# data[].attributes.body
MV - LA, SMC - MA, AB - HA

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Pupils were told to prepare a presentation in order to teach me something - this could have been a skill, a language or an interest of theirs.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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<iframe height='400' width='400' src='https://app.seesaw.me/#/item/item.4d3fa778-dcdb-43b6-ae03-377ddf97aba6/share/6mm1ERBQTCuuHDrepjOkvg'></iframe>

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(29.06.26) - Celestina (MAT) End of Year

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(29.06.26) - Celestina (MAT) End of Year

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What My Next Teacher Should Know About Me!

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What My Next Teacher Should Know About Me!

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AB shares what is important about her. ha

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What My Next Teacher Should Know About Me!

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What My Next Teacher Should Know About Me!

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RR shares what is important about him. ma

# data[].attributes.headline
What My Next Teacher Should Know About Me!

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What My Next Teacher Should Know About Me!

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SB Shares what she thinks is important about her. la

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Well explained opinion about the discussion

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Insightful thought on the topic

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Year six thoughts about this tricky discussion

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RR & LD share their thoughts about controversial nations hosting sporting events

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AB HZ & BC share their thoughts on controversial nations hosting sports events

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Should nations with controversial human rights attiitudes be allowed to host major sporting events?

GD & SB share their thoughts

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Eevee (HA) Making predictions about a text.

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Eevee (HA) Making predictions about a text.

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Seesaw creates a powerful learning loop between students, teachers, and families

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Ben reading aloud his story - Cold Write (independent writing task)

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Seesaw creates a powerful learning loop between students, teachers, and families

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Marwa (LA) reading aloud her story - Cold Write, independent task.

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Marwa (LA) reading aloud her story - Cold Write, independent task.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Seesaw creates a powerful learning loop between students, teachers, and families

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Eevee (HA) reading aloud her Cold Write - Story written independently.

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Eevee (HA) reading aloud her Cold Write - Story written independently.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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The pupil shared ideas about who helps them feel safe and identified their own safe place through talk and drawing. They then confidently explained their picture to the group, listening respectfully to others and taking turns to speak.

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Role Play and Oracy – Hot Seating as a Villager

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Role Play and Oracy – Hot Seating as a Villager

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Reuben confidently took on the role of a villager from The King Who Banned the Dark, responding thoughtfully to questions in the hot seat. He spoke clearly, stayed in character throughout, and demonstrated a strong understanding of the character’s feelings and viewpoint, using evidence from the story to justify his responses.

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During a Talkabout activity, Elsie, Maci and Chloe listened carefully as each scenario was read aloud and confidently shared their own opinions about whether it showed bullying or not bullying. They spoke clearly, took turns without interrupting, and explained their reasoning using clear sentences. Although they sometimes had different opinions, they respectfully listened to each other’s viewpoints and showed understanding and empathy, demonstrating strong listening skills, thoughtful reasoning and positive social interaction.

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Milana spoke clearly and audibly while counting backwards in 10s, using the numicon confidently to support her explanation. With initial support, Milana began counting backwards in 10s and then independently recognised the pattern. She explained that the groups were getting smaller because the activity involved taking away. She identified that only the tens numicon were being removed each time, while the ones (the pink 7) stayed the same. As her understanding developed, Milana grew in confidence and was able to give reasoning independently by the end of the activity.

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Discussing how we stay safe in school.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Seesaw creates a powerful learning loop between students, teachers, and families

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Discussing how we stay safe in school.

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Seesaw creates a powerful learning loop between students, teachers, and families

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Discussing how we stay safe in school.

# data[].attributes.body
HA - AD working with her talking partner discussing the weather.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Seesaw creates a powerful learning loop between students, teachers, and families

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MA - IT working with his talking partner, discussing the weather.

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Seesaw creates a powerful learning loop between students, teachers, and families

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LA - JH working with his taking partner, discussing the weather.

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Seesaw creates a powerful learning loop between students, teachers, and families

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LA and MA - discussing how to make a hat linked to the end of term project on 'What materials help keep us warm, dry and safe'

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Seesaw creates a powerful learning loop between students, teachers, and families

# data[].attributes.body
HA - discussing how to make a hat linked to the end of term project on 'What materials help keep us warm, dry and safe'

# data[].attributes.attachment_link.title
Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

# data[].attributes.attachment_link.description
Seesaw creates a powerful learning loop between students, teachers, and families

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LA - discussing direction

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Seesaw creates a powerful learning loop between students, teachers, and families

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MA - Discussing direction

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Seesaw creates a powerful learning loop between students, teachers, and families

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(26.03.26) LA - Summarising key vocabulary about erosion, developing our final answers.

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(26.03.26) LA - Summarising key vocabulary about erosion, developing our final answers.

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(26.03.26) MA - Summarising key vocabulary about erosion, developing our final answers.

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(26.03.26) MA - Summarising key vocabulary about erosion, developing our final answers.

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(26.03.26) HA - Summarising key vocabulary about erosion, developing our final answers.

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(26.03.26) HA - Summarising key vocabulary about erosion, developing our final answers.

# data[].attributes.body
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AB suggests the mistake I made in multiplication

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Seesaw creates a powerful learning loop between students, teachers, and families

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AB describes why she has chosen the materials and structure of her bridge. HA

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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RR describes why he has chosen his bridge designs. AA

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
SB describing why her bridge design will work. LA

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
In this speech and language activity, Jayden used Widgit Symbols picture cards to build a sentence using the structure “who – doing what – with – where.” Jayden selected “the girl is skipping with a skipping rope in the park.” Although he was initially distracted discussing people he knows who can skip, he was able to refocus and complete a sentence that made sense, explaining his choices along the way. The sentence sparked a conversation about skipping and Jayden formed clear sentences and vocabulary to explain and justify his ideas.

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Flood Predictions and Materials Investigation 🌧️🏠

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Flood Predictions and Materials Investigation 🌧️🏠

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During this oracy activity, a group of five pupils discussed the impact of flooding in our local area, focusing on past floods at Ely Bridge. Pupils took turns to share predictions using the sentence stem “I predicted that … would … because …”, while others responded with “I agree because …” or “I disagree because …”.

All pupils contributed and justified their ideas with plausible reasoning. Pupils explained their thinking, used structured language to respond, and listened and responded respectfully to one another. The discussion then led into a science investigation where pupils tested materials (metal, glass, plastic, paper, card, brick, rubber and concrete) to see how they would react when left in water during an extreme flood.

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Explaining How Our House Prevents Flooding

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Explaining How Our House Prevents Flooding

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Following our discussion about local flooding, Chloe and Jayden designed a junk-model house for living near a river. Chloe confidently explained the features they included to prevent flooding, while Jayden shared his ideas when prompted. They answered questions from the class, supporting our oracy focus by explaining their thinking.

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Following our discussion about flooding in our local area, the children worked in pairs to design and create a junk-model house suitable for living near a river. Reuben and Maci confidently presented their model, explaining the purpose of each feature and why it would help protect the house from flooding.

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Elsie and Chloe explored a picture showing a boy standing alone at what looks like a birthday party. By looking closely at his body language and facial expression, they suggested he might be feeling sad or left out. They then discussed how the other children could change the situation by inviting him to join in and helping him feel happier.

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As part of our Welsh learning about the seasons (y tymhorau), Chloe and Milana practised asking each other “Beth yw dy hoff dymor di?”. Milana supported Chloe when she was unsure of the pronunciation, showing great teamwork while developing their spoken Welsh skills.

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(12.02.26) Discussing the lives of Victorian children based on image prompts. 

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(12.02.26) Discussing the lives of Victorian children based on image prompts. 

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MAT (12.02.26) Discussing the lives of Victorian children based on image prompts. Focus on extending explanations using conjunctions.

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MAT (12.02.26) Discussing the lives of Victorian children based on image prompts. Focus on extending explanations using conjunctions.

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Children worked in teams to verbally instruct the builders to recreate a hidden LEGO model. Josh needed some encouragement but had Chloe and Milana as a helping hand who supported him with what to say. Chloe confidently led with clear instructions, while Milana grew in confidence and began giving independent guidance. Builders Elsie and Logan communicated brilliantly, asking precise questions and working together to successfully rebuild the structure.

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Logan confidently explains the vital importance of keeping personal data private, during our talks on online safety this week.

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Dosbarth Melyn pupils presenting the games they made as part of their final project to answer Autumn Term's big question.

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Autumn (White), Spring (Yellow), Summer (Green)

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Please click edit - Change colours

Autumn - White

Spring - Yellow

Summer - Green

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Marwa (LA) Discussing the visit from Bumbles of Honeywood and the problem solving activities completed.

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Marwa (LA) Discussing the visit from Bumbles of Honeywood and the problem solving activities completed.

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Marwa (LA) discussing the impact of Dr Barnado.

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Marwa (LA) discussing the impact of Dr Barnado.

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Marwa (LA) discussing the rights of Victorian children and comparing them to our rights today.

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Marwa (LA) discussing the rights of Victorian children and comparing them to our rights today.

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Ben (MA) discussing the rights of Victorian children and comparing them to our rights today.

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Ben (MA) discussing the rights of Victorian children and comparing them to our rights today.

# data[].attributes.body
<iframe height='400' width='400' src='https://app.seesaw.me/#/item/item.2b7669c9-d312-4001-b203-2a50aa930e43/share/xPIufoKMS6mcbC1cMlugWw'></iframe>

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Eevee (HA) discussing the rights of Victorian children and comparing them to our rights today.

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Eevee (HA) discussing the rights of Victorian children and comparing them to our rights today.

# data[].attributes.body
<iframe height='400' width='400' src='https://app.seesaw.me/#/item/item.8add18fb-4bd8-4d97-8a52-c22b373ba0bf/share/mV5CE6MQSGe-e33r3bnEOA'></iframe>

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Ben (MA) discussing a problem solving maths task.

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Ben (MA) discussing a problem solving maths task.

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Ben (MA) Giving instructions to build a Lego structure. 

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Ben (MA) Giving instructions to build a Lego structure. 

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Ben (MA) Group SOLE presentation based on improving the lives of Victorian children.

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Ben (MA) Group SOLE presentation based on improving the lives of Victorian children.

# data[].attributes.body
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Eevee (HA) Group SOLE presentation based on improving living conditions for Victorian children.

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Eevee (HA) Group SOLE presentation based on improving living conditions for Victorian children.

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Eevee (HA) Explanation of how to multiply using the grid method.

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Eevee (HA) Explanation of how to multiply using the grid method.

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Eevee (HA) Reflection on Bumbles of Honeywood visit and problem solving tasks.

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Eevee (HA) Reflection on Bumbles of Honeywood visit and problem solving tasks.

# data[].attributes.body
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Children worked to describe what their partner could not see without using certain key words.

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To support the Cardiff landmarks work these boys created their own Cardiff Castle.

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SB Describes some coal mining scenes

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(MA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences.

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(MA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences.

# data[].attributes.body
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# data[].attributes.headline
(HA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences 

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(HA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences 

# data[].attributes.body
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Logan explored groups of conkers by identifying the greatest amount, the least amount and two piles with equal quantities. Logan listened carefully to the adult explanation and demonstrated his understanding of the vocabulary by explaining that least means less, greatest means more and equal means the same. When questioned, he confidently applied this understanding by correctly pointing to the greatest, least and equal piles. This activity supported mathematical language, listening skills, reasoning and the ability to explain thinking.

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The children took turns around the circle independently asking “Sut wyt ti’n teimlo?” and responding with “Dwi’n …”. They used visual prompts and sentence starter strips to support their questioning and responses without adult modelling. Everyone had a turn and used facial expressions to clearly show how they were feeling while speaking Welsh. Compared to the whole-class song, some children were less confident and spoke very quietly, making it difficult for others to hear. Developing clear, confident Welsh speaking and projection is a continued focus as the children build independence in their oracy skills.

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Before our circle activity, we introduced “Sut wyt ti’n teimlo?” using familiar visual prompts showing different emotions and feelings. We talked through each emotion together and modelled the matching facial expressions. Everyone took a turn to say the Welsh word for the feeling and show the correct expression, supporting pronunciation and confidence in speaking Welsh. We then used a familiar theme tune to turn “Sut wyt ti’n teimlo?” and the response “Dwi’n …” into a song, making the learning fun and engaging. All children joined in enthusiastically, practising clear pronunciation, listening, turn-taking and speaking aloud in Welsh, showing growing confidence and enjoyment in using the language.

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Developing Oracy Through Teamwork and Problem-Solving 🗣️🤝 

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Developing Oracy Through Teamwork and Problem-Solving 🗣️🤝 

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The children worked together to arrange themselves in order of height and unintentionally organised themselves into two groups — the four smallest and the four tallest. Lucky confidently took the lead in explaining the order he thought the four smallest should be in, while Logan, Jayden and Milana listened carefully, measured, discussed, and agreed. Elsie, Joshua, Reuben and Finlay identified that they were the tallest in the class and engaged in a longer discussion, measuring, reasoning, negotiating and justifying the order they should stand in. This activity developed key oracy skills including speaking clearly, listening actively, turn-taking, expressing opinions, agreeing and disagreeing respectfully, reasoning, problem-solving and collaborative decision-making. Everyone contributed and worked together to reach a shared outcome.

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Lucky and Jayden took part in a CVC word reading game where they rolled a dice, moved a counter and stretched and read the word they landed on. They took turns reading aloud and listened carefully to one another. When Jayden became unsure of one word, Lucky supported him by identifying the initial sound, helping him to blend and read the word successfully. This activity provided clear verbal responses, active listening, turn-taking, peer support and confidence in speaking and reading aloud.

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Building Oracy through Visual Reflection 💧🗣️

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Building Oracy through Visual Reflection 💧🗣️

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In our latest wellbeing session, we explored the power of spoken language to express internal feelings. Using a clear cup and a jug of water, each participant was asked to represent their current "capacity" and—more importantly—to explain the reasoning behind it. The focus was on oracy: moving beyond "fine" or "okay" to find precise language that explains why we feel the way we do. By justifying their "pour" to the group, everyone practiced the essential skills of structured explanation and active listening. It was a brilliant display of how we can use physical cues to prompt sophisticated verbal communication.

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Developing Oracy Through Phonics and Reading 🗣️📖 

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Developing Oracy Through Phonics and Reading 🗣️📖 

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Milana practised stretching and blending sounds to read words and then identified high-frequency words to read and form a simple sentence. She used her decoding skills and knowledge of high-frequency words to read the sentence aloud and confidently matched it to the correct picture. This activity supported oracy development through verbal reading, clear pronunciation, listening to instructions, explaining understanding, and building confidence when speaking. Milana also demonstrated comprehension, attention, independence, and reasoning as she made links between the written sentence and the visual image.

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