Menu

Menu

Home Page

Longlands

Primary School

Everybody is Valued

Everybody is Aspirational

Everybody is Proud

Welcome to the website of Longlands Primary School, Sidcup.

Da Vinci Reception

Welcome to Da Vinci Class!

 

"Play is a child's work." Jean Piaget


 

 

We were inspired by Leonardo Da Vinci an amazing artist, scientist and sculptor. We looked at the famous portrait of The Mona Lisa and then created our own self-portraits.
Picture 1

Useful Information

 

Our PE Days will be Tuesdays and Fridays, your child can leave their PE kit on their peg and we will send it home at the end of each half term.

 

We will be doing Forest School activities every Friday, please bring wellies that are named and can be left at school.

We learned that everybody believes in different things and celebrates festivals in different ways but that there are lots of similarities between religions. Hindu and Sikh people celebrate Diwali 'The Festival of Lights' We found out that they celebrate an old story of Rama and Sita and of good winning over evil. We made rangoli patterns like the Hindu and Sikh people do to welcome people into their homes and we made diva lamps using clay.

We learned that everybody believes in different things and celebrates festivals in different ways but that there are lots of similarities between religions. Hindu and Sikh people celebrate Diwali 'The Festival of Lights' We found out that they celebrate an old story of Rama and Sita and of good winning over evil. We made rangoli patterns like the Hindu and Sikh people do to welcome people into their homes and we made diva lamps using clay. 1
We learned that everybody believes in different things and celebrates festivals in different ways but that there are lots of similarities between religions. Hindu and Sikh people celebrate Diwali 'The Festival of Lights' We found out that they celebrate an old story of Rama and Sita and of good winning over evil. We made rangoli patterns like the Hindu and Sikh people do to welcome people into their homes and we made diva lamps using clay. 2
We learned that everybody believes in different things and celebrates festivals in different ways but that there are lots of similarities between religions. Hindu and Sikh people celebrate Diwali 'The Festival of Lights' We found out that they celebrate an old story of Rama and Sita and of good winning over evil. We made rangoli patterns like the Hindu and Sikh people do to welcome people into their homes and we made diva lamps using clay. 3

We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others.

We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 1
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 2
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 3
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 4
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 5
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 6
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 7
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 8
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 9
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 10
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 11
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 12
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 13
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 14
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 15
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 16
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 17
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 18
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 19
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 20
We have been learning to use comparative language when talking about size, capacity and weight. We carried out an investigation into the weight of different objects and recorded our results. We also worked out how many owls could fit on each 'branch' and discussed why some branches had space for more or less owls than others. 21

We went to the field to run around with our superhero capes on our back! (Bobby)

Enabling Enterprise...designing and creating superhero capes!

Enabling Enterprise...designing and creating superhero capes! 1
Enabling Enterprise...designing and creating superhero capes! 2
Enabling Enterprise...designing and creating superhero capes! 3
Enabling Enterprise...designing and creating superhero capes! 4
Enabling Enterprise...designing and creating superhero capes! 5
Enabling Enterprise...designing and creating superhero capes! 6
Enabling Enterprise...designing and creating superhero capes! 7
Enabling Enterprise...designing and creating superhero capes! 8
Enabling Enterprise...designing and creating superhero capes! 9
Enabling Enterprise...designing and creating superhero capes! 10
Enabling Enterprise...designing and creating superhero capes! 11
Enabling Enterprise...designing and creating superhero capes! 12
Enabling Enterprise...designing and creating superhero capes! 13
Enabling Enterprise...designing and creating superhero capes! 14
Enabling Enterprise...designing and creating superhero capes! 15
Enabling Enterprise...designing and creating superhero capes! 16
Enabling Enterprise...designing and creating superhero capes! 17
Enabling Enterprise...designing and creating superhero capes! 18
Enabling Enterprise...designing and creating superhero capes! 19
Enabling Enterprise...designing and creating superhero capes! 20
Enabling Enterprise...designing and creating superhero capes! 21
Enabling Enterprise...designing and creating superhero capes! 22
Enabling Enterprise...designing and creating superhero capes! 23
Enabling Enterprise...designing and creating superhero capes! 24
Enabling Enterprise...designing and creating superhero capes! 25
Enabling Enterprise...designing and creating superhero capes! 26
Enabling Enterprise...designing and creating superhero capes! 27
Enabling Enterprise...designing and creating superhero capes! 28

Look at our fantastic writing...

We're going on a bear hunt...

In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us.

In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 1
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 2
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 3
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 4
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 5
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 6
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 7
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 8
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 9
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 10
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 11
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 12
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 13
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 14
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 15
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 16
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 17
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 18
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 19
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 20
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 21
In Maths we have been learning to use the mathematical vocabulary of more and fewer to compare groups of objects. We sang the song 5 Little Speckled Frogs to help us. 22

We had fun on the trim trail...everybody was very brave and supported each other by chanting, "you can do it!"

Learning to read and write words containing s,a,t,p...well done everybody!

Learning to read and write words containing s,a,t,p...well done everybody! 1
Learning to read and write words containing s,a,t,p...well done everybody! 2

We made and described repeating patterns...

We made and described repeating patterns... 1
We made and described repeating patterns... 2
We made and described repeating patterns... 3
We made and described repeating patterns... 4
We made and described repeating patterns... 5
We made and described repeating patterns... 6
We made and described repeating patterns... 7
We made and described repeating patterns... 8
We made and described repeating patterns... 9
We made and described repeating patterns... 10
We made and described repeating patterns... 11
We made and described repeating patterns... 12
We made and described repeating patterns... 13
We made and described repeating patterns... 14
We made and described repeating patterns... 15
We made and described repeating patterns... 16
We made and described repeating patterns... 17
We made and described repeating patterns... 18
We made and described repeating patterns... 19
We made and described repeating patterns... 20
We made and described repeating patterns... 21
We made and described repeating patterns... 22
We made and described repeating patterns... 23
We made and described repeating patterns... 24
Welcome to our school website.
Top