{"id":6120,"date":"2026-01-30T12:00:48","date_gmt":"2026-01-30T12:00:48","guid":{"rendered":"https:\/\/www.dulwichwood.com\/primary\/?p=6120"},"modified":"2026-01-30T11:34:16","modified_gmt":"2026-01-30T11:34:16","slug":"friday-jan-30","status":"publish","type":"post","link":"https:\/\/www.dulwichwood.com\/primary\/2026\/01\/30\/friday-jan-30\/","title":{"rendered":"Friday 30th January 2026"},"content":{"rendered":"\n

Learning Journey: Global Identities <\/strong><\/p>\n\n\n\n

Our week at Dulwich Wood<\/strong>:<\/p>\n\n\n\n

Reception<\/strong><\/p>\n\n\n\n

This week, we have continued reading The Magic Paintbrush<\/em>. The greedy, powerful emperor has discovered Shen\u2019s ability to bring her paintings to life and has imprisoned her after she refused to paint him a tree of gold coins, as the paintbrush can only be used to help the poor. We have been using our imagining<\/strong> learning tool to write in role as Shen, coming up with some fantastic ideas for how she might escape from the nasty emperor. We have also been learning how Julia Donaldson uses rhyme in her stories and how this makes them fun to read and remember.<\/p>\n\n\n\n

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Year 1<\/strong><\/p>\n\n\n\n

Y1 arrived on Monday morning to find that a mysterious creature left some clues and a letter in the sandpit. The children started to use the asking questions<\/strong> and imagining <\/strong>tools to find out who the \u2018wise fish\u2019 could be. The fish encouraged the children to follow their dreams and they all wrote a wonderful sentence about their wishes using the reasoning<\/strong> tool.<\/p>\n\n\n\n

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Year 2<\/strong><\/p>\n\n\n\n

Y2 have been wearing their empathy <\/strong>goggles this week and using their perseverance<\/strong> tool too. They have continued to collaborate<\/strong> and ask questions<\/strong> in Science, observing the changes of their bean experiment and learning about how bees pollinate flowers. In Literacy they have been making links<\/strong> to our book “Ocean meets Sky” and writing some fantastic pieces exploring the character of the Grandad. Well done Year 2, you have shown maturity and flexibility during a week with some change. We are so proud of you!<\/p>\n\n\n\n

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Year 3<\/strong><\/p>\n\n\n\n

Y3 had a fantastic trip to the Science Museum, where we used our asking questions<\/strong> tool to discover lots of interesting facts about friction, magnets and shadows. We had such fun exploring the Wonderlab, the highlight for many being the friction slide! The children were incredibly well behaved and were an absolute credit to the school!<\/p>\n\n\n\n

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Year 4 <\/strong><\/p>\n\n\n\n

Monday was Y4\u2019s performance day! The children worked collaboratively<\/strong> in pairs all morning, rehearsing carefully and supporting one another, before putting on incredible performances with well-written scripts, fantastic dialogue and plenty of drama! Y4\u2019s perseverance <\/strong>tool has also been put to excellent use in maths lessons this week, as the children tackled some challenging division methods. They showed great resilience and determination, and it has been wonderful to see how confidently they are applying their learning.<\/p>\n\n\n\n

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Year 5<\/strong><\/p>\n\n\n\n

Y5 have been using our making links<\/strong> tool in maths to explore fractions, building on our understanding of multiplication and division, including multiplying fractions. In literacy, we have used our planning <\/strong>tool to plan our own play scripts inspired by William Shakespeare\u2019s ‘The Tempest’.<\/p>\n\n\n\n

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Year 6<\/strong><\/p>\n\n\n\n

Year 6 have been using their making links <\/strong>and perseverance<\/strong> tools this week, as they power through a round of SATs practice. All of the adults are incredibly proud of their focus and determination! We are nearing the end of our Literacy book- ‘The Wind in the Wall’, and we have been using our imagining <\/strong>tool to create eerie setting and character descriptions, as well as a dramatic action scene. All of this is in preparation for the completion of their own version…watch this space, if you dare!<\/p>\n\n\n\n


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Coming Up<\/strong><\/h5>\n\n\n\n
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NSPCC Number Day – Fri 6th Feb <\/strong><\/p>\n\n\n\n

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Dulwich Wood Children & Family Hub<\/strong><\/p>\n\n\n\n

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Children’s Mental Health Week <\/h5>\n\n\n\n
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British Science Week 2026 at Dulwich Wood <\/strong><\/p>\n\n\n\n

Can you volunteer for British Science Week 2026?<\/p>\n\n\n\n

Do you use science in your job? Can you help inspire our children about where science can take them in the future?<\/p>\n\n\n\n

British Science Week is taking place between the 6-15th<\/sup> March<\/strong> and this year\u2019s theme is \u2018Curiosity: What is your Question?\u2019<\/strong>. We are looking for volunteers to bring real-life examples of STEM careers into school and answer the children\u2019s questions about what they do at work.<\/p>\n\n\n\n

\u2018Science\u2019 is being treated in the broadest sense here, so we aren\u2019t expecting you to be a scientist who works in a lab and wears a white coat. In fact, we want to help break stereotypes and offer the children an insight into how science is used in a huge variety of careers and in lots of different ways.<\/p>\n\n\n\n

Are you a chef, a vet, a nurse, a pharmacist, a dentist? Do you use computers or technology? Does your job involve engineering? Do you work with nature? Any job that has a connection to science, STEM or makes use of scientific skills counts.<\/p>\n\n\n\n

If you can spare a couple of hours during the week of 9th<\/sup> March, or would like to find out more, please get in touch with Mr Barton: tbarton@dulwichwood.com<\/a><\/p>\n\n\n\n

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Diary Dates<\/strong><\/h5>\n\n\n\n

Fri <\/strong><\/strong>6th Feb
<\/strong>KS2 Celebration Assembly<\/p>\n\n\n\n

Fri <\/strong><\/strong>6th Feb
<\/strong>NSPCC Number Day – Dress Up<\/p>\n\n\n\n

Fri 1<\/strong><\/strong>3th Feb
<\/strong>KS1 Celebration Assembly<\/p>\n\n\n\n

Fri <\/strong><\/strong>13th Feb
<\/strong>Children’s Mental Health Week – Dress Up<\/p>\n\n\n\n

Mon 1<\/strong><\/strong>6th Feb – Fri 20th Feb
<\/strong>Half Term <\/p>\n\n\n\n

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