an embroidery! Unlike a true tapestry, where designs are woven into the fabric itself, this famous piece of art was hand-stitched onto linen using wool thread. Some of the questions the children submitted:  'What do the patterns around the edge show?' - Jamie  'Why are there more men in the images than women?' Michelle  Our young historians acted as real history detectives, closely analyzing scenes, characters, armor, a...

Our amazing year 6 students have recently been given positions of responsibility for their final year in primary school! The year six pupils all show our school values and have been awarded with a role that we all felt best suited their personalities and outstanding qualities.  The children’s positions are: Head Boy: Alfie Head Girl: Nicola Prefects: Nathan, Oscar, Angel, Ethan, Isabella, Emil, Mia, Jashryl, Rohan & Anna St George House Captains: Harry & Janelle St Andrew House Captains: Jivel & Yana St Patrick House Captains: Niamh & Finley St David House Captains: Oliver & Evangelin School Councillor (Year 6 representative): Yana School Councillor (Foundation class representative): Jashryl Liturgical leaders: Bleu & Vinnie Play Leaders: Emanuela, Peyton, Lisa, Harley, Elsa, Penelope, Janae, Dominic, Patricia & Tyler Well done to all of our amazing leaders!

This term, Year 5 have been stepping into the shoes of archaeologists as we explore the captivating world of Ancient Greece! Our journey began in history, where we turned detective to study ancient Greek pottery. As a primary source of information, these decorated vessels offered us a direct window into the past. By examining the detailed illustrations on ancient urns, amphorae, and kraters, the children inferred key details about everyday life, mythology, religious rituals, and heroics from thousands of years ago. Inspired by what they uncovered, the children set to work designing their very own pottery, carefully planning how to weave historical details into their creations. Then came the hands-on fun in DT! The classroom transformed into a buzzing pottery workshop as the children learned the tactile arts of shaping, moulding, and sculpting clay. They mastered essential ceramics techniques: using water to smooth and manipulate the clay, carefully pulling and attaching sturdy handles,...

Some of our Year 4 and 5 pupils had a fantastic enrichment day at Chelmsford County High School for Girls (CCHS), packed with exciting scientific discoveries! The day began in biology, where pupils used microscopes to explore living things up close. Agnes confidently shared her scientific knowledge, declaring, “All living things are made out of cells!” Next, it was time for chemistry! Pupils got hands-on with Bunsen burners and explored different chemicals on the pH scale. Finally, in physics, pupils teamed up with children from other Chelmsford schools to design and build their very own rollercoasters. They showed excellent teamwork, creativity and resilience as they brought their ideas to life. It was a brilliant day of hands-on learning, new friendships and scientific exploration. What an amazing opportunity for our pupils; well done to everyone involved! 👏

  Year 1 got tangled up in friendship! This week, Year 1 read  The Invisible String by Patrice Karst, discovering how love, kindness and friendship connect us, even when we are apart. We created our very own class connection web to show how we are all linked, wrote heartfelt letters to the people we care about, and made paper chains filled with thoughtful messages about friendship. Through reading, discussion and writing, we developed our speaking and listening skills while celebrating friendship, empathy and belonging. Our big takeaway? We are all connected by an invisible string of love! 

  Today in PE, we imagined we were in the ‘Room on the Broom’ story. We started off by acting as the different characters in the story to warm our bodies up- cat, dog, crow, frog and the dragon. Then we set up an obstacle course for us to travel over, under and through as we collected the magic needed to fly the broomstick. The children had to balance and climb along the benches and then jump or slide safely off the end. They also had to crawl through different spaces, carrying the magic beanbags and throw them into the cauldrons.  'Watch me balance'- Mabel  'It's like jumping into a swimming pool'- Michael 

  Year 2 have been learning all about the Sacrament of Baptism in RE. We explored what happens during a baptism and why it is such a special and important celebration. The children learned about the different symbols used during Baptism, including water, the baptismal candle and the white garment, and discussed what each one represents. We discovered how water symbolises new life and being washed clean, while the candle represents Jesus as the light of the world. We also thought about the important roles of the priest, parents and godparents and how they promise to help a child grow in their faith and learn about God's love. Year 2 enjoyed sharing their ideas, asking thoughtful questions and reflecting on how Baptism welcomes someone into God's family and the Church. ' Being Baptised welcomes you into God's family' Urane

Year 6 have been diving deep into our planet’s vital ecosystems, channeling their learning into powerful activism and striking abstract artwork. Inspired by their study of the world's biomes and the environmental threats facing them, the children put pen to paper to write compelling campaign letters to local business leaders and community members. From highlighting rainforest deforestation to urging action on ocean pollution, their letters offered passionate arguments and practical steps our local community can take to help protect these precious habitats. Alongside their writing, Year 6 explored the vibrant, colorful paintings of pioneering artist Frank Bowling. Inspired by his bold use of dynamic pigments and poured paint techniques, the children created stunning abstract artwork designed to evoke the unique atmospheres and fragile beauty of biomes around the globe. To bring it all together, Mrs. Tu did a fantastic job of transforming the children's hard work into a wonderfu...

I n today’s RE lesson, we considered what a ‘steward’ was. We discussed how stewards were people whose jobs were to look after and/or guide something or other people.  We then reflected on how we could be effective stewards in Christ and how we could best look after our world and everything God created around us. What qualities would we need? We placed ourselves into groups and worked collaboratively - using the 5 Rs - to present our ideas into mind maps which we also annotated with images and quotes from scripture.

Year 3 revisited the use of inverted commas today in their English lesson. We considered when and how to use them correctly to show case direct speech. As a practical reminder, we used macaroni pieces to represent our inverted commas on our whiteboards.  We really enjoyed this activity!  "The speech must start with a capital letter" - Cairo "We can use synonyms for 'said' to make our writing more interesting" - Eva "The punctuation mark has to be inside the speech marks" - Gianni

In today’s history lesson, the children debated whether it would have been better to live in Athens or Sparta. They used a range of sources to find out about life in each city, carefully choosing evidence to support their ideas and considering how the context of the time might have influenced people’s experiences. Through discussion, they compared the societies, exploring the roles, beliefs, and daily lives of men, women, and children, and looked at the cultural, social, and political differences between Athens and Sparta. They also thought about the origins of democracy in Athens and considered how these ancient civilisations have influenced the world today. The debate encouraged the children to analyse evidence, form arguments, and reflect on continuity and change in the past. 'I kept thinking to always believe in myself,' - Eithan 'I had to give one of the main arguments - I felt excited to share my ideas with the whole class.' - Olice 'I was a questioner - I was...

 This week, Year 6 took their English studies from the page straight to the stage! After spending the term immersed in Marcus Sedgwick’s gripping novel Floodland , the children stepped into the shoes of playwrights and actors to bring the story’s high-stakes world to life. Working in small production teams, the pupils selected key chapters from the book—focusing on Zoe’s courage and the stark, sunken landscape of Norwich—and adapted them into original scripts. They carefully considered stage directions, dramatic tension, and how to convey character motives purely through dialogue and expressive performance. The week culminated in a series of powerful classroom performances in front of their peers. From tense confrontations on Eels Island to poignant moments of hope, Year 6 captivated their audience with confident dynamic delivery and impressive theatrical flair. "Adapting Floodland was so exciting because we got to imagine how Zoe actually felt when she was all alone. Performing ...

 Year 3 got creative (and a little messy) this afternoon making their very own Ancient Egyptian amulets! After learning about the mummification process, they used clay to create amulets - special badges of protection wrapped inside the linen layers of the mummy. Designs included: scarab beetles, Udjat (Eye of Horus), and Isis knots. The students had to combine skills including: rolling, shaping, moulding and cutting before fixing the design to a clay base and adding details and patterns. Once the clay has dried, students will paint the amulets to create a brilliant finished product!