Inkberrow Primary School

Love to Learn, Learn to Care

We make the children feel valued and unafraid to 'have a go'The teachers make lessons fun.Inky's Good Learner values help us to be the best that we can be.It's good to know your child is in safe hands.I love coming to school because the people are really smiley.The parents and children love the traditional events.We are proud of our school and it's achievements.The team of staff work enthusiastically to create a wide and varied curriculum.The school has a wide range of after school clubs.We feel proud of work.


We are The Blackbirds!

Summer Term 2

Location, Location, Location

This unit builds upon and extends the children's previous learning about the natural world.

We will recap our knowledge of geographical features and apply this to create model islands. The process will enable the children to identify geographical features and use and discuss the key geographical vocabulary. We will compare Inkberrow with a contrasting non European location to develop our understanding of the similarities and differences between their human and physical geography.

We will apply our historical skills to research the impact that the development of transport had on people's holidays and how seaside holidays have changed over time.

Our science work will focus upon plants and animals. We will investigate the habitats that they live in, identifying the similarities and differences between them, how they support life and how the animals and plants are adapted to the different environments.

We will continue to develop our art skills as we use a range of materials and skills to support our observation at points throughout the unit. 

Knowledge organiser for 'Location, Location, Location'

 Summer 2 Location Location Location Knowledge organiser April 21.pdfDownload
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Can we investigate habitats? 
In class, we had been learning about various different habitats.

To improve our understanding, we visited The Millennium Green and investigated 2 contrasting habitats.

We did pond dipping and collected and identified what we had found using classification keys. In the long grass, we dragged nets through the grass, collected and identified a selection of insects. 

Summer Term 1

The World Around Us

Within this unit, the children will develop their understanding of the natural world.

We will recap our knowledge of geographical features and we will begin to explore a selection of maps to identify what they show us and how we can use them.

In science, we will develop our ability to identify flowers, trees and mini beasts within local habitats. We will investigate the impact of different growing conditions on plants.

We will classify animals into groups and learn more about life cycles and food chains.

 We will continue to develop our art skills as we use a range of materials and skills at points throughout the unit.

Knowledge Organiser for 'The World Around Us'

 The World Around Us Knowledge Organiser April 21.pdfDownload
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Can we investigate plants?

We used magnifying glasses to look closely at a selection of seeds. We recorded our science observations by drawing sketches using a variety of differing grade pencils.

We discussed what we knew about plants and decided to investigate various growing conditions; light and water, light and no water, no light and water and no light and no water. We set up the plant investigation using cress seeds, made predictions and recorded our observations over a 2 week period. We discovered that plants need water and light to grow healthily, that without water the  seeds did not germinate and without light the seeds grew but became tall and spindly and eventually died.  

Can we improve our knowledge of wild flowers and trees in the local habitat?

We wanted to learn the names of some of the wild flowers and trees that we may see in the local habitats.

To begin, we played some games to help us become familiar with their names and then went looking around the school environment to see which ones we could identify. 

Can we identify habitats and some of the mini beasts that live in them?

In science, we went on a mini beast hunt. We used our observation skills to identify a range of insects and discussed the habitats they live in and their special adaptations.

Can we create animations?

In ICT, we developed our understanding of animation by using flick books and an animation app to create our own animations.

Can we develop our collage skills?

We had an inter-house group art competition. We worked in small teams with other members of our House group to design and create a collage based upon a journey / place that we had visited or would like to visit. We had a wide range of materials to choose from and thought carefully about selecting the correct colours and textures to represent the place.

Can we develop our practical measuring skills and read scales in divisions of ones, twos, fives and tens?

In Maths, to develop our practical skills when using measure we have been:

  • Checking and recording the temperature on our weather station using degree centigrade vocabulary.
  • We filled a measuring cylinder to a chosen target volume using ml and litre vocabulary. 
  • We also handled a selection of weights and used scales to weigh target amounts using g and Kg vocabulary.

Spring Term 2

Under the Sea

Our theme this half term is 'Under the Sea'.

The focus within this unit is to develop our knowledge of the oceans as a habitat and to raise our awareness to the wide range of sea creatures that live within them.

We will use this topic to recap, extend and apply skills from across the curriculum; researching facts to create our own game, measuring the lengths of sea creatures, constructing block graphs and sorting grids to present information and identifying which sea creatures swim in which oceans. 

Science elements will include recognising the oceans as habitats that provide the basic needs of different kinds of animals and plants and how they depend on each other, identifying food sources and how they fit within a food chain and an introduction to carnivores, herbivores and omnivores and life cycles.

Knowledge organiser for 'Under the Sea'.

 Under the Sea knowledge organiser.pdfDownload
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Can we develop our knowledge of sea creatures?
As an introduction to our topic ‘Under the sea’ we completed a name the sea creature quiz that helped us to recognise the creatures and to learn their names.
To inspire our work further, we also began watching Blue Planet II. 

Which sea creatures swim in which oceans?
We recapped our knowledge of the oceans by singing the oceans song and used atlases to help to label the oceans on a world map.

We then applied our knowledge within our research on sea creatures; we located the oceans that the different sea creatures swim in and recorded the information on a world map.

Can we identify high and low pitch sounds?

In music, we were learning about high and low pitch sounds. We sang notes and songs to develop our understanding and ability to identify the different sounds. We then went outdoors and used our listening skills to identify and record the sounds that we heard as either high or low. We went on the trim trail to see what sounds we could make on it and identified the pitch of these as well.

Can we apply our geographical knowledge of the UK to present a weather forecast?

To begin, we used maps and atlases to complete a variety of geographical quiz activities to develop our knowledge of compass points and the countries, cities and towns of the UK. We then learnt about the symbols that are used to show the various types of weather. We applied all of our knowledge to prepare a UK weather forecast. We then developed our presentation skills by presenting our forecasts to members of the class.

Can we link English, DT and science work together and make healthy fruit kebabs?
We learnt about the importance of good hygiene when preparing food; we cleaned our tables and washed our hands. We worked in teams to prepare the fruit and then made our fruit kebabs. They looked delicious but we didn’t eat them to make sure that we stay safe during Covid. So that the food wasn’t wasted, some of the children took it home to give to their chickens.
We linked the fruit to our healthy, balanced diet work in science and used the activity to support our instruction writing in English.

How long are the sea creatures that we are researching?

We applied our maths skills to measure the lengths of the sea creatures that we had been researching. They ranged from 30cm to 16m.
We were amazed when we discovered that the Humpback whale was nearly the length of the playground!

Can we investigate the properties of 3D shapes?
In maths, we learnt the names of 3D shapes and how to describe their properties using vertices, edges and faces. We investigated each of the shape properties one at a time and used blu-tac to identify and help us count each. We used polydron to make our own 3D shapes. We identified the 2D shapes we used to build the shape and then identified the shape that we built.

Can we create clay sea creatures?
We wanted to make model sharks so we learnt new skills to use when modelling with clay.
We rolled the clay into a sausage shape, flattened the end and shaped it into a tail fin and used a tool to cut the mouth and shape the teeth.
To add fins we shaped a separate piece of clay, marked the surface of the shark, moistened it with slip (a mixture of water and clay) and moulded the pieces together.

Can We Use Our Art Skills to Design Easter Eggs?

We held an Easter Egg design competition. We began by planning our designs on paper and then transferred the designs onto boiled eggs. Miss Fowler came in and judged our competition.

They looked fantastic!

PE Enrichment Day
We did a variety of sports to develop a range of our sporting skills. One activity we did whilst blindfolded and one on wheeled trollies to help us recognise what sport is like for disabled children.

Spring Term 1


Our theme for Spring Term 1 is called Lost.

This unit will cover a wide range of aspects from across the curriculum. The main historical focus will be on Edward Wilson, a local explorer from Cheltenham, who was a member of Captain Scott's team that travelled to The South Pole. His journeys and exploration of Antarctica will provide the stimulus for our work in history, science, geography, ICT, art and PSHE.

Knowledge Organiser for 'Lost' topic

 Lost Knowledge Organiser Feb 20.pdfDownload
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Can we name the continents and oceans?

To develop our recall of the names and locations of the 7 continents and 5 main oceans we sang songs and made our own world map jigsaw.

We challenged each other with some geography questions. We can name the 7 continents and 5 oceans. Can you?

Can we do some bird spotting?
We signed up for the Big School Birdwatch organised by the RSPB.
We began by playing a game to help us recognise some British birds. Then, we went out onto the school field and did some bird spotting.
We used our maths tally chart skills to record our observations.
We finished our outdoor session with some hot chocolate, delicious!

Can we develop our historical enquiry research skills?
In history, we researched famous explorers. We wrote about Edward Wilson, an explorer from Cheltenham, and made posters about a selection of other explorers of our choice.
We put it all together to become the author of our own history book.

We are proud of our work!

Who is Jewish and what do they believe?
We began to learn about Judaism, we looked at a selection of symbols and objects that are important to Jews.
We made our own model Mezuzah. To help us learn from religion we thought of words and phrases that are important to us such as our number 1 rule, ‘Treat others the way that you want them to treat you’ or our Growth Mindset; ‘Be the best you can be’. We wrote them on a scroll and put them in our mezuzah.

Can we investigate the quickest way to melt ice?
It was very cold outside. We decided to use our science investigative skills to find the quickest way to melt ice.
We put ice cubes in salt, sugar, vinegar, in the warm (our hand) and in the cold. We timed how long it took for the first cube to melt and used our observation skills to record what happened. 

Can we use coding to control an on-screen character?
We learnt about coding in ICT.

We chose backgrounds and characters to design our computer screen.
We learnt how to control our characters so that they would move in a chosen direction when we pressed a selected key.
We learnt how to make the computer make a sound if the characters collided.
We learnt how to make the characters say something using a speech bubble when programmed to do so.

Autumn 1

Traction Man is Here!

Our theme for Autumn Term 1 is "Traction Man is Here!".

Our work across the curriculum will be based upon the series of Traction Man books written by Mini Grey.

The children will be going on a series of adventures with Traction Man and his trusty friend Scrubbing Brush. They will be set a series of challenges that will develop their skills across the curriculum as they help him on his special missions.

Letters from Mini Grey

We enjoyed reading the books by Mini Grey so much that we thought we would write and ask some questions. We received these replies; We think Mini is GREAT!

Can we compare materials?

Traction Man needed our help! He was on a special mission when it started to rain. He had a selection of materials in his backpack but which one would keep him dry? We developed our science enquiry skills; we made a prediction, tested the materials, made observations, recorded our investigation and used our findings to make a recommendation.

Creating Story Characters

In her books, Mini Grey creates characters by bringing household objects to life. This inspired us to create our own story characters.

We stuck eyes onto objects, created character names and used some of them within our story writing.

Investigating Materials
We tested a selection of every day materials to see how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

We made scientific observations and recorded our findings.

Super Hero WOW Day!

We knew that Traction Man is a hero so we decided to have a super hero day. We all dressed up as our favourite hero.

The Blackbirds are super heroes!

We each made a super hero hand puppet. We planned a puppet design on paper, applied our measuring skills, developed our sewing skills to join the felt hand templates, cut and attached all of the design features out of felt and then evaluated our final product against our plan. 

Proud of our achievements.

Can we Demonstrate Our Place Value Skills?

In Maths we learnt about place value. We used a variety of equipment to demonstrate our knowledge of tens and ones.

Where is Traction Man?

When we came into class Traction Man, Traction Girl and Scrubbing Brush had disappeared!

We searched around the school for them and eventually found them in the Music Garden.

We used our searching adventures as the stimulus to write a recount.

Can We Apply Our Science Skills and Knowledge?

Traction Man needed our help again. He had rescued his friends from the Terrible Twig Twins but now they were stuck up a tree!

He had a selection of materials in his backpack but which would be the best one to use to travel down a zip wire?

We began by investigating the materials in his backpack, testing them to see how we could change their shapes by bending, twisting, stretching or squashing and identifying material properties that would make them good for the job.

We made a prediction of which would be best and then went into the hall to work like scientists and test each material.

We worked in teams, applied our science skills and knowledge, made observations, recorded our investigation and made a recommendation of which material Traction Man should use.

We think science is brilliant!


Can We Find Out About Toys From The Past?

In History, we researched how and why toys have changed over time.

To begin, we brought some of our own favourite toys in. We talked about the materials they are made from and the special features that make them fun to play with.


How Have Toys Changed?

We compared some old and new toys and identified similarities and differences. 

We looked at a selection of Action Men and identified how he has changed over a 60 year period, for example, how his hands have changed from stiff to flexible plastic allowing him to grip his equipment, how some were battery powered allowing him to talk and how some had eyes that could move.

We linked the changes to advances in technology, manufacturing processes and the materials that were available to make the toy.

Autumn Term 2

Art Attack

Our topic for Autumn 2 is 'Art Attack'.

Within this unit we will develop our knowledge of a range of artists and use their work to inspire our own.

We will use a wide range of materials to develop our skills, creativity and evaluation skills.

Looking at Famous Artwork

To begin our Art Attack topic, we did an 'Art Treasure Hunt'. We each had a quiz sheet that contained small details from a selection of famous paintings. We had to look closely at prints of the paintings to spot which one the detail had come from. We then recorded the name of the artist, the painting and the date it was painted.

We shared our opinions of some of the artwork and explained our reasons. We voted and our favourite painting was 'Water Lily Pond', painted by Claude Monet in 1899.

Can We Develop Our Understanding Of Sculpture?

We shared what we knew about sculpture, looked at some examples and shared our opinions. We developed our understanding of sculpture as a form of 3D art, how it looks different as you move around it and our knowledge of materials that can be used to create it.


Can We Create Pebble Sculptures Inspired by Henry Moore?

We looked at work by Henry Moore, learnt that he was often inspired by natural materials that he found in the countryside and had a go at designing our own pebble sculptures.

We created our own Pebble Artwork Gallery.

More Sculptures!

In English, we had been learning about and writing instructions. We followed some to make foil sculptures.

We evaluated our work, sharing opinions and discussing what had worked well and what we would improve next time.

We then applied our science knowledge, thinking about the material properties of foil and the ways that we had changed it by bending, squashing and twisting during the sculpting process.  

Can We Be Inspired  By The Work Of Andy Goldsworthy?

Andy Goldsworthy is a famous British artist. He is an environmental artist because he uses natural materials to create his artwork, takes a photograph and then leaves it for nature to remove. We looked at a selection of his work and were inspired to have a go ourselves. We developed our team skills as we talked our ideas through and then worked together to create them using leaves and pebbles.

Ice Sculpture!

Whilst looking at the work of Andy Goldsworthy, we had seen some art created out of ice. We decided that we wanted to have a go ourselves.We each made an ice block with natural materials frozen inside. We discussed patterns and shapes that we could create and then worked together to create our own ice artworks using our frozen blocks. We shared and explained our thoughts and opinions.

How Much?

In Maths we have been learning about money. We used the coins to pay for items and worked out how much change should be given using our counting on skills.

Can We Improve Our Sporting Skills?

The Sports Challenge coaches provided us with an afternoon of exercise. We had the opportunity to get activity for the afternoon playing Lacrosse, tag rugby and archery.

Can We Become Masters of Multiplication?

In maths, we began working on our multiplication skills. To help us develop our understanding that multiplication is combining equal groups we began with lots of activities to identify equal groups. We used our knowledge to make arrays. Arrays are equal groups that are arranged in rows and columns, they represent a multiplication sentence and help us to count objects in an efficient way. We used counters to develop our skills in a practical activity.

Can We Develop Our Musical Skills?

This term we have used Charanga, a musical education platform, as a starting point and incorporated class topics within our lessons.

We started by exploring African music. We have appraised songs alongside learning to sing and play the tunes on the glockenspiels. We used Djembes (African drums) to create rhythms to play together and learned to play in time.

To support our science work on materials, we looked at various percussion instruments, what they are made of and how the sounds are made. 

In November, we learnt ‘Ring of Fire’ and made sounds that made us think of fire. We worked on a Charanga topic called ‘Imagination’ which involved the children expressing their ideas about different animals through song.

As we have moved closer to Christmas we have been working on the nativity performance and learning the Christmas Charanga topics using glockenspiels.

Can we develop our performance skills?
This year, our nativity play was called “A Miracle in Town!”.
We rehearsed our lines, learnt some songs, developed our performance skills and enjoyed putting it all together to perform the play.
Due to Covid we recorded it to be streamed to parents.

Can We Design and Make a Junk Sculpture?
We looked at the work of Sir Anthony Caro who joins materials to create shape and pattern. We were inspired!
We investigated a variety of ways to join ‘Art Straws’ and applied our skills to create a shape that would stand.
To add feature shapes and patterns we had a selection of recycled materials to choose from. We planned our design, made it and evaluated our work.

Happy Elf Day!

A class full of happy Blackbird elves!

Can We Use Our Art Skills to Create Christmas Decorations?

To make a Christmas angel decoration we made 3 loops of wire and twisted the ends (we linked this with our changing shapes science work).

We dipped these into a material called ‘Fantasy film’ which creates a stained glass effect.

We then put the wires through a bead to create the head, body and wings. They look fantastic!

Proud of our artwork

Can we develop our printing skills?
We explored using printing techniques to create one of our Christmas cards.
We used a potato to print Rudolf’s head and ears and our fingers to print his nose. We also used a stamp to transfer ink to print words and snowflakes.

Can we create a 3D pop–up card?

We also wanted to create a card that was 3D and had movement. We developed our folding skills to create a 3D Christmas tree on the front. So that the card had movement we developed our folding skills further by following instructions to make a pop-up snowman for the inside of our card.

Great Fun Exploring Primary and Secondary Colours
To recap our knowledge of primary and secondary colours we set up an investigation.

We had 3 glasses of water one that had been coloured with blue food dye, one with red and one with yellow. We placed an empty glass between each and a piece of kitchen roll between the glasses. The liquid travelled through the paper and collected in the empty glasses. As it mixed it created a secondary colour!
We also made primary colour fans. We placed the fans on top of each other to create a secondary colour and looked through. Brilliant!
We know that red, yellow and blue are the primary colours and that
red + yellow  = orange
blue + red = purple
blue + yellow = green