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P6 Zebras

Welcome to Mr Mc Ardle’s 

Primary 6 Zebras  

2021 and 2022


On this page you will find lots of important information about school and what's been going on in your child's class throughout the year.

Contact  M Mc Ardle


Ms Mulholland on 

The Fantastic Primary 6 Zebras

Look what our fantastic teachers did 🏆🏆🏆🏆

Week 1 Elections - The P.6 Zebras School Council, Eco Council and Sustrans Council members were chosen

Week 1 Celebrations - Star of the Week, Prefect, Doodle Winners and Lexia Superstars

Learning for the Month of September





Children will;

Talking and Listening

  • adapt behaviour and language to suit different situations and contexts, recognising the need for Standard English
  • sustain purposeful  conversation and reflect on participation and contributions
  • be aware of different purposes for questioning
  • use and explore different question types  - to clarify, to plan and to set goals
  • identify some aspects of talk which vary between formal and informal occasions
  • consider how working in role helps to explore complex issues





Children will;

Text Level Work 


Understand the importance of a good opening and compare a number of story openings


Develop understanding of narrative structure: orientation, build-up, sequence, complication and resolution


Talk about and plan their writing with teacher and/or peers


Record their ideas, reflections and predictions about a book, e.g. through a reading log or journal


Map out texts showing development and structure, e.g. its high and low points, the links between sections, paragraphs, chapters



Sentence Level Work  


Understand that grammar is about the order of words in sentences



Investigate word order by examining how far the order of words in sentences can be changed:


  • which words are essential to meaning
  • which can be deleted without damaging the basic meaning
  • which words or groups of words can be moved into a different order




Understand how adverbs can be used to qualify dialogue verbs e.g. ‘timidly’, ‘heavily’, ‘gruffly’ etc.


Word Level Work (Weeks 3-4)

Know and understand that a sound can be represented by more than one letter (the number of sounds and letters in a word may not always correspond)

Investigate Plural Nouns and spelling strategies used.


Weekly Spelling and dictation check up

Linguistic Phonics (Weeks_1- 4 )


  • identify,  segment and blend syllables in words orally, in reading and in writing
  • know and understand that a sound can be represented by more than one letter (the number of sounds and letters in a word may not always correspond)
  • use independent spelling strategies


Weekly Spelling and dictation check up




ICT led activities:


Children will use ipads and laptops to research settings.


• access, select, interpret and research information from safe and reliable sources;



• create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products.





Pupils will be able to:


Mental Maths:

  • Recognize, read write and order whole number within 99,999.
  • Add/subtract two 2 digit numbers to 50+50 and derive corresponding halves.
  • Add two 2 digit numbers, bridging the ten, answers within 100.
  • Find doubles of any two 2 digit numbers up to 50+50 and derive corresponding halves.



  • Recognise, name, count, write and order numbers to99,999.
  • Place value of numbers to 99,999
  • Solve a range of addition and subtraction problems within 99,999
  • Understand mixed numbers as whole numbers plus a fraction.
  • Understand mixed numbers as whole numbers plus a fraction.


Handling Data(weeks 4)

  • Be able to record data in a table
  • Be able to represent this data graphically.






Measures (weeks 2-3)

  • Understand 24 hour time system.
  • Convert between 12 and 24 hour time system.





Shape and Space:

  • Identify an unknown 2D shape, given information regarding its properties: number and relative lengths of sides, number corners, number of lines of symmetry,  and size of angles (acute, right and/or obtuse angles).



  ICT led activities:

UICT task GRAPH IT (managing data)

Create data collection sheet and present data using graphing tool on ipads.


• investigate, make predictions and solve problems through interaction with digital tools.


• talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.


• manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly







  • To become aware of who the Vikings were and where they came from. (Geog)
  • Locate and identify countries linked to the Vikings and where they travelled to. (Geog)


  • Carry out Viking themed comprehension on Victorious Vikings (Lit)


  • how people used to live including roles and responsibilities (H); (I)
  • how people in past interacted with environment for transport and communication (H); (I)


  • To become aware of different types of transport and how Vikings travelled. (Geog/Sci)
  • Develop an understanding of a Viking Longship. (Geog)





  • how properties of materials relate to how they are used (S&T); (COT);
  • how people in past interacted with environment for transport and communication (H); (I)
  • to recognise some of the uses of materials in the past (H); (P)
  • how place impacted on the lives and lifestyle of people in the past (H); (P)


  • Develop an understanding of Viking life (His)
  • Be aware of Viking homes and lifestyle (His/Sci)



  • how people in past interacted with environment for transport and communication (H); (I)
  • to recognise some of the uses of materials in the past (H); (P)
  • how place impacted on the lives and lifestyle of people in the past (H); (P)













P3 Zebras 2020 and 2021 

⭐️ Our class ⭐️

⭐️ Star Of The Week ⭐️

Top Doodler Award 🥇🤩. ⭐️Congratulations ⭐️


April  Learning...


Pupils will be able to:

Fiction/Non-fiction: Traditional stories/ poems/stories and information texts 

Talking and Listening: (Weeks 1)

  • Listen to and share ideas and experiences with others in class
    Talking and Listening: (Weeks 2)
  • read, memorise and recite poems
    Talking and Listening: (Weeks 3)
  • work collaboratively in a group, e.g. allocate tasks, consider alternatives and reach agreement
    Talking and Listening: (Weeks 4)
  • listen to talk or story by an adult, remember some specific points 
  • recount main points in own words
  • present parts of traditional stories, own stories or work from different areas of the curriculum for a range of audiences
    Text Level Work (Genre: Fiction Weeks 1)
  • understand the concept of story types by examining events, settings, characters and language used
  • write character profiles, e.g. simple descriptions, posters, passports, using key words and phrases that describe or are spoken by characters in the text



Text Level Work (Genre: Fiction Weeks 2)

  • know to expect patterns of rhythm, rhyme and other features of sound in poems
  •  know when the reading aloud of a poem makes sense and is effective
  • know the terms ‘poet’, ‘poem’, ‘verse’, ‘rhyme’ and ‘rhythm’ and use when discussing favourite poets and poems
  • use structures from poems as a basis for writing, by extending or substituting elements, inventing own lines, verses; make class collections, illustrate with captions
    Text Level Work (Genre: Non-Fiction Weeks 3)
  • know the term ‘explanation’ and have experience of flow charts and cyclical diagrams that explain a process, e.g. life-cycle of a frog
  • produce simple flow charts or diagrams that explain a process

Text Level Work (Genre: Fiction/ Non-Fiction Weeks 4)

  • have a sense of audience through reading aloud own stories/ poems



Sentence Level Work (Weeks 1-2)

  • investigate and recognise a range of other ways of presenting texts, e.g. speech bubbles, enlarged, bold or italicised print, captions, headings and sub-headings


Sentence Level Work (Weeks 3)

  • use verb tenses with accuracy in speaking and writing, e.g. catch/caught, see/saw, go/went


Sentence Level Work (Weeks 4)

  • use commas to separate items in a list


Word Level Work (Weeks 1-2)

  • identify and categorize the most common representations of the same sound, e.g. boat, no, tow, note
  • spell new words using phonics and a range of self-checking strategies


Word Level Work (Weeks 3)

  • use word endings, e.g. ‘s’ (plural), ‘ed’ (past tense), ‘ing’ (present tense) to support their reading and writing
    Word Level Work (Weeks 4)
  • investigate and use words associated with time, e.g. soon, before, as, when

Pupils will be able to:


Understand concepts of odd and even numbers through use of practical materials practical materials.

Recognise odd and even numbers.

Use knowledge of place value to develop a practical method for vertical addition TU (no carrying).

Develop a standard written method for vertical addition TU (no carrying), estimating the answer before calculating.

Use knowledge of place value to develop a practical method for vertical subtraction TU (no exchange).

Develop a standard written method for vertical subtraction TU (no exchange), estimating the answer before calculating.

Mental Maths (weeks 1-4)

Count forwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count backwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Handling Data (weeks 1 and 3)

Record results of sorting on given blank Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents. Suggest own ways of sorting, and label diagrams accordingly.

Measure (weeks 1)

Appreciate the conservation of length through practical investigations.

Appreciate the need for a standard unit of length.

Shape and Space (weeks 2 and 4)

Create repeating patterns using 3 or more different 2D shapes.

Create repeating patterns using 3 or more different 3D shapes




World Around Us


  • Healthy Me


Children will learn:

  • How living things [ourselves, food produce) grow and change


  • how goods and services (food production, availability of exotic food from faraway lands) in the local area have changed


  • That human activity can create waste in a variety of ways [food wrapping, pollution from transportation of food] (Geography)
  • About the goods that are imported or exported from other countries.



Anti bullying week 16-20th November

Bright and Light day

⭐️Road safety week⭐️

Still image for this video

Road safety week. The children designed their own outfits to help stay safe in the dark 🤩

ICT - P3 are researching people who work in our school 🤩 this week the children chose Frankie. The pupils have drawn on the iPads a picture of Frankie, typed a sentence about him and recorded themselves reading that sentence 🤩👏

Doodle Maths and Doodle English Awards

P3 Introduction

Still image for this video


Dear parents/ Queridos pais/ Drodzy Rodzice

If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.

This is only the case if you have 2 or more children on Seesaw using the same device.

We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on or your teachers email address is on their webpage.

Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.

Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.

Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email ou atraves do email do professor que está disponivel na nossa página online.

Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie  zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny  kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie  zalogowac  i wylogowac  kazde z  dziecko  z osobna.

Informacja ta dotyczy rodzicow w  przypadku, gdy masz 2 lub wiecej dzieci  w szkole korzystajacych z app.Seesaw z tego samego urządzenia.

Przepraszamy za wszelkie niedogodnosci, ale  kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem lub adres e-mail Twojego nauczyciela ktory znajduje sie na  stronie internetowej szkoly.

Kind regards/ Com os melhores comprimentos/ Z powazaniem

Ms Mulholland






The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14  days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.

kindest regards

Ms Mulholland

O executivo do Norte da Irelanda confirmou que se viajar de volta ao UK DEPOIS das 4 da manhã de sábado, dia 22/08/20, de Portugal NÃO precisará ficar em quarentena por 2 semanas.  Os pais são avisados se os seus filhos regressaram de Portugal ANTES de 22/08/20, DEVEM continuar a isolar-se durante 14 dias a partir da data do regresso.  Confiamos que TODOS os pais seguirão este conselho e enviarão os seus filhos de volta à escola na data correta, caso ainda estejam a cumprir isolamento.  Estamos a zelar pela segurança de toda a nossa comunidade escolar e pedimos aos pais que sigam esta orientação atualizada.  
Ms Mulholland