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Norbridge Academy

‘Be The Best You Can Be’

Annual Attendance
  • F1 Sparrow Class AM 93.9%
  • F1 Sparrow Class PM 93.9%
  • F2 Puffin Class 95.6%
  • F2 Sandpiper Class 95.2%
  • Y1 Pengiun Class 98.5%
  • Y1 Robin Class 98.3%
  • Y2 Peacock Class 96.2%
  • Y2 Woodpecker Class 98.1%
  • Y3 Flamingo Class 96%
  • Y3 Merlin Class 98.3%
  • Y4 Cuckoo Class 97.5%
  • Y4 Hummingbird Class 98.5%
  • Y5 Macaw Class 97.2%
  • Y5 Toucan Class 96.4%
  • Y6 Bluejay Class 97.3%
  • Y6 Goldfinch Class 96.7%
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English

WB 02.12.19 - This week, we wrote our own narratives based on our class text: 'The Dreamer'. We planned our own narratives in the style of this text and we used the repeated lines in the original story to help structure our writing. Then, we read our partner's work and used our editing and up-levelling skill to improve our writing. Finally, we completed an independent writing activity.
Picture 1 Planning our Narratives
Picture 2 Planning our Narratives
Picture 3 Planning our Narratives
Picture 4 Planning our Narratives
Picture 1 Editing our Narratives
Picture 2 Editing our Narratives
Picture 3 Editing our Narratives
WB 25.11.19 - Continuing with our focus text, The Dreamer, we have been developing our descriptive writing and have practised using expanded noun phrases and relative clauses to add details to our descriptions. Take a look at some of our expanded noun phrases used to describe the animals in the story below:
Picture 1 Expanded Noun Phrases
Picture 2 Expanded Noun Phrases
Picture 3 Expanded Noun Phrases
Picture 4 Expanded Noun Phrases
WB 18.11.19 - This week, we have been focusing on our class text: The Dreamer. We have been using thesauruses and word mats to find synonyms and exciting adjectives. We used these to describe the thoughts and feelings of the main character from the book.
Picture 1 Using a Thesaurus
Picture 2 Using a Thesaurus
Picture 3 Using a Thesaurus
Picture 4 Using a Thesaurus
To end the week,  we thought of different questions to ask the Dreamer. We then interviewed the character through a hot-seating activity, thinking about the character's thoughts and feelings through the responses. Take a look below:
Picture 1 Hot-Seating
Picture 2 Hot-Seating
Picture 3 Hot-Seating
WB 11.11.19 - Following on from last week, we continued to focus on recounts and wrote about our class trip to Brackenhurst. We included a range of features in our independent writing, ensuring we created cohesion between paragraphs. 
WB 04.11.19 - This week, we started a two-week unit on recounts. We started to explore the features of recounts and practised applying some of these features, including using fronted adverbials and writing in different tenses. In addition to this, we started to read our new class text: 'Dreamer'. We made predictions about the story before discussing the moral and sequencing the main events.
Picture 1 Sequencing a Story
Picture 2 Sequencing a Story
WB 14.10.19 - Letter writing was the focus of our English lessons this week. We began the week by reflecting on the key features needed for a formal letter and worked together to identify these features in different examples. Finally, we applied these features to our own letters addressed to Tim Peake. We have sent the letters to the European Astronaut Centre in Germany and eagerly await his reply.
WB 07.10.19 - Our English lessons had a 'spooky' theme this week due to the Worksop Bloggers competition. We began the week by exploring performance poetry before writing our own rhyming poems and considering the number of syllables used to impact on the rhythm. You can read our entries for the competition at: toucan2019.norbridgeblogs.net
Picture 1 Performance Poetry
Picture 2 Performance Poetry
Picture 3 Performance Poetry
Picture 4 Performance Poetry
Picture 5 Worksop Bloggers Entry
Picture 6 Worksop Bloggers Entry
Picture 7 Worksop Bloggers Entry
Picture 8 Worksop Bloggers Entry
WB 30.09.19 - This week, we continued to focus on explanation texts. We began the week by designing our own meal machines so that Tim Peake can eat his favourite meal in space. We then wrote our own explanation texts to help the audience understand how they work. We focused on including: time conjunctions, causal conjunctions and technical vocabulary.
Picture 1 Designing Meal Machines
Picture 2 Designing Meal Machines
Picture 3 Designing Meal Machines
Picture 4 Designing Meal Machines
WB 23.09.19 - In our English lesson this week, we have started to explore the features of explanation texts. We began to understand the purpose of time conjunctions and causal conjunctions. Next week, we will be applying these features to our own explanation texts, after designing our own machines that will help Tim Peake in space.
Picture 1 Identifying Features of Explanation Texts
Picture 2 Identifying Features of Explanation Texts
Picture 3 Identifying Features of Explanation Texts
Picture 4 Identifying Features of Explanation Texts
WB 16.09.19 - We continued to develop our diary writing skills this week and we completed an independent writing activity. On Thursday, we posted our diary entries from the perspective of Tim Peake on our class blog. You can read these and leave us a comment at: toucan2019.norbridgeblogs.net
WB 09.09.19 - This week we have been learning about Tim Peake and his life on the International Space Station in preparation for writing a diary entry in the role of the famous British Astronaut. To begin the week, we imagined what life would be like on board the I.S.S. We conducted experiments using protective equipment and described how the tricky conditions made us feel.
Picture 1 Life as an Astronaut
Picture 2 Life as an Astronaut
Picture 3 Life as an Astronaut
Picture 4 Life as an Astronaut
WB 02.09.19 - In our English lessons this week, we have been describing different settings by applying our understanding of similes and metaphors. Take a look at the poster below to consolidate your understanding of these figurative language features:
Annual Attendance
  • F1 Sparrow Class AM 93.9%
  • F1 Sparrow Class PM 93.9%
  • F2 Puffin Class 95.6%
  • F2 Sandpiper Class 95.2%
  • Y1 Pengiun Class 98.5%
  • Y1 Robin Class 98.3%
  • Y2 Peacock Class 96.2%
  • Y2 Woodpecker Class 98.1%
  • Y3 Flamingo Class 96%
  • Y3 Merlin Class 98.3%
  • Y4 Cuckoo Class 97.5%
  • Y4 Hummingbird Class 98.5%
  • Y5 Macaw Class 97.2%
  • Y5 Toucan Class 96.4%
  • Y6 Bluejay Class 97.3%
  • Y6 Goldfinch Class 96.7%

Safegaurding Information

Designated Safeguarding Leads

  • George Huthart
  • Catherine Bartlett
  • Camilla Mercer
  • Megan Williams
  • Lynne North
  • Sally Townsend
  • Kelly Whittington

Awards

  • Food for life
  • QES
  • Healthy Schools
  • Eco Schools
  • Outcomes School Award
  • Ofsted
  • Pupil Premium 2015
  • National Support School
  • The Primary Network
  • Pupil Premium 2016
  • Artsmark
  • International Schools Award
  • Investors In People
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