P1 made bread this week as they were learning the oa digraph and decided to make a loaf They also made individual bread rolls to take home to eat. They were extremely skilled at pummelling the dough! They found it unbearable to wait for the dough to rise, but the delicious smell of freshly baked bread made it all worthwhile.

Read more here.

P1 made bread this week as they were learning the oa digraph and decided to make a loaf They also made individual bread rolls to take home to eat. They were extremely skilled at pummelling the dough! They found it unbearable to wait for the dough to rise, but the delicious smell of freshly baked bread made it all worthwhile.

Read more here.

Another busy week in the Nursery and lots of excitement too with Christmas just around the corner! The children started feeling festive this week by filming some of our Nativity, learning about the story of the first Christmas and making lots of Christmas crafts.

See the weekly highlights video here.

Another busy week in the Nursery and lots of excitement too with Christmas just around the corner! The children started feeling festive this week by filming some of our Nativity, learning about the story of the first Christmas and making lots of Christmas crafts.

See the weekly highlights video here.

In normal circumstances before the coronavirus pandemic, a highlight this term for P2 has been our trip to Craigmillar Castle. One of our topics for this term is castles and as a teacher I’ve always thought: what better way for children to learn about the different features of a castle from battlements to moats to crenelations than to see them in real life and at full scale. The visit to Craigmillar Castle always presented a wonderful opportunity for the children to experience a medieval castle first hand. It has been a tradition for several years now to collaboratewith Castleview Primary School on this trip. The Castleview children have done live reenactments of castle life in the past and have been incredible, fully costumed tour guides for their Cargilfield contemporaries. 

With the above in mind, the Coronavirus pandemic and its consequent limit on school trips posed a unique challenge for us in P2. How do you bring castles to life, off smartboards and out of picture books without leaving your classroom or your COVID bubble? How do you teach castles when your class has a limited understanding of castles on which to ‘peg’ their learning? 

Our solution: through creative art. Over the past few weeks P2 have been reusing all sorts of materials from toilet rolls to cereal boxes to create their very own castles. They have learned about castles as they have made them themselves. They have learned about crenelations as they cut them out; they have learned about drawbridges as they lowered them themselves and; they have learned about moats as they got out the paintbrushes, painted them and added shreds of blue cellophane with a touch of ‘bling’. 

As we have been building these castles, I have had a key lesson reinforced in my mind. Children learn best when they are enjoying themselves. Learning takes root in the excitement and imagination of creating. Learning is in the conversations that bubble up as they describe their designs to their peers. Art should never be viewed as separate from learning. Art and creativity should be viewed as another tool at a teacher’s disposal to help children learn better.

In normal circumstances before the coronavirus pandemic, a highlight this term for P2 has been our trip to Craigmillar Castle. One of our topics for this term is castles and as a teacher I’ve always thought: what better way for children to learn about the different features of a castle from battlements to moats to crenelations than to see them in real life and at full scale. The visit to Craigmillar Castle always presented a wonderful opportunity for the children to experience a medieval castle first hand. It has been a tradition for several years now to collaboratewith Castleview Primary School on this trip. The Castleview children have done live reenactments of castle life in the past and have been incredible, fully costumed tour guides for their Cargilfield contemporaries. 

With the above in mind, the Coronavirus pandemic and its consequent limit on school trips posed a unique challenge for us in P2. How do you bring castles to life, off smartboards and out of picture books without leaving your classroom or your COVID bubble? How do you teach castles when your class has a limited understanding of castles on which to ‘peg’ their learning? 

Our solution: through creative art. Over the past few weeks P2 have been reusing all sorts of materials from toilet rolls to cereal boxes to create their very own castles. They have learned about castles as they have made them themselves. They have learned about crenelations as they cut them out; they have learned about drawbridges as they lowered them themselves and; they have learned about moats as they got out the paintbrushes, painted them and added shreds of blue cellophane with a touch of ‘bling’. 

As we have been building these castles, I have had a key lesson reinforced in my mind. Children learn best when they are enjoying themselves. Learning takes root in the excitement and imagination of creating. Learning is in the conversations that bubble up as they describe their designs to their peers. Art should never be viewed as separate from learning. Art and creativity should be viewed as another tool at a teacher’s disposal to help children learn better.

Another busy week in the Nursery and lots of excitement too with Christmas just around the corner! The children started feeling festive this week by filming some of our Nativity, learning about the story of the first Christmas and making lots of Christmas crafts.

See the weekly highlights video here.

Another busy week in the Nursery and lots of excitement too with Christmas just around the corner! The children started feeling festive this week by filming some of our Nativity, learning about the story of the first Christmas and making lots of Christmas crafts.

See the weekly highlights video here.

It’s the Nusery Nativity but not as we know it! Strange times requires a different kind of Nativity this year, but can’t wait to see the final production!

Read more here. 

It’s the Nusery Nativity but not as we know it! Strange times requires a different kind of Nativity this year, but can’t wait to see the final production!

Read more here. 

Good morning and welcome to our latest Mini Concert! Once again, there are some super performances from children across the school and it is so lovely to see them practising hard and enjoying making music at this time. Many thanks, as ever, to our talented team of music teachers who have worked so hard with the children. If you would like to take part in next week's concert, get in touch with Dr Allsop

!https://youtu.be/4AvnUM4SGCk

Good morning and welcome to our latest Mini Concert! Once again, there are some super performances from children across the school and it is so lovely to see them practising hard and enjoying making music at this time. Many thanks, as ever, to our talented team of music teachers who have worked so hard with the children. If you would like to take part in next week's concert, get in touch with Dr Allsop

!https://youtu.be/4AvnUM4SGCk

As we approach the season of advent and light candles for the arrival of Christ and as symbols of hope in the darkness, I wanted to point you to something that is happening at Cargilfield next week in support of a project that strikes me as a true beacon of light.

Dr Allsop and I have been put in touch with Superar, an organisation of musicians who work with children across seven European countries. We have been introduced to two inspiring women in the city of Sarajevo where children are brought together by music and given opportunities, irrespective of their cultural, religious or financial backgrounds.They started off with a singing programme for 280 children but they now want to create the first children’s orchestra in Bosnia. Such were the limitations to their budget that children started practising on violins that were cut out our cardboard in order to practise musical techniques and posture. They are now at the point of buying their first instruments and we would like to raise £1500 to pay for this first batch of 19 violins and some extra expenses.

Our many string players will be contributing to a ‘violin-athon’ on Tuesday next week and we hope to have a violin or viola playing in the front hall throughout the whole school day, and linked to a web-cam so that others can enjoy this from a distance.Please do consider sponsoring our musicians via our Just Giving page or if, like me, you recognise the gift that your own children have been given by music at Cargilfield and elsewhere, you might like to think about contributing £70 to Superar in Sarajevo which will provide a violin to a new musician and help make the children’s orchestra a possibility.

Do have a look at the Superar film here.

and find out more about them on their website here.

We hope you will feel able to support them and we are looking forward to playing alongside the Sarajevo children’s orchestra in the future. You can donate to the Just Giving page here.

Thank you!

As we approach the season of advent and light candles for the arrival of Christ and as symbols of hope in the darkness, I wanted to point you to something that is happening at Cargilfield next week in support of a project that strikes me as a true beacon of light.

Dr Allsop and I have been put in touch with Superar, an organisation of musicians who work with children across seven European countries. We have been introduced to two inspiring women in the city of Sarajevo where children are brought together by music and given opportunities, irrespective of their cultural, religious or financial backgrounds.They started off with a singing programme for 280 children but they now want to create the first children’s orchestra in Bosnia. Such were the limitations to their budget that children started practising on violins that were cut out our cardboard in order to practise musical techniques and posture. They are now at the point of buying their first instruments and we would like to raise £1500 to pay for this first batch of 19 violins and some extra expenses.

Our many string players will be contributing to a ‘violin-athon’ on Tuesday next week and we hope to have a violin or viola playing in the front hall throughout the whole school day, and linked to a web-cam so that others can enjoy this from a distance.Please do consider sponsoring our musicians via our Just Giving page or if, like me, you recognise the gift that your own children have been given by music at Cargilfield and elsewhere, you might like to think about contributing £70 to Superar in Sarajevo which will provide a violin to a new musician and help make the children’s orchestra a possibility.

Do have a look at the Superar film here.

and find out more about them on their website here.

We hope you will feel able to support them and we are looking forward to playing alongside the Sarajevo children’s orchestra in the future. You can donate to the Just Giving page here.

Thank you!

The latest edition of the Publiciser has been published.  If you would like to receive future editions, click on the link§!

You can also look at all our social media channels which are updated daily.

Click here to read the latest edition and subscribe to future editions.

The latest edition of the Publiciser has been published.  If you would like to receive future editions, click on the link§!

You can also look at all our social media channels which are updated daily.

Click here to read the latest edition and subscribe to future editions.

One of the most enjoyable aspects of mathematics teaching is working with pupils on Puzzles and Investigations. Witnessing young minds grappling with puzzles and teasers and seeing the eventual joy at solving a problem is very rewarding for us teachers. 

Mathematical problem-solving skills are recognised as fundamental to a solid mathematics education and is one of the three core aims of the 2014 National Curriculum for Mathematics. It requires that pupils ‘can solve problems by applying their mathematics to a variety or routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions,’

Here at Cargilfield we think that problem solving should be a core focus on mathematical teaching.

Furthermore, the wider benefits of teaching children problem solving in maths can be seen when considering how problem-solving skills in maths are actually thinking skills that can be widely applied to other areas of learning, working and living. It is a widely held opinion by experts in this field, that not only does mathematics develop logical, deductive reasoning but - somewhat surprisingly - engagement with this subject can also foster creativity. Therefore, mathematics is an important context for developing problem-solving strategies that potentially have significance in all areas of human activity.

There are roughly 5 different types of problem in maths and these cover the range of skills that children need to practise repeatedly and explicitly in order to become excellent problem solvers. 

· Trial and improvement 

· Working systematically 

· Pattern spotting 

· Working backwards 

· Reasoning logically 

· Visualising 

· Conjecturing

All very jargony!!

Some simple problems to explain some of the above strands

Problem 1 - Rows of Coins

Take five coins:  1p, 2p, 5p, 10p and 20p.

Put them in a row using these clues.

The total of the first three coins is 27p.

The total of the last three coins is 31p.

The last coin is double the value of the first coin.

(This example can be seen as a simple Trial and improvement and Reasoning logically problem)

Younger children, especially, can look at a problem like this and panic a little. They tend to want to write the correct answer in one go and therefore not be comfortable having an attempt at the solution. First attempts can sometimes even be rubbed out leaving the correct solution!

Three important skills teachers should be assessing their pupils on and striving to improve are :-

1)  Can the child make an attempt at the start of an investigation?

2)  Can the child keep trying for a prolonged period of time, despite not having success?

3)     When stuck, can the child be able to try different approaches?

Problem 1

First attempt -   20p, 2p, 5p,      10p, 1p            using the fact that 27p is total for first three. 

Doesn’t work for other clues.

Second attempt – 2p, 5p,       20p, 10p, 1p      this satisfies the first and second clue.

Doesn’t work for the third clue. 

Third, fourth, fifth attempts – at this stage the 20p is fixed in the middle and combinations of 2p, 5p  on the left, can be written down with combinations of 1p and 10p on the right to satisfy the last clue.

Of course, the pupils can by-pass a few Trial and improvement attempts by noticing that with 2p and 5p on the left and 10p and 1p on the right, that only 10p is double 5p will work.

Interestingly, at the start, pupils who have a “feel” for numbers would recognise that the totals for the first three numbers and last three numbers would mean that 20p is “double counted” so has to be in the centre.

Total for first three = 27p      Total for last three = 31p        Total for five coins = 38p

Total for first three added to total for last three = 27p + 31p = 58p

58 – 38p = 20p      The 20p has been “double counted” and therefore must be in the centre.

(This is a skill widely used for Venn diagram problems with intersections.

For example:       Of 50 pupils surveyed, 36 pupils play football and 29 play basketball.

How many play both?     (36 + 29) – 50 = 15

Solution:    21 play only football, 15 play both and 14 play only basketball)

This simple coin problem can be seen to have tested Trail and improvement and Reasoning logically from the list above.

(Solution - 5p, 2p, 20p, 1p, 10p)

Problem 3 – Roly Poly

The dots on opposite faces of a die add up to 7.

Part 1

Imagine rolling one die.

The score is the total number of dots you can see.

You score 17.

Which number is face down?

How did you work out your answer?

Part 2

Imagine rolling two dice.

The dice do not touch each other.

The score is the total of dots you can see.

Which numbers are face down to score 30?

(This example can be seen as a simple Trial and improvement but possibly better to use Working backwards)

Playing board games with dice is maybe a dying activity for some youngsters. 

The knowledge that opposite faces add to 7 and that the probability of scoring a double with two dice is the same as the probability of scoring a six with one die, comes more easily to children playing lots of board games. (Backgammon is another blog, maybe!)

Looking at this problem, the possibilities for the six faces can be written out:

1, 2, 3, 4, 5 and 6 

and five numbers can be randomly added to try to get to 17.

This is Trial and improvement but not too elegant!

Better to look at the total of the six faces. 

This is of course 21    3 x 7 from three pairs of opposite sides or if they are mindful of their triangular numbers, the sum of the first six consecutive numbers.

Working backwards from 21 we have lost a 4 which makes the total of 17.

Therefore 4 is face down.

Part 2 is just an extension with 2 x 21 – 30 = 12.

The only two faces adding to 12 are the 6 and the other 6.

These problems can be extended to use more dice where the Trial and improvement would become too cumbersome and maybe using dominoes instead of dice.

With practice the pupils become braver, more resilient and less concerned about making mistakes and writing down “wrong” answers – these “wrong” answers are of course just stepping stones to the final solution!

Problem for Parents

Money Bags

Sam divided 15 pennies among four small bags.

He could then pay any sum of money from 1p to 15p, by handing over one or more bags, without opening any bag.

How many pennies did Sam put in each bag?

** Repeat the question but with 1023 pennies and 10 bags!! **

RF

One of the most enjoyable aspects of mathematics teaching is working with pupils on Puzzles and Investigations. Witnessing young minds grappling with puzzles and teasers and seeing the eventual joy at solving a problem is very rewarding for us teachers. 

Mathematical problem-solving skills are recognised as fundamental to a solid mathematics education and is one of the three core aims of the 2014 National Curriculum for Mathematics. It requires that pupils ‘can solve problems by applying their mathematics to a variety or routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions,’

Here at Cargilfield we think that problem solving should be a core focus on mathematical teaching.

Furthermore, the wider benefits of teaching children problem solving in maths can be seen when considering how problem-solving skills in maths are actually thinking skills that can be widely applied to other areas of learning, working and living. It is a widely held opinion by experts in this field, that not only does mathematics develop logical, deductive reasoning but - somewhat surprisingly - engagement with this subject can also foster creativity. Therefore, mathematics is an important context for developing problem-solving strategies that potentially have significance in all areas of human activity.

There are roughly 5 different types of problem in maths and these cover the range of skills that children need to practise repeatedly and explicitly in order to become excellent problem solvers. 

· Trial and improvement 

· Working systematically 

· Pattern spotting 

· Working backwards 

· Reasoning logically 

· Visualising 

· Conjecturing

All very jargony!!

Some simple problems to explain some of the above strands

Problem 1 - Rows of Coins

Take five coins:  1p, 2p, 5p, 10p and 20p.

Put them in a row using these clues.

The total of the first three coins is 27p.

The total of the last three coins is 31p.

The last coin is double the value of the first coin.

(This example can be seen as a simple Trial and improvement and Reasoning logically problem)

Younger children, especially, can look at a problem like this and panic a little. They tend to want to write the correct answer in one go and therefore not be comfortable having an attempt at the solution. First attempts can sometimes even be rubbed out leaving the correct solution!

Three important skills teachers should be assessing their pupils on and striving to improve are :-

1)  Can the child make an attempt at the start of an investigation?

2)  Can the child keep trying for a prolonged period of time, despite not having success?

3)     When stuck, can the child be able to try different approaches?

Problem 1

First attempt -   20p, 2p, 5p,      10p, 1p            using the fact that 27p is total for first three. 

Doesn’t work for other clues.

Second attempt – 2p, 5p,       20p, 10p, 1p      this satisfies the first and second clue.

Doesn’t work for the third clue. 

Third, fourth, fifth attempts – at this stage the 20p is fixed in the middle and combinations of 2p, 5p  on the left, can be written down with combinations of 1p and 10p on the right to satisfy the last clue.

Of course, the pupils can by-pass a few Trial and improvement attempts by noticing that with 2p and 5p on the left and 10p and 1p on the right, that only 10p is double 5p will work.

Interestingly, at the start, pupils who have a “feel” for numbers would recognise that the totals for the first three numbers and last three numbers would mean that 20p is “double counted” so has to be in the centre.

Total for first three = 27p      Total for last three = 31p        Total for five coins = 38p

Total for first three added to total for last three = 27p + 31p = 58p

58 – 38p = 20p      The 20p has been “double counted” and therefore must be in the centre.

(This is a skill widely used for Venn diagram problems with intersections.

For example:       Of 50 pupils surveyed, 36 pupils play football and 29 play basketball.

How many play both?     (36 + 29) – 50 = 15

Solution:    21 play only football, 15 play both and 14 play only basketball)

This simple coin problem can be seen to have tested Trail and improvement and Reasoning logically from the list above.

(Solution - 5p, 2p, 20p, 1p, 10p)

Problem 3 – Roly Poly

The dots on opposite faces of a die add up to 7.

Part 1

Imagine rolling one die.

The score is the total number of dots you can see.

You score 17.

Which number is face down?

How did you work out your answer?

Part 2

Imagine rolling two dice.

The dice do not touch each other.

The score is the total of dots you can see.

Which numbers are face down to score 30?

(This example can be seen as a simple Trial and improvement but possibly better to use Working backwards)

Playing board games with dice is maybe a dying activity for some youngsters. 

The knowledge that opposite faces add to 7 and that the probability of scoring a double with two dice is the same as the probability of scoring a six with one die, comes more easily to children playing lots of board games. (Backgammon is another blog, maybe!)

Looking at this problem, the possibilities for the six faces can be written out:

1, 2, 3, 4, 5 and 6 

and five numbers can be randomly added to try to get to 17.

This is Trial and improvement but not too elegant!

Better to look at the total of the six faces. 

This is of course 21    3 x 7 from three pairs of opposite sides or if they are mindful of their triangular numbers, the sum of the first six consecutive numbers.

Working backwards from 21 we have lost a 4 which makes the total of 17.

Therefore 4 is face down.

Part 2 is just an extension with 2 x 21 – 30 = 12.

The only two faces adding to 12 are the 6 and the other 6.

These problems can be extended to use more dice where the Trial and improvement would become too cumbersome and maybe using dominoes instead of dice.

With practice the pupils become braver, more resilient and less concerned about making mistakes and writing down “wrong” answers – these “wrong” answers are of course just stepping stones to the final solution!

Problem for Parents

Money Bags

Sam divided 15 pennies among four small bags.

He could then pay any sum of money from 1p to 15p, by handing over one or more bags, without opening any bag.

How many pennies did Sam put in each bag?

** Repeat the question but with 1023 pennies and 10 bags!! **

RF

As part of our topic exploring Holst’s ‘Planets’, Form 5 have worked together to create a graphic score of ‘Mars, Bring of War’. Over the past few weeks, we listened carefully to the sounds in each section of the music and drew symbols to represent them graphically. Today we had great fun collaborating in small groups to play our graphic scores as a percussion ensemble. Some outstanding sharing of creative ideas took place with amazing focus as each group performed to the rest of the class.  Thank you to all the children for their enthusiasm and energy!

As part of our topic exploring Holst’s ‘Planets’, Form 5 have worked together to create a graphic score of ‘Mars, Bring of War’. Over the past few weeks, we listened carefully to the sounds in each section of the music and drew symbols to represent them graphically. Today we had great fun collaborating in small groups to play our graphic scores as a percussion ensemble. Some outstanding sharing of creative ideas took place with amazing focus as each group performed to the rest of the class.  Thank you to all the children for their enthusiasm and energy!

This year’s Great British Bake Off ended when Edinburgh’s own, Peter, was crowned this year’s well deserved winner. Well, on the same night, Cargilfield’s Boarding Star Bakers were announced after a fiercely contested homemade Gingerbread House competition. After the gingerbread was made and the houses carefully constructed, the judge was left with the difficult task of choosing a winner, and it was Jess and Lucy who received the Star Bakers’ Spoons! It looked fantastic and tasted delicious!

Read more here.

This year’s Great British Bake Off ended when Edinburgh’s own, Peter, was crowned this year’s well deserved winner. Well, on the same night, Cargilfield’s Boarding Star Bakers were announced after a fiercely contested homemade Gingerbread House competition. After the gingerbread was made and the houses carefully constructed, the judge was left with the difficult task of choosing a winner, and it was Jess and Lucy who received the Star Bakers’ Spoons! It looked fantastic and tasted delicious!

Read more here.

In Primary 3 we have started a series of literacy lessons focussing on storytelling using Pie Corbett's approach to creative writing.  This week we have been immersing ourselves in the story 'Dragonory'.  We have read the story, listened to it with our eyes closed and acted out it out in class.  The children have been working in small groups to sequence the key parts of the story and then drew illustrations to help them remember it.  Tomorrow, we will be making story maps using the sequencing we have done so far this week.  The children have drawn some really fantastic illustrations of the characters and setting which should help with our story maps before we write our own version of Dragonory next week!

In Primary 3 we have started a series of literacy lessons focussing on storytelling using Pie Corbett's approach to creative writing.  This week we have been immersing ourselves in the story 'Dragonory'.  We have read the story, listened to it with our eyes closed and acted out it out in class.  The children have been working in small groups to sequence the key parts of the story and then drew illustrations to help them remember it.  Tomorrow, we will be making story maps using the sequencing we have done so far this week.  The children have drawn some really fantastic illustrations of the characters and setting which should help with our story maps before we write our own version of Dragonory next week!

Over the last two weeks Primary 3 have been working hard on their presentations on Ancient Rome.  The children have worked really hard; researching, creating and practising their presentations.  Mrs Buchanan and Mrs Harber have been thrilled with the results. Well done P3!

Over the last two weeks Primary 3 have been working hard on their presentations on Ancient Rome.  The children have worked really hard; researching, creating and practising their presentations.  Mrs Buchanan and Mrs Harber have been thrilled with the results. Well done P3!

Good morning, everyone! This morning, the Headmaster talks to us from down on what is a very windy sea front at Cramond. It is the anniversary of the birth of Grace Darling, a very brave girl who lived and worked in a lighthouse off the coast of Bamburgh in Northumberland. She helped to rescue some drowning sailors in 1838 which brought her to national fame, including receiving a gift from Queen Victoria. As a new week begins, be brave and good luck too all those starting their school exams!

Watch the Chapel Service here.

Good morning, everyone! This morning, the Headmaster talks to us from down on what is a very windy sea front at Cramond. It is the anniversary of the birth of Grace Darling, a very brave girl who lived and worked in a lighthouse off the coast of Bamburgh in Northumberland. She helped to rescue some drowning sailors in 1838 which brought her to national fame, including receiving a gift from Queen Victoria. As a new week begins, be brave and good luck too all those starting their school exams!

Watch the Chapel Service here.

There has been lots of excitement in P2 this week! On Tuesday we came into the classroom to find chaos in both rooms with tables overturned and pencil pots strewn across the floor. To find out the identity of the intruders, we decided to set up a camera overnight in the hope of catching a glimpse of the culprits in action.  To our astonishment and delight, a rather scaly green tail was sighted in one of the classrooms.  We decided to hatch a cunning plan to attract our, hopefully, friendly dinosaurs back again. We collected some juicy leaves, some bark and some colourful berries and placed them in our classrooms in the hope that our intruders would return and feast on the vegetation we had provided.  We also placed some meat in case our dinosaurs were of the meat-eating kind  BUT was this enough to entice our intruders back once more, and did we manage to catch them fully on camera? Check out the photographs to find out, if you dare!  

There has been lots of excitement in P2 this week! On Tuesday we came into the classroom to find chaos in both rooms with tables overturned and pencil pots strewn across the floor. To find out the identity of the intruders, we decided to set up a camera overnight in the hope of catching a glimpse of the culprits in action.  To our astonishment and delight, a rather scaly green tail was sighted in one of the classrooms.  We decided to hatch a cunning plan to attract our, hopefully, friendly dinosaurs back again. We collected some juicy leaves, some bark and some colourful berries and placed them in our classrooms in the hope that our intruders would return and feast on the vegetation we had provided.  We also placed some meat in case our dinosaurs were of the meat-eating kind  BUT was this enough to entice our intruders back once more, and did we manage to catch them fully on camera? Check out the photographs to find out, if you dare!  

The latest is our series of teachers' blogs has just been published on the website!It's good to talk!

We all enjoy a good catch up with friends and family; staying connected and putting the world to rights. Especially within the current climate when face to face contact is limited and more people than ever are communicating though virtual mediums. As adults we speak without giving much thought to the process; dialogue just flows as we open our mouth and speak. However, for children this process isn’t quite as easy and from that first gasp of breath, children need to be taught how to talk.

Talking to children frequently from the day they are born is one of the most important ways to help them be prepared for school. A famous study conducted by researchers Hart and Risley, found a positive correlation between the number of words a 3-year-old child hears and their literacy development, often referred to as the “word gap.” The Hart and Risley study, and others completed since, have established a connection between poor early literacy skills and lifelong academic challenges.

It also identified that there is a 30-million-word gap between children in a language-rich home environment compared to children in a language-deficient home environment. Furthermore, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores were at the age of 3 and later.

Put simply, the more words a child hears, the more prepared they are when they enter school. By the age of 8, children who hear more words tend to have bigger vocabularies, be stronger readers and perform better on tests.

So, how can we ensure that our children are immersed in a language rich environment?

To read the rest of this blog, click on this link.https://www.cargilfield.com/teaching-and-learning/news/

The latest is our series of teachers' blogs has just been published on the website!It's good to talk!

We all enjoy a good catch up with friends and family; staying connected and putting the world to rights. Especially within the current climate when face to face contact is limited and more people than ever are communicating though virtual mediums. As adults we speak without giving much thought to the process; dialogue just flows as we open our mouth and speak. However, for children this process isn’t quite as easy and from that first gasp of breath, children need to be taught how to talk.

Talking to children frequently from the day they are born is one of the most important ways to help them be prepared for school. A famous study conducted by researchers Hart and Risley, found a positive correlation between the number of words a 3-year-old child hears and their literacy development, often referred to as the “word gap.” The Hart and Risley study, and others completed since, have established a connection between poor early literacy skills and lifelong academic challenges.

It also identified that there is a 30-million-word gap between children in a language-rich home environment compared to children in a language-deficient home environment. Furthermore, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores were at the age of 3 and later.

Put simply, the more words a child hears, the more prepared they are when they enter school. By the age of 8, children who hear more words tend to have bigger vocabularies, be stronger readers and perform better on tests.

So, how can we ensure that our children are immersed in a language rich environment?

To read the rest of this blog, click on this link.https://www.cargilfield.com/teaching-and-learning/news/

This morning we took advantage of a break in the wet and windy weather and headed out onto the games field to investigate the length of some of the world’s longest and shortest dinosaurs with our metre sticks.  

Accuracy was extremely important if we were to compare each dinosaur to another and so, in our groups, we meticulously measured every metre using a system of cones. We were amazed at how some of the shortest dinosaurs like the 2m velociraptor could have lived next to some of the longest like the 35m Argentinosaurus.  

Mrs Quayle and Mrs Spencer couldn’t even imagine a creature that was so long so we thought we’d see how the P2’s would measure up! Arms outstretched and standing parallel to the length of the Argentinosaurus, the P2-saurus managed to equal the length of this enormous dinosaur with the help of Miss Baird, and by going round twice!  

Take a look at our measuring skills, and I think it's safe to say we’re glad these gigantic creatures don’t roam the Earth today!  

This morning we took advantage of a break in the wet and windy weather and headed out onto the games field to investigate the length of some of the world’s longest and shortest dinosaurs with our metre sticks.  

Accuracy was extremely important if we were to compare each dinosaur to another and so, in our groups, we meticulously measured every metre using a system of cones. We were amazed at how some of the shortest dinosaurs like the 2m velociraptor could have lived next to some of the longest like the 35m Argentinosaurus.  

Mrs Quayle and Mrs Spencer couldn’t even imagine a creature that was so long so we thought we’d see how the P2’s would measure up! Arms outstretched and standing parallel to the length of the Argentinosaurus, the P2-saurus managed to equal the length of this enormous dinosaur with the help of Miss Baird, and by going round twice!  

Take a look at our measuring skills, and I think it's safe to say we’re glad these gigantic creatures don’t roam the Earth today!  

This morning P2 took advantage of a break in the wet and windy weather and headed out onto the games’ field to investigate the length of some of the world’s longest and shortest dinosaurs with our metre sticks.  

Accuracy was extremely important if we were to compare each dinosaur to another and so, in our groups, we meticulously measured every metre using a system of cones. We were amazed at how some of the shortest dinosaurs like the 2m velociraptor could have lived next to some of the longest like the 35m Argentinosaurus.  

Mrs Quayle and Mrs Spencer couldn’t even imagine a creature that was so long so we thought we’d see how the P2’s would measure up! Arms outstretched and standing parallel to the length of the Argentinosaurus, the P2-saurus managed to equal the length of this enormous dinosaur with the help of Miss Baird, and by going round twice!  

Take a look at our measuring skills, and I think it's safe to say we’re glad these gigantic creatures don’t roam the Earth today! 

This morning P2 took advantage of a break in the wet and windy weather and headed out onto the games’ field to investigate the length of some of the world’s longest and shortest dinosaurs with our metre sticks.  

Accuracy was extremely important if we were to compare each dinosaur to another and so, in our groups, we meticulously measured every metre using a system of cones. We were amazed at how some of the shortest dinosaurs like the 2m velociraptor could have lived next to some of the longest like the 35m Argentinosaurus.  

Mrs Quayle and Mrs Spencer couldn’t even imagine a creature that was so long so we thought we’d see how the P2’s would measure up! Arms outstretched and standing parallel to the length of the Argentinosaurus, the P2-saurus managed to equal the length of this enormous dinosaur with the help of Miss Baird, and by going round twice!  

Take a look at our measuring skills, and I think it's safe to say we’re glad these gigantic creatures don’t roam the Earth today! 

Good morning and welcome to this week's mini concert! Once again, we have some lovely performances from children right across the school, some beginners and others more experienced performers. Many thanks to all the children for practising so hard and sending their recordings in!If you would like to perform in next week's concert, get in touch with Dr Allsop!

Watch the concert here.

Good morning and welcome to this week's mini concert! Once again, we have some lovely performances from children right across the school, some beginners and others more experienced performers. Many thanks to all the children for practising so hard and sending their recordings in!If you would like to perform in next week's concert, get in touch with Dr Allsop!

Watch the concert here.

This week in Primary 3 we have been learning all about the Roman army in Britain.  We were treated to a Q and A over Teams with Professor David Breeze, in the chapel.  David is one of the leading world academic authorities on Hadrian’s Wall, the Antonine Wall and the Roman Army in Britain.   He led the team which achieved world heritage status for the Antonine Wall in 2008.  The children asked some wonderful questions and David Breeze shared some of his fantastic experiences and a few of the artefacts he has found as an archaeologist and Roman historian. 

This week in Primary 3 we have been learning all about the Roman army in Britain.  We were treated to a Q and A over Teams with Professor David Breeze, in the chapel.  David is one of the leading world academic authorities on Hadrian’s Wall, the Antonine Wall and the Roman Army in Britain.   He led the team which achieved world heritage status for the Antonine Wall in 2008.  The children asked some wonderful questions and David Breeze shared some of his fantastic experiences and a few of the artefacts he has found as an archaeologist and Roman historian. 

We all enjoy a good catch up with friends and family; staying connected and putting the world to rights. Especially within the current climate when face to face contact is limited and more people than ever are communicating though virtual mediums. As adults we speak without giving much thought to the process; dialogue just flows as we open our mouth and speak. However, for children this process isn’t quite as easy and from that first gasp of breath, children need to be taught how to talk.

Talking to children frequently from the day they are born is one of the most important ways to help them be prepared for school. A famous study conducted by researchers Hart and Risley, found a positive correlation between the number of words a 3-year-old child hears and their literacy development, often referred to as the “word gap.” The Hart and Risley study, and others completed since, have established a connection between poor early literacy skills and lifelong academic challenges.

It also identified that there is a 30-million-word gap between children in a language-rich home environment compared to children in a language-deficient home environment. Furthermore, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores were at the age of 3 and later.

Put simply, the more words a child hears, the more prepared they are when they enter school. By the age of 8, children who hear more words tend to have bigger vocabularies, be stronger readers and perform better on tests.

So, how can we ensure that our children are immersed in a language rich environment?

Tune in, talk more and take turns.

Tune in by paying attention to what your child is communicating to you. 

Talk more with your child using descriptive words to build their vocabulary. 

Take turns by encouraging your child to respond to your words and actions. 

If you find that your child is struggling with areas of speech and language, the important thing to remember is that it’s never too late. There are many avenues available to support and encourage your child’s language including the NHS Lothian’s website “lets-talk” and specialist speech and language therapist. 

Here is a summary of their top tips:

Demonstrate the right way to say a word

Repeat what your child says in the correct speech model. Children need to feel relaxed and confident in order to experiment with sounds, so avoid asking them to repeat your pronunciation of words.

Don’t pretend to understand

If your child is not clear, try asking questions; Saying “show me.”

Encourage the use of gestures alongside saying the word

Remember that it is normal for young children to use natural gestures. Research

shows that only 2% of information from very young children is carried by the words.

Follow your child’s lead

Make a “special time” when you know you have 15-20 minutes to really focus your attention on them and their communication

Responding to your child’s signals

In your special time ensure you are at the same level as your child, to capture their attention and to find out what is fun for them.

Interpret

Interpret what your child is trying to say and say it as they would, if they could.

Match + one

Copy what your child says in their sentence and add one more word as you repeat it back to them.

Repeat, repeat, repeat

It requires thousands of repetitions before a child says their first word and it requires hundreds of repetitions for the next 50 words. However, it can only require 1-2 repetitions for new words to be learnt once a child has their initial 200. 

Leaving gaps

Leave gaps in sentences and songs, allowing your child to say the word. If they don’t’ respond then say the word for them.

We all enjoy a good catch up with friends and family; staying connected and putting the world to rights. Especially within the current climate when face to face contact is limited and more people than ever are communicating though virtual mediums. As adults we speak without giving much thought to the process; dialogue just flows as we open our mouth and speak. However, for children this process isn’t quite as easy and from that first gasp of breath, children need to be taught how to talk.

Talking to children frequently from the day they are born is one of the most important ways to help them be prepared for school. A famous study conducted by researchers Hart and Risley, found a positive correlation between the number of words a 3-year-old child hears and their literacy development, often referred to as the “word gap.” The Hart and Risley study, and others completed since, have established a connection between poor early literacy skills and lifelong academic challenges.

It also identified that there is a 30-million-word gap between children in a language-rich home environment compared to children in a language-deficient home environment. Furthermore, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores were at the age of 3 and later.

Put simply, the more words a child hears, the more prepared they are when they enter school. By the age of 8, children who hear more words tend to have bigger vocabularies, be stronger readers and perform better on tests.

So, how can we ensure that our children are immersed in a language rich environment?

Tune in, talk more and take turns.

Tune in by paying attention to what your child is communicating to you. 

Talk more with your child using descriptive words to build their vocabulary. 

Take turns by encouraging your child to respond to your words and actions. 

If you find that your child is struggling with areas of speech and language, the important thing to remember is that it’s never too late. There are many avenues available to support and encourage your child’s language including the NHS Lothian’s website “lets-talk” and specialist speech and language therapist. 

Here is a summary of their top tips:

Demonstrate the right way to say a word

Repeat what your child says in the correct speech model. Children need to feel relaxed and confident in order to experiment with sounds, so avoid asking them to repeat your pronunciation of words.

Don’t pretend to understand

If your child is not clear, try asking questions; Saying “show me.”

Encourage the use of gestures alongside saying the word

Remember that it is normal for young children to use natural gestures. Research

shows that only 2% of information from very young children is carried by the words.

Follow your child’s lead

Make a “special time” when you know you have 15-20 minutes to really focus your attention on them and their communication

Responding to your child’s signals

In your special time ensure you are at the same level as your child, to capture their attention and to find out what is fun for them.

Interpret

Interpret what your child is trying to say and say it as they would, if they could.

Match + one

Copy what your child says in their sentence and add one more word as you repeat it back to them.

Repeat, repeat, repeat

It requires thousands of repetitions before a child says their first word and it requires hundreds of repetitions for the next 50 words. However, it can only require 1-2 repetitions for new words to be learnt once a child has their initial 200. 

Leaving gaps

Leave gaps in sentences and songs, allowing your child to say the word. If they don’t’ respond then say the word for them.

Good morning. Today, the Rev Ian Gilmour from Cramond Kirk, talks to use about hobbies and how they can provide us with new interests and meet new people. He tells us about his hobby of collecting postcards which remind him places he has visited over the years, and the wonderful new experiences he has had. However, following Jesus is not a hobby, it is a way of life to follow the one who is our Lord, our Master and our friend; as he said to his disciples to 'Forget self, carry their cross and follow me'.

What a fabulous model Spitfire plane he and his grandson have built together too!

Well done to Joseph who gives a lovely performance on his violin!

Watch the Chapel Service here.

Good morning. Today, the Rev Ian Gilmour from Cramond Kirk, talks to use about hobbies and how they can provide us with new interests and meet new people. He tells us about his hobby of collecting postcards which remind him places he has visited over the years, and the wonderful new experiences he has had. However, following Jesus is not a hobby, it is a way of life to follow the one who is our Lord, our Master and our friend; as he said to his disciples to 'Forget self, carry their cross and follow me'.

What a fabulous model Spitfire plane he and his grandson have built together too!

Well done to Joseph who gives a lovely performance on his violin!

Watch the Chapel Service here.

P3B are having lots of fun in their Creation Station and in their Building Area. Lots of great teamwork going on!

Read more here.

P3B are having lots of fun in their Creation Station and in their Building Area. Lots of great teamwork going on!

Read more here.