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Church Lane, Doncaster, South Yorkshire, DN5 7EZ


Barnburgh Primary School

Learning to shine together


Spring 2- Beat, Band and Boogie!

Here comes the marching band. Left, right, left, right. Step in time to the beat: 1, 2, 3, 4; let's make sounds, high and low. That sound is loud. That one’s quiet. What can you hear? There are sounds all around. What’s making each one? Name all the instruments in the band and be part of a ‘body orchestra’. Pat your knees, clap your hands, tap your feet, let’s move to the beat. Now march up the hill with the Grand Old Duke of York, beating your drum or shaking your shaker. Then it’s time to perform. Your audience loves you, so let’s take a bow.


We had a fun-filled Easter drama session this week. We had egg and spoon races, hopped like bunnies and clucked like a chick. The children enjoyed using their imaginations throughout the session.


The children were set an innovate challenge:

Attention. The Grand Old Duke of York needs recruits for his marching band and he’s chosen you.

You’ll need enough puff to walk all the way up to the top of the hill and march back down again. Can you march in a nice, smart line to a steady beat?

Let’s make the Duke’s marching band a bigger success than his army.

 They listened to the trooping the colour and were encouraged to create a list of instruments they could see and hear. The children then created their own musical instruments linking to design and technology, learnt the rhyme The Grand Old Duke of York, marched to the beat and then performed their own march outside. By the end of innovate, children had created and performed their own march using the skills they had been taught throughout this half term.


PE: (Dance) (March to the Beat)

LI: To perform dances including simple movements.

Before Pe, the children watched footage of a ceremonial march. We spoke about what they can see, for example, the movement of arms and legs, all carefully synchronised to the beat.  The children then went outside and were encouraged to march to different beats in a large open space, working together to try to keep in time. The children had to choose different floor pathways to travel, side by side, in a line, moving forwards or backwards, towards or away from each other, sideways and in a circle.

Love to Investigate: Science- 6 week experiment

1) How do blubs grow in the Winter?

Children looked inside a plant bulb to find and identify its key parts. They also learnt how and why plants that flower in spring start growing in the winter when it is cold and dark. Children planted some various bulbs and they watered and cared for the bulbs and monitored their weekly growth on a strip of paper behind the cup and bulb. Hopefully after a maximum of six weeks, children will be able to examine their growing plants then draw and identify the key parts. They will also be examining their growth charts to see how much their plant has grown and identify any patterns in their growth. So far, the children have identified the key features of a bulb and how they differ from a seed.


2) Can seeds grow anywhere?

So far, we have found out that the plants that are not being exposed to sunlight are not growing as quick or at all compared to the ones that are in the window and being watered regularly. The children have identified the differences between the seeds and blubs growing and have been able to talk about what a plant or bulb needs to survive. They are also able to compare the differences between them.


LI:  To investigate how distance affects sound.

The children worked in pairs to investigate how sounds can be heard at a distance. The children selected a range of sound sources, such as a dropped coin, a plucked rubber band, torn or scrunched paper, clapping and a triangle. The children completed this learning outside and nominated one partner to walk away from the sound source until they can no longer hear it. The children discussed in their pairs which objects could be heard over the shortest and longest distances and why this might be. By the end of the session, the children were encouraged to think about how the volume of the sounds affects the distance at which they can be heard. The children used their maths skills to measure and record the distance. The children figured that the distance could be measured in standard units or non-standard measures, such as strides. They all opted for strides. The children were able to discuss which sound was the quietest or loudest and which sounds could be heard near and far.


LI: To create a sound map.

The children plotted a range of different sounds heard indoors and outdoors on a sound map, indicating the location of each sound. The children sat in a quiet space outside and were encouraged to listen carefully and mark the sounds they hear with a cross on their maps, labelling each cross with the name or source of the sound. By the end of the session, the children were able to indiciate what a sound map was and were able to place the sound in the correct quarter (in front, behind, left or right). The children were able to answer questions such as  ‘Did everybody hear the same thing? How did the sounds change? How can we sort these sounds in different ways?’ The children compared sounds in the classroom and sounds outside.

Supporting Ukraine

The children were invited to school wearing yellow and blue to show support and unity towards Ukraine. The children joined in with various activities linking to Ukraine such as:

  • Using a mind map to write our facts down that we have discovered about Ukraine
  • Looking at Ukraine’s national flower, which we discovered was a sunflower and linked it to Vincent Van Goughs Sunflower portrait. The children used oil pastels to create their own version of a sunflower with the words ‘peace’ or ‘love’ on the head of the flower. We also found out that the flower also represents their flag as yellow is seen as ‘wheat’ and the sky is blue.
  • Linking to our topic, we looked at Ukrainian traditional dancing called Hopak. We had a go at learning a routine! 
    By the end of the morning, we had a better understanding of topics linked to Ukraine and were able to say a fact about the country. 

Art with Miss Kilby


LI To create a story board using instruments for little red riding hood

The children recapped learning about tempo, dynamics and timbre. The children review the Little Red Riding Hood storyboard and created sounds to Represent the four characters little red Riding Hood, woodcutter, Wolf and grandma. The children worked in groups to create sounds to represent the different parts of the story and performed this to the class

Red Nose Day

The children enjoyed supporting RND. We found out more information about why we support Red Nose Day and what we can do to help and fundraise. The children created their own noses and we even competed in our houses in a nose and spoon race! The children absolutely loved manoeuvring around the obstacle course.

British Science Week:

LI: To identify and describe which objects and materials can be changed.

The children looked at various objects and whether the materials change shapes when they're bent, squashed, or stretched and then whether they return to their former shapes. For each object,  the children made a prediction and then they tested whether the object could be squashed, bent or twisted. They completed a table to present their findings. The children created a Morph using playdough. To make the Morphe we had to make a thin body by squashing it. We made feet and legs by bending it and twisting it. We also had to roll and twist the playdough to make the body. We didn’t really stretch the playdough because we found that it would break. Also, sometimes when we twisted it, it would break so we had to be careful. We had to squash the playdough carefully with pencils to make the face. By the end of the session, the children were able to discuss how s some materials can be changed by squashing, bending, twisting and stretching.



LI: To look at ways to develop a growth mindset.

The children discussed their goals and what they were going to put into place to achieve their goals. We discussed what the children have been doing to work towards their goal. Some children wanted to start or get better at gymnastics and others wanted to get better at reading. As a class, the chidlren discussed any obstacles they may have encountered or why it might be difficult to persevere at times.  We spoke about celebrating small achievements which work towards a larger goal.  The children then worked against one another to build a tower and to see how many blocks they could use to build their tower in a minute. We discussed how comparing their results with other people can make it more difficult. Instead they should focus on their starting point and try to gradually improve. We pointed out that they won’t always get better each time, but we encouraged them to continue to keep trying and adjust their goals as necessary. By the end of the lesson, the children were able to talk more confidently about persevering. 



LI: To perform and act out 'The Bear and the Piano'.

The children have been looking at and adapting the narrative ' The Bear and the Piano' through Talk for Writing.  The children looked at different aspects of the story by looking at the perspective of the bear in different scenarios. They used Freize Frames to recreate different scenarios. We found a piano, visited the city and even had time for a reunion with the piano.

English: Talk for Writing

LI:To use actions to retell the poem 'The Sound Collector'.

The children have been looking at the features of a poem by Roger McGough. They have enjoyed reciting the poem and thinking of actions to support remembering the text.


LI: To sing a familiar song in round.

The children recapped on a simple song ' Row Row Row Your Boat' to sing in a two part round. The children thought about how the music blends together and the importance of correct timing. The children found out what happened if they didn't start their part of the round on time. The children experimented with voice volume, singing loudly, quietly and naturally. They spoke about the difference in the sound quality when everyone sings loudly or softly together. By the end of the lesson, the children were able to sing in a two round in order to reach their learning intention


LI: To create, select and combine music.

The children started their own kitchen beat band. We thought about various objects we could collect to make sounds we collected pans, colanders, containers, whisks, spoons, pastry brushes, plastic spatulas and other kitchen utensils. The children explored the sounds that can be made by tapping and beating, just like a professional drummer! The children described the different sounds that they were able to make using the household items, comparing any similarities and differences. By the end of the session, the children were able to explain what they noticed about the volume of the sounds created; how did they make loud and quiet sounds using the different items.


LI: To find out how and why Havdalah is celebrated at the end of Shabbat.

The children discussed the various rituals Jewish people follow for Shabbat. Shabbat is the name of the day of rest in Judaism. Shabbat happens on the seventh day (Saturday) of every week. Enjoying Shabbat is very important, but Shabbat is a holy day. There are laws and rules in the Torah, the Mishnah and the Talmud about what Jewish people may and may not do on Shabbat. These laws help Jews keep Shabbat as a holy day. By the end of the Session, the children were able to discuss what Shabbat was and why the Havdalah candle was an important part of the hold day. The children knew that the Havdalah uses your senses to mark the end of Shabbat and welcome in a new week. Sweet spices are sniffed to carry the sweetness of Shabbat into the week. Lighting the candle is the first fire of the new week, a sign that the time to begin creating again has arrived. They were able to create their own candle, manipulating clay to create a desired pattern.


LI: To explore their voices through different dimensions of music.

The children watched film and video footage of performers who use their voices in amazing ways. They listened to an opera singer, a yodeller, acapella groups, Inuit throat singing, the haunting chanting of the Native Americans and jazzy scat crooning. The children used their voices to make unusual and differently pitched sounds. The children practised humming, yodelling and chanting, increasing and decreasing the volume, lengthening and shortening notes and pitching them high or low. See our videos below to see us humming, tapping and opera singing to Twinkle Twinkle Little Star!


LI: To understand your  strengths and set yourself an achievable goals

The children watched a clip of 'Disney's 'Mulan' clip' about practising, improving, working towards a goal and achieving. The children considered how Mulan felt when things weren’t going well and then when she finally reached the top of post. The children thought about times when they have felt like this or been in similar situations. The children then thought of what they wanted to achieve and thought of ways to achieve their goal. By the end of the session, the children were able to discuss their goals and how they would get there and listened to one anothers ideas.

World book day: buddy reading with Year 3

Year 2 and Year 3 joined together to read stories. They paired up and the children shared their favourite books and had a go at reading with one another. It was lovely to see the children turn taking abs asking questions about their favourite books. The children have also had other opportunities throughout the day to read quietly, as well as listening to an adult ready 

World Book Day: Catherine Rayner live

The children were given the opportunity to follow a live broadcast of a video call with the author Catherine Rayner who has written the story ‘Arlo- The Lion who couldn’t sleep’. She answered various questions live on her broadcast as well as reading her stories. She then showed us how to be illustrators and we had a go at drawing Arlo. By the end of the session, the children were able to discuss the book we had listened to as well as linking it to RSE of achieving goals as Catherine spoke about what inspired her to become an author.

World Book Day


 LI: To read with expression.

The children looked at the book ‘The Three Little Pigs’.  I read the book to the children, but didn’t use expression and then I modelled reading an extract with expression. The children recognised the difference and the importance of reading with expression when you are a character. The children practised various voices for the wolf and the pigs. The children thought about how they would sound if it said ‘growled the wolf’ or squeaked the pig. By the end of the session, the children showed a better understanding of reading in character, with expression. They identified they were more engaged in reading when different voices were used to show expression. 

David Attenborough ‘Little Dreams, Big People’

LI: To identify different genres of books.

Throughout the day the children had been shown poetry, non fiction and fiction books. We looked at a non fiction book all about David Attenborough. The children were able to identify what type of book this was. The children were intrigued about his life and were fascinated to find out about all the different animals he had seen and places he had visited. We watched a short clip of one of his programmes then the children answered some comprehension questions on Sir David Attenborough. By the end of the session, the children could explain what type of text we were looking at and were able to answer retrieval and vocabulary questions about him. 

World Book Day: Reading with Mattie the Dog

Today, we were lucky enough to be able to read to Mattie the dog. Eloise read her book beautifully while Mattie strutted up and down the classroom. All the children listened beautifully to the story and Eloise blew us away with her fantastic reading skills! 

Drama: World Book Day

The children were involved In a world book day Themed drama session. The children were encouraged to use their imagination and step inside of different books. The children looked at the books the Gruffalo, the tiger who came to tea and We’re going on a Bear Hunt. The children were transported to magical lands. They went splashing through the water, had tiger with a tea and even met a cunning fox! 

World Book Day: Performance Poetry

LI: To perform a poem.

As part of world book day, the children looked at various texts. We looked at Julia Donaldson’s poem I opened a book And the children were encouraged to work together and think of different actions for the poem in order to perform it. By the end of the session the children had worked together to think of various actions to the poem and were able to perform it confidently.

PE: (Dance) (March to the Beat)

LI: To perform dances including simple movements.

Before Pe, the children watched footage of a ceremonial march. We spoke about what they can see, for example, the movement of arms and legs, all carefully synchronised to the beat.  The children then went outside and were encouraged to march to different beats in a large open space, working together to try to keep in time. The children had to choose different floor pathways to travel, side by side, in a line, moving forwards or backwards, towards or away from each other, sideways and in a circle.

LI: To perform dances including simple movements.

 The children played a game of ‘High or low?’. They listened to a tuned instrument playing different note. The instruments included a whistle and a tambourine. The children stretched up high for high notes, crouch down for low notes and stretch their arms out to the sides for middle notes.

LI: To perform dances including simple movements.

 The children created their very own body orchestra, using physical actions to make different sounds. The children worked in groups and agreed on a movement, such as stamping, clapping, running on the spot, bouncing balls or high kicks. When the conductor pointed to them the children had to try and complete the chosen body percussion together.


LI: To investigate how the level of water affects the sound in a glass.

The children investigated how the level of water in a glass cup affects the sound made when either tapping the glass with a pencil, blowing across the top of the bottle or running a wet finger around the rim. The children discovered that the amount of water in the glass affected what noise was made. The children made predictions for each cup and whether they thought the sound would be high or low. By the end of the session, the children identified that blowing gently over the top of the bottles will produce a more consistent sound, but you’ll get the lower pitch notes when there is less water in the bottles because it’s the air vibrating that makes the note.


LI: To create an algorithm to create a model.

The children recapped what an algorithm is. They remembered that an algorithm is a list of rules to follow in order to solve a problem. Algorithms need to have their steps in the right order. The children knew on a computer that if you made a certain action with the mouse or keypad the computer or laptop would then follow that instruction. The children started the session by playing 'quick draw'. They had to draw on the computer a certain object or item and the computer had to guess it. The children were then encouraged to work in pairs to create a model. They had to think of each instruction step by step and think about how easy it would be to follow. The children wrote down their instructions and then gave them to a friend to follow to see if they could make them. By the end of the lesson, the children were a lot more aware about what an algorithm is and how important it is to give a clear instruction in order to get to a desired end product.



LI: To describe how music makes you feel.

The children had to lie down in a comfortable space, close their eyes and listen carefully to a short piece of music.We listened to a 'butterfly meditation' and Encanto 'We don't Talk About Bruno'. The children were encouraged to talk about the music, explaining what it makes them think or how it makes them feel. The children listened to different types of music (fast, slow, loud and quiet) and compared how different pieces make them feel. By the end of the session, the children were able to talk about how they music makes them feel and which was their favourite.

"The butterfly music made me chilled and relaxed, I could have fallen to sleep"- Logan

"Encanto makes me want to boogie'- Evelyn

"Encanto makes me want to sing and dance and tap my feet and the first one made me relax and think of a field"- Mey

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LI: To compare contrasting pieces of music.

The children listened to two contrasting pieces of music, one with a fast pulse and the other with a slow pulse. The children used body percussion to Clap, tap or move to the pulse of the music and keeping to the beat. The children counted a steady 1, 2, 3, 4 beat throughout. By the end of the session the children were able to identify that the pulse is the heartbeat of the song and is most commonly counted in four beats. The children were able to identify what kind of beat the music had.

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D&T and English

LI: To follow instructions to make a castanet.

The children followed simple instructions to make a castanets. We worked as a class to read the instructions and to find out what resources we need to make them. The children had to explain what they will do first, second and so on, to show that they have understood what they have read.

By the end of the session, the children had all followed the instructions to make castanets and were able to create a beat with them.


LI: To create a beat outside and identify the best surface to create a sound.

The chidldren collected lots of items outdoors that could play out a beat or make an interesting sound. The children explored what happens when beating a stick on a wall, the ground, a tree trunk, a bin lid, a fence or iron railings. The children looked at an aerial photograph of the school ground and identified where they found a good place to make a sound. By the end of the session, the children were able to identify where the best sound was and which created a good beat using the 1,2,3,4 method.

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