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Archive of: November, 2020

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introTextLook at the dough rise!
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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.

rightColBody

Overflowing dough

Elisey dough

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perch_introTextLook at the dough rise!
perch_image/cms/resources/rising-dough.jpeg
perch_imageAltCargilfield
perch_leftColBody

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.

perch_rightColBody

Overflowing dough

Elisey dough

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perch_og_titleP1 baking magic!
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Cargilfield

P1 baking magic!

Look at the dough rise!

Read More


Posted on

IDValue
perch_page_path/news/archive.php
introTextPreparations begin in the Nursery!
image/cms/resources/photo-25-11-2020-10-26-57.jpg
imageAltCargilfield
leftColBody

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.

E162F4A2 5679 425A BCD3 240DFDA3A585

rightColBody

Photo 25 11 2020, 10 26 57

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perch_introTextPreparations begin in the Nursery!
perch_image/cms/resources/photo-25-11-2020-10-26-57.jpg
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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.

E162F4A2 5679 425A BCD3 240DFDA3A585

perch_rightColBody

Photo 25 11 2020, 10 26 57

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Cargilfield

Christmas is coming!

Preparations begin in the Nursery!

Read More


Posted on

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perch_page_path/news/archive.php
introTextFinding new ways to teach!
image/cms/resources/1792611d-be66-4b6e-8426-8a01a2eee055.jpeg
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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.

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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.

perch_rightColBody

7F332D56 9293 4B54 A15F 563C9B8FAB9B

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Cargilfield

Importance of art and fun in learning

Finding new ways to teach!

Read More


Posted on

IDValue
perch_page_path/news/archive.php
introTextPreparations begin!
image/cms/resources/photo-25-11-2020-10-26-57.jpg
imageAltCargilfield
leftColBody

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.

E162F4A2 5679 425A BCD3 240DFDA3A585

rightColBody

E34342FC 0AAA 40E3 BFCB D7BC94B22BF0

Photo 27 11 2020, 10 26 59

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perch_introTextPreparations begin!
perch_image/cms/resources/photo-25-11-2020-10-26-57.jpg
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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.

E162F4A2 5679 425A BCD3 240DFDA3A585

perch_rightColBody

E34342FC 0AAA 40E3 BFCB D7BC94B22BF0

Photo 27 11 2020, 10 26 59

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Cargilfield

Christmas is coming to the Nursery!

Preparations begin!

Read More


Posted on

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introTextLights, camera, action!
image/cms/resources/e34342fc-0aaa-40e3-bfcb-d7bc94b22bf0.jpeg
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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

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perch_introTextLights, camera, action!
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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

perch_rightColBody

8DD622D1 90D6 4106 9457 0D43F506CCDA

E34342FC 0AAA 40E3 BFCB D7BC94B22BF0

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Cargilfield

Alternative Nativity

Lights, camera, action!

Read More


Posted on

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perch_page_path/news/archive.php
introTextMore marvellous musicianship!
image/cms/resources/df012e04-d600-49d3-9828-4ad3b82e0b7d.jpeg
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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

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41C3A3D4 FBC9 4075 915C 3039B7FE3613


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perch_introTextMore marvellous musicianship!
perch_image/cms/resources/df012e04-d600-49d3-9828-4ad3b82e0b7d.jpeg
perch_imageAltCargilfield
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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

perch_rightColBody

41C3A3D4 FBC9 4075 915C 3039B7FE3613

41C3A3D4 FBC9 4075 915C 3039B7FE3613


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Cargilfield

Mini Concert 27.11.20

More marvellous musicianship!

Read More


Posted on

IDValue
perch_page_path/news/archive.php
introTextRaising funds for music in Bosnia
image/cms/resources/img0191.jpeg
imageAltCargilfield
leftColBody

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!

rightColBody

IMG 1136

IMG 1138

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perch_introTextRaising funds for music in Bosnia
perch_image/cms/resources/img0191.jpeg
perch_imageAltCargilfield
perch_leftColBody

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!

perch_rightColBody

IMG 1136

IMG 1138

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Cargilfield

Charity Violin-o-thon!

Raising funds for music in Bosnia

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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.

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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.

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Cargilfield

Publiciser 26.11.20

Catch up with the latest news!

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Posted on

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introTextMaking Maths fun!
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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)


    rightColBody


    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

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    perch_introTextMaking Maths fun!
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    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)


      perch_rightColBody


      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

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      Cargilfield

      Puzzles and Investigations

      Making Maths fun!

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextGreat collaboration!
      image/cms/resources/221065b1-703c-4e4e-b8ea-9bd15db01a81.jpeg
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      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!

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      perch_introTextGreat collaboration!
      perch_image/cms/resources/221065b1-703c-4e4e-b8ea-9bd15db01a81.jpeg
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      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!

      perch_rightColBody

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      Form 5 musical maestros!

      Great collaboration!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextFantastic Gingerbread Houses!
      image/cms/resources/img1066.jpeg
      imageAltCargilfield
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      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.

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      perch_introTextFantastic Gingerbread Houses!
      perch_image/cms/resources/img1066.jpeg
      perch_imageAltCargilfield
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      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.

      perch_rightColBody

      794AFD02 8580 43BE A97D 8F380F7B6E3A

      perch_signoff
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      Cargilfield

      Boarders' Baking Bonanza!

      Fantastic Gingerbread Houses!

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextSome fabulous creative writing!
      image/cms/resources/img4401.jpg
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      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!

      IMG 4403

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      perch_introTextSome fabulous creative writing!
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      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!

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      Cargilfield

      P3 get creative!

      Some fabulous creative writing!

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      introTextSome lovely displays!
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      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!

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      perch_introTextSome lovely displays!
      perch_image/cms/resources/img4417.jpg
      perch_imageAltCargilfield
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      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!

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      perch_signoff
      perch_og_titleRoman Presentations
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      Cargilfield

      Roman Presentations

      Some lovely displays!

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      introTextA tale of bravery and resilience
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      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.

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      perch_introTextA tale of bravery and resilience
      perch_image/cms/resources/enfwstkxmachk7.jpeg
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      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.

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      Cargilfield

      Monday Chapel 23.11.20

      A tale of bravery and resilience

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      introTextWhat a mess they have made!
      image/cms/resources/img9763.jpg
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      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!  

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      perch_introTextWhat a mess they have made!
      perch_image/cms/resources/img9763.jpg
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      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!  

      IMG 9714

      perch_rightColBody

      IMG 9713

      IMG 9717

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      Cargilfield

      The dinosaurs have arrived!

      What a mess they have made!

      Read More


      Posted on

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      introTextGiving children the chance to speak
      image/cms/resources/cargilfield-preparatory-school-7o7a8654-photograph-by-angus-bremner.jpg
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      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/

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      perch_introTextGiving children the chance to speak
      perch_image/cms/resources/cargilfield-preparatory-school-7o7a8654-photograph-by-angus-bremner.jpg
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      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/

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      Cargilfield

      It's good to talk!

      Giving children the chance to speak

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      introTextMeasuring dinosaurs!
      image/cms/resources/dsc02804.jpg
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      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!  



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      perch_introTextMeasuring dinosaurs!
      perch_image/cms/resources/dsc02804.jpg
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      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!  



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      DSC02798

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      Cargilfield

      P2 step back in time!

      Measuring dinosaurs!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextP2 have been measuring dinosaurs
      image/cms/resources/dsc02804.jpg
      imageAltCargilfield
      leftColBody

      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! 

      DSC02819

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      perch_introTextP2 have been measuring dinosaurs
      perch_image/cms/resources/dsc02804.jpg
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      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! 

      DSC02819

      DSC02829

      perch_rightColBody

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      perch_signoff
      perch_og_titleThe Dinosaurs are coming!
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      Cargilfield

      The Dinosaurs are coming!

      P2 have been measuring dinosaurs

      Read More


      Posted on

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      introTextMore marvellous musicianship!
      image/cms/resources/6daa6690-a9c6-4043-ad5e-67fa5a8311bf.jpeg
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      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.

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      perch_introTextMore marvellous musicianship!
      perch_image/cms/resources/6daa6690-a9c6-4043-ad5e-67fa5a8311bf.jpeg
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      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.

      perch_rightColBody
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      Cargilfield

      Mini Concert. 20.11.20

      More marvellous musicianship!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextLeaning lots about the Romans!
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      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. 


      012A4437 C326 4E6E 81D9 E0CA666E320B

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      perch_image/cms/resources/fde55fe4-33a6-4f6d-8d21-03dafc4fb9c2.jpeg
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      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. 


      012A4437 C326 4E6E 81D9 E0CA666E320B

      perch_rightColBody

      6E8310B4 5E04 46C9 810C 6E682C60EED9

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      authorEmail[email protected]
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      postURL/news/post.php?s=2020-11-20-talk-from-professor-david-breeze
      postURLFullhttp://www.cargilfield.com/news/post.php?s=2020-11-20-talk-from-professor-david-breeze
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      Cargilfield

      Talk from Professor David Breeze

      Leaning lots about the Romans!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextGiving children the chance to speak
      image/cms/resources/cargilfield-preparatory-school-7o7a8654-photograph-by-angus-bremner.jpg
      imageAltCargilfield
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      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.”

      rightColBody

      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.

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      perch_introTextGiving children the chance to speak
      perch_image/cms/resources/cargilfield-preparatory-school-7o7a8654-photograph-by-angus-bremner.jpg
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      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.”

      perch_rightColBody

      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.

      perch_signoff
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      Cargilfield

      It's good to talk!

      Giving children the chance to speak

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextFollowing Jesus is not a hobby!
      image/cms/resources/b7ce5e10-e251-4c9f-bfc6-7d01fcb8ab1d.jpeg
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      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.

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      perch_introTextFollowing Jesus is not a hobby!
      perch_image/cms/resources/b7ce5e10-e251-4c9f-bfc6-7d01fcb8ab1d.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      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.

      perch_rightColBody
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      authorFamilyNameWalker
      authorEmail[email protected]
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      postURLFullhttp://www.cargilfield.com/news/post.php?s=2020-11-19-thursday-chapel-19-11-20
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      Cargilfield

      Thursday Chapel. 19.11.20

      Following Jesus is not a hobby!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextTLots of creativity and Teamwork on show
      image/cms/resources/17-11-2.jpg
      imageAltCargilfield
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      P3B are having lots of fun in their Creation Station and in their Building Area. Lots of great teamwork going on!

      Read more here.

      rightColBody

      17.11 3

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      perch_introTextTLots of creativity and Teamwork on show
      perch_image/cms/resources/17-11-2.jpg
      perch_imageAltCargilfield
      perch_leftColBody

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

      Read more here.

      perch_rightColBody

      17.11 3

      perch_signoff
      authorGivenNameDavid
      authorFamilyNameWalker
      authorEmail[email protected]
      authorPostCount1810
      authorSlugdavid-walker
      authorImportRef
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      postURL/news/post.php?s=2020-11-19-p3b-get-creative
      postURLFullhttp://www.cargilfield.com/news/post.php?s=2020-11-19-p3b-get-creative
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      Cargilfield

      P3B get creative!

      TLots of creativity and Teamwork on show

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextLots of fun in French!
      image/cms/resources/f0ce933a-d33e-48db-95e6-4dea93dc1914.jpeg
      imageAltCargilfield
      leftColBody

      Form 4 are going to follow the Vendée Globe solo sailing race! Today we looked at the skippers route and learned all the continents in french. The children are supporting the 4 British skippers ( Miranda Merton, Alex Thomson, Pip Hare and Samantha Davies) as well as in Spanish Kipper Didac Costa! Today we were delighted to see that Alex Thomson was on the lead and 4W just sent him a message to congratulate him on his brilliant start and also wondering if during his spare time he would be able to send us some picture about Marine wildlife. To follow life on board for our skippers. 

      Read more here

      rightColBody

      450A3FED 0265 4ADD A33D 6B08F904095A

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      first_pagetrue
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      perch_introTextLots of fun in French!
      perch_image/cms/resources/f0ce933a-d33e-48db-95e6-4dea93dc1914.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      Form 4 are going to follow the Vendée Globe solo sailing race! Today we looked at the skippers route and learned all the continents in french. The children are supporting the 4 British skippers ( Miranda Merton, Alex Thomson, Pip Hare and Samantha Davies) as well as in Spanish Kipper Didac Costa! Today we were delighted to see that Alex Thomson was on the lead and 4W just sent him a message to congratulate him on his brilliant start and also wondering if during his spare time he would be able to send us some picture about Marine wildlife. To follow life on board for our skippers. 

      Read more here

      perch_rightColBody

      450A3FED 0265 4ADD A33D 6B08F904095A

      perch_signoff
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      authorFamilyNameWalker
      authorEmail[email protected]
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      authorImportRef
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      postURL/news/post.php?s=2020-11-18-form-4-track-vendee-globe
      postURLFullhttp://www.cargilfield.com/news/post.php?s=2020-11-18-form-4-track-vendee-globe
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      Cargilfield

      Form 4 track Vendee Globe

      Lots of fun in French!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextThe Festival of Diwali
      image/cms/resources/afa74fe2-6c0b-4f3e-9437-a38c5ba2e4c2.jpeg
      imageAltCargilfield
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      Good morning, everyone. Hope you all had a good wekend. This morning, the Headmaster talks to use about the great Hindu Festival of Diwali which was celebrated around the world over this weekend, Thank you to Arya and Kyan who tell us how they celebrate at home!

      You can watch it here

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      perch_introTextThe Festival of Diwali
      perch_image/cms/resources/afa74fe2-6c0b-4f3e-9437-a38c5ba2e4c2.jpeg
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      Good morning, everyone. Hope you all had a good wekend. This morning, the Headmaster talks to use about the great Hindu Festival of Diwali which was celebrated around the world over this weekend, Thank you to Arya and Kyan who tell us how they celebrate at home!

      You can watch it here

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      Chapel 16.11.20

      The Festival of Diwali

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      introTextAndrew Lownie talks about Lord Mountbatten
      image/cms/resources/img0882.jpeg
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      leftColBody

      On Saturday 14th November, former pupil, Andrew Lownie, starred in a documentary about Lord Mountbatten of Burma, confident of Prince Charles, last Viceroy of India and killed by an IRA Bomb in 1979. The programme examined his life and legacy and was very interesting. Andrew has written a highly acclaimed book about the life of the Mountbattens which was published earlier int he year.

      You can watch the programme on Catch Up here.

      You can order Andrew’s book on the Mountbattens here.

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      perch_introTextAndrew Lownie talks about Lord Mountbatten
      perch_image/cms/resources/img0882.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      On Saturday 14th November, former pupil, Andrew Lownie, starred in a documentary about Lord Mountbatten of Burma, confident of Prince Charles, last Viceroy of India and killed by an IRA Bomb in 1979. The programme examined his life and legacy and was very interesting. Andrew has written a highly acclaimed book about the life of the Mountbattens which was published earlier int he year.

      You can watch the programme on Catch Up here.

      You can order Andrew’s book on the Mountbattens here.

      perch_rightColBody
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      Cargilfield

      Former pupil on Channel 5

      Andrew Lownie talks about Lord Mountbatten

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextSwitching off is important
      image/cms/resources/img20200716154804.jpg
      imageAltCargilfield
      leftColBody

      If you are wondering what remote learning looked like from a teacher’s point of view, I will not be able to help you. Everyone is different and everyone was in a different situation, however, teachers had a few common enemies: managing all the technical aspects of remote learning, not able to open pdf documents, changing formats, printing, communicating via videos, being on time (if your computers allows it) for a lessons, marking online blurred pictures… Here are some struggles most teachers (and for pupils for some of these issues) have had during the lockdown. Learning and teaching are already difficult but doing it remotely throws new difficulties in the pot. One of the positives was having to rethink how you teach, your method, find new ways of teaching interactively. But when you have to also deal with headaches and eye aches due to the number of hours spent in front of screen, the positive aspects become very small and it is sanity that you are focusing on. 

      In the end, with some getting use to, we all managed to step up our game and we kept the teaching and learning going for the children. Because, yes, in the end, what we really cared about as teachers are the children and how to help them cope with our subjects.

      All these issues made me think a lot about all the mindfulness sessions we had in class. How do you keep calm (and sane) when everything is changing around you? A lot of words were coming up in my mind and in emails: anxiety, stress. For some people, the breathing exercises work but for me it does not really (I tend to do my shopping list instead). So, what do you do then? There is no magical way, but I can tell you what ended up working for me. 

      To start with, I decided I would deal with one problem at a time. The main one being that I needed to stay away from any screens, therefore, like many others, I dig for puzzles in my closet, I also cooked a lot more. The later was to give back to my neighbours who were taking care of my hips by leaving cakes at my door (best neighbours to have during a lockdown). But when your fridge is full and you do not have any space left on your tables, then you need something else. So, I looked into fixing another issue for me: keep on fit. I researched online what people could do during lockdown. Online fitness classes were a big thing so I asked a friend if I could trial some of his class (he is the coach). I quickly realised it was not for me as everybody was talking at the same time during the class and it stressed me more than relaxed me (it took a while for gym coach to realise there was a mute button on zoom). Walking was another big one online, so I walked a bit every day, got some fresh air but being limited in distances and weather depending, something more reliable was needed. I kept on looking. I finally ended up seeing an advertisement for embroidery and for me it clicked then. Being creative is my mindfulness! 

      rightColBody

      So, I started embroidering on loops, and realised that giving to others had a satisfying and positive effect. As I cannot hang everything in my flat, I gave everything I would make to friends or neighbours. Little messages left at their doors (it would be better appreciated than my cooking I thought). I tried to create funny things to give people a smile. That’s my way of being mindful for me and to others. I then upgraded to epoxy resin, polymer clay to make objects, with Form 8 we had a stop motion team online, etc. And that was it, I was relaxed and would just sit and create. 

      In August I was so pleased to go back to school and see pupils and colleagues again but quite disappointed that clubs were not going to start again. I was hoping to show children what they can do to relax at home if a lockdown starts again and especially if the other mindful techniques learned in class do not work for them. I also hoped they would show me some of their crafts done during lockdown as I know we have many creative minds at school. So , here we are now, waiting for clubs to start again and all hoping that we will not get back to remote learning.

      IMG 20201029 122511 245

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      perch_introTextSwitching off is important
      perch_image/cms/resources/img20200716154804.jpg
      perch_imageAltCargilfield
      perch_leftColBody

      If you are wondering what remote learning looked like from a teacher’s point of view, I will not be able to help you. Everyone is different and everyone was in a different situation, however, teachers had a few common enemies: managing all the technical aspects of remote learning, not able to open pdf documents, changing formats, printing, communicating via videos, being on time (if your computers allows it) for a lessons, marking online blurred pictures… Here are some struggles most teachers (and for pupils for some of these issues) have had during the lockdown. Learning and teaching are already difficult but doing it remotely throws new difficulties in the pot. One of the positives was having to rethink how you teach, your method, find new ways of teaching interactively. But when you have to also deal with headaches and eye aches due to the number of hours spent in front of screen, the positive aspects become very small and it is sanity that you are focusing on. 

      In the end, with some getting use to, we all managed to step up our game and we kept the teaching and learning going for the children. Because, yes, in the end, what we really cared about as teachers are the children and how to help them cope with our subjects.

      All these issues made me think a lot about all the mindfulness sessions we had in class. How do you keep calm (and sane) when everything is changing around you? A lot of words were coming up in my mind and in emails: anxiety, stress. For some people, the breathing exercises work but for me it does not really (I tend to do my shopping list instead). So, what do you do then? There is no magical way, but I can tell you what ended up working for me. 

      To start with, I decided I would deal with one problem at a time. The main one being that I needed to stay away from any screens, therefore, like many others, I dig for puzzles in my closet, I also cooked a lot more. The later was to give back to my neighbours who were taking care of my hips by leaving cakes at my door (best neighbours to have during a lockdown). But when your fridge is full and you do not have any space left on your tables, then you need something else. So, I looked into fixing another issue for me: keep on fit. I researched online what people could do during lockdown. Online fitness classes were a big thing so I asked a friend if I could trial some of his class (he is the coach). I quickly realised it was not for me as everybody was talking at the same time during the class and it stressed me more than relaxed me (it took a while for gym coach to realise there was a mute button on zoom). Walking was another big one online, so I walked a bit every day, got some fresh air but being limited in distances and weather depending, something more reliable was needed. I kept on looking. I finally ended up seeing an advertisement for embroidery and for me it clicked then. Being creative is my mindfulness! 

      perch_rightColBody

      So, I started embroidering on loops, and realised that giving to others had a satisfying and positive effect. As I cannot hang everything in my flat, I gave everything I would make to friends or neighbours. Little messages left at their doors (it would be better appreciated than my cooking I thought). I tried to create funny things to give people a smile. That’s my way of being mindful for me and to others. I then upgraded to epoxy resin, polymer clay to make objects, with Form 8 we had a stop motion team online, etc. And that was it, I was relaxed and would just sit and create. 

      In August I was so pleased to go back to school and see pupils and colleagues again but quite disappointed that clubs were not going to start again. I was hoping to show children what they can do to relax at home if a lockdown starts again and especially if the other mindful techniques learned in class do not work for them. I also hoped they would show me some of their crafts done during lockdown as I know we have many creative minds at school. So , here we are now, waiting for clubs to start again and all hoping that we will not get back to remote learning.

      IMG 20201029 122511 245

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      Cargilfield

      Being Mindful

      Switching off is important

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextLots of fun learning about different cultures
      image/cms/resources/photo-13-11-2020-10-26-34.jpg
      imageAltCargilfield
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      The Nursery children have been learning about Diwali; The Hindu Festival of Light. They have learnt all about the about the story of Rama and Sita and why Hindu's celebrate at this time of year. They have made Diwali cards, diva lights and traditional Indian food for snack. Today they dressed up for a Diwali party and had mehndi on their arms and danced to Indian music.

      Photo 13 11 2020, 10 01 48

      rightColBody

      Photo 12 11 2020, 13 03 11

      Photo 12 11 2020, 13 25 55

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      perch_introTextLots of fun learning about different cultures
      perch_image/cms/resources/photo-13-11-2020-10-26-34.jpg
      perch_imageAltCargilfield
      perch_leftColBody

      The Nursery children have been learning about Diwali; The Hindu Festival of Light. They have learnt all about the about the story of Rama and Sita and why Hindu's celebrate at this time of year. They have made Diwali cards, diva lights and traditional Indian food for snack. Today they dressed up for a Diwali party and had mehndi on their arms and danced to Indian music.

      Photo 13 11 2020, 10 01 48

      perch_rightColBody

      Photo 12 11 2020, 13 03 11

      Photo 12 11 2020, 13 25 55

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      Cargilfield

      Nursery celebrate Diwali

      Lots of fun learning about different cultures

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextHello, Mr Frog!
      image/cms/resources/photo-10-11-2020-08-58-54.jpg
      imageAltCargilfield
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      Nursery had a special unexpected visitor this week. He was found hopping around the floor and trying to join in with our play. It was so exciting to see him but we decided that he wasn't quite big enough to join our Nursery.

      Photo 10 11 2020, 09 01 30

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      perch_introTextHello, Mr Frog!
      perch_image/cms/resources/photo-10-11-2020-08-58-54.jpg
      perch_imageAltCargilfield
      perch_leftColBody

      Nursery had a special unexpected visitor this week. He was found hopping around the floor and trying to join in with our play. It was so exciting to see him but we decided that he wasn't quite big enough to join our Nursery.

      Photo 10 11 2020, 09 01 30

      perch_rightColBody
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      Cargilfield

      An expected visitor in Nursery!

      Hello, Mr Frog!

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      Posted on

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      perch_page_path/news/archive.php
      introTextSome more lovely performances!
      image/cms/resources/bf6b3e22-de08-4353-826b-ae528fa388f2.jpeg
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      Welcome to this week's mini concert! Once again, there is some lovely musicianship on show from children at all levels throughout the school; well done on working so hard with your teachers and practising so well too!If anyone would like to be in next week's Friday concert, get in touch with Dr Allsop as soon as possible.

      Watch the concert here.

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      perch_introTextSome more lovely performances!
      perch_image/cms/resources/bf6b3e22-de08-4353-826b-ae528fa388f2.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      Welcome to this week's mini concert! Once again, there is some lovely musicianship on show from children at all levels throughout the school; well done on working so hard with your teachers and practising so well too!If anyone would like to be in next week's Friday concert, get in touch with Dr Allsop as soon as possible.

      Watch the concert here.

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      Cargilfield

      Mini Concert 13.11.20

      Some more lovely performances!

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextAn unexpected visitor!
      image/cms/resources/photo-10-11-2020-09-01-30.jpg
      imageAltCargilfield
      leftColBody

      Nursery had a special unexpected visitor this week. He was found hopping around the floor and trying to join in with our play. It was so exciting to see him but we decided that he wasn't quite big enough to join our Nursery.

      Photo 10 11 2020, 08 58 54

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      perch_introTextAn unexpected visitor!
      perch_image/cms/resources/photo-10-11-2020-09-01-30.jpg
      perch_imageAltCargilfield
      perch_leftColBody

      Nursery had a special unexpected visitor this week. He was found hopping around the floor and trying to join in with our play. It was so exciting to see him but we decided that he wasn't quite big enough to join our Nursery.

      Photo 10 11 2020, 08 58 54

      perch_rightColBody
      perch_signoff
      perch_og_titleA Frog in the Nursery!
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      Cargilfield

      A Frog in the Nursery!

      An unexpected visitor!

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      Posted on

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      perch_page_path/news/archive.php
      introTextCatch up with all the latest news!
      image/cms/resources/l1008721.jpeg
      imageAltCargilfield
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      The latest edition of the Publiciser has just been published.  Click on the link and subscribe to receive future editions!

      Cargilfield Publiciser  12.11.20 - https://mailchi.mp/39e9b2b3e35...

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      perch_introTextCatch up with all the latest news!
      perch_image/cms/resources/l1008721.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      The latest edition of the Publiciser has just been published.  Click on the link and subscribe to receive future editions!

      Cargilfield Publiciser  12.11.20 - https://mailchi.mp/39e9b2b3e35...

      perch_rightColBody
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      Cargilfield

      Publiciser 12.11.20

      Catch up with all the latest news!

      Read More


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      perch_page_path/news/archive.php
      introTextA tribute to the Fallen
      image/cms/resources/dsc02688.jpg
      imageAltCargilfield
      leftColBody

      Today at the eleventh hour on the eleventh day of the eleventh month the children from the Pre-Prep marked Armistice Day. Outside in our bubbles we met together to remember the airmen and servicemen who lost their lives or were injured in the great wars and wars that have been fought since. Timothy from P3 opened the ceremony with a verse from the poem by Robert Binyon. This was followed by the laying of wreaths on our pebble painted poppy. Zachary and Zanna from P1 stepped forward to present theirs followed by Teddy and Isabel from P2, then Salman from P3. The nursery children brought forward Cordelia and Shay to present their wreath. We then held a moment’s silence in quiet remembrance. We hope you were able to enjoy some of the children’s lovely art work on display around the school entrance this morning, and managed to linger awhile to reflect on the wonderful message that “Peace is in our hands”.

      Read more here.

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      perch_introTextA tribute to the Fallen
      perch_image/cms/resources/dsc02688.jpg
      perch_imageAltCargilfield
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      Today at the eleventh hour on the eleventh day of the eleventh month the children from the Pre-Prep marked Armistice Day. Outside in our bubbles we met together to remember the airmen and servicemen who lost their lives or were injured in the great wars and wars that have been fought since. Timothy from P3 opened the ceremony with a verse from the poem by Robert Binyon. This was followed by the laying of wreaths on our pebble painted poppy. Zachary and Zanna from P1 stepped forward to present theirs followed by Teddy and Isabel from P2, then Salman from P3. The nursery children brought forward Cordelia and Shay to present their wreath. We then held a moment’s silence in quiet remembrance. We hope you were able to enjoy some of the children’s lovely art work on display around the school entrance this morning, and managed to linger awhile to reflect on the wonderful message that “Peace is in our hands”.

      Read more here.

      DSC02694

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      Cargilfield

      The Pre Prep Remembers

      A tribute to the Fallen

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextWe stand silent and still
      image/cms/resources/bba75d3d-4d57-49ef-9e79-8a34a029993c.jpeg
      imageAltCargilfield
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      This year, we are unable to meet together in Chapel to remember the 190 old boys and masters of Cargilfield who died in both World Wars and whose names appear on our War Memorial in Chapel.

      However, despite this, the Upper School assembled in year group bubbles in Ash Court to hear one fifth of the Roll of Honour before, on the stroke of 11 o'clock, Chay played the Last Post and Harry the famous Scottish lament 'Flowers of the Forest' on his pipes. We then stood in silence to remember the ultimate sacrifice made by so many so that we can enjoy our freedom today.

      We hope parents were able to join us remotely, and watch our traditional Service of Remembrance on video; as always, it is the most important service of the year, and each November our school community comes together to stop and think, and to quietly remember.

      'At the going down of the sun, and in the morning, We will remember them.'

      There were our usual readings and prayers as well as a number of musical performances, all performed safely and following COVID guidelines. In addition, there are some lovely art displays created by the Pre Prep at the end of the video.

      We hope the whole Cargilfield community will enjoy remembering and reflecting with us this morning.


      Watch the Remembrance Service on the YouTube link below or here

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      perch_introTextWe stand silent and still
      perch_image/cms/resources/bba75d3d-4d57-49ef-9e79-8a34a029993c.jpeg
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      This year, we are unable to meet together in Chapel to remember the 190 old boys and masters of Cargilfield who died in both World Wars and whose names appear on our War Memorial in Chapel.

      However, despite this, the Upper School assembled in year group bubbles in Ash Court to hear one fifth of the Roll of Honour before, on the stroke of 11 o'clock, Chay played the Last Post and Harry the famous Scottish lament 'Flowers of the Forest' on his pipes. We then stood in silence to remember the ultimate sacrifice made by so many so that we can enjoy our freedom today.

      We hope parents were able to join us remotely, and watch our traditional Service of Remembrance on video; as always, it is the most important service of the year, and each November our school community comes together to stop and think, and to quietly remember.

      'At the going down of the sun, and in the morning, We will remember them.'

      There were our usual readings and prayers as well as a number of musical performances, all performed safely and following COVID guidelines. In addition, there are some lovely art displays created by the Pre Prep at the end of the video.

      We hope the whole Cargilfield community will enjoy remembering and reflecting with us this morning.


      Watch the Remembrance Service on the YouTube link below or here

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      Cargilfield

      Cargilfield Remembers

      We stand silent and still

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextA very moving Remembrance display
      image/cms/resources/107de6a1-8969-43da-ae8e-3f7bf529f02e.jpeg
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      Some lovely art work from the Pre Prep as we prepare to stand still, silently, at 11am tomorrow to remember all those who made the ultimate sacrifice, including the 190 old boys and masters of Cargilfield.

      At the going down of the sun, and in the morning, we will remember them.

      Read more here.

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      perch_introTextA very moving Remembrance display
      perch_image/cms/resources/107de6a1-8969-43da-ae8e-3f7bf529f02e.jpeg
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      Some lovely art work from the Pre Prep as we prepare to stand still, silently, at 11am tomorrow to remember all those who made the ultimate sacrifice, including the 190 old boys and masters of Cargilfield.

      At the going down of the sun, and in the morning, we will remember them.

      Read more here.

      BCF196F6 4D9C 4F44 8D02 30E518B240A1


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      Cargilfield

      Wonderful Pre Prep Poppies

      A very moving Remembrance display

      Read More


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      introTextA busy week in the Nursery!
      image/cms/resources/photo-04-11-2020-10-40-16.jpg
      imageAltCargilfield
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      Nursery have been learning about Bonfire Night and fire safety. They have learnt how to STOP, DROP and ROLL and how to dial 999 if ever there is an emergency. They used the theme of fireworks to support their numeracy and literacy experiences and had a mini bonfire with sausages and tasted marshmallows!

      Read more here.

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      Photo 04 11 2020, 09 57 25

      Photo 03 11 2020, 09 08 47

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      perch_introTextA busy week in the Nursery!
      perch_image/cms/resources/photo-04-11-2020-10-40-16.jpg
      perch_imageAltCargilfield
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      Nursery have been learning about Bonfire Night and fire safety. They have learnt how to STOP, DROP and ROLL and how to dial 999 if ever there is an emergency. They used the theme of fireworks to support their numeracy and literacy experiences and had a mini bonfire with sausages and tasted marshmallows!

      Read more here.

      perch_rightColBody

      Photo 04 11 2020, 09 57 25

      Photo 03 11 2020, 09 08 47

      perch_signoff
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      Cargilfield

      Lots of leaning, inside and outside the classroom!

      A busy week in the Nursery!

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextSome very lovely poppy designs
      image/cms/resources/9f211443-af96-4296-acd3-6cc3c6711bc4.jpeg
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      P2 have been making poppies to remember those who died or were injured in the great wars and wars that have been fought since then. We have made poppies using paper plates, paint and glitter. We made others with tissue paper using oil pastels to draw the stalks from each poppy head on a background with soldiers as silhouettes. We even used corks dipped in paint to print the petals and a thumb print to mark the dot in the middle. Photographs were also taken of poppies enclosed in each of our hands with the inscription "Peace in Our Hands" - words we would do well to live by in these uncertain times.


      Read more here

      rightColBody

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      perch_introTextSome very lovely poppy designs
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      perch_imageAltCargilfield
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      P2 have been making poppies to remember those who died or were injured in the great wars and wars that have been fought since then. We have made poppies using paper plates, paint and glitter. We made others with tissue paper using oil pastels to draw the stalks from each poppy head on a background with soldiers as silhouettes. We even used corks dipped in paint to print the petals and a thumb print to mark the dot in the middle. Photographs were also taken of poppies enclosed in each of our hands with the inscription "Peace in Our Hands" - words we would do well to live by in these uncertain times.


      Read more here

      perch_rightColBody

      63CB82B9 BCA4 415D A1AE 9B6A2B309014

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      Cargilfield

      P2 Poppy Art

      Some very lovely poppy designs

      Read More


      Posted on

      IDValue
      perch_page_path/news/archive.php
      introTextThe Gillespie brothers
      image/cms/resources/0a721086-6e8b-4f94-824d-d70740d7b644.jpeg
      imageAltCargilfield
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      Good morning. Today, as we head towards Armistice Day on Wednesday, the Headmaster talks about 2nd Lieut Alexander Douglas Gillespie, an old boy of Cargilfield and Winchester College. See our Facebook page for the video.

      Alexander was Head Boy in 1903, and after leaving Winchester he joined up and headed out to the Western Front.

      Whilst there, he wrote a series of letters to his old Headmaster at Winchester, and in his letters he talked about the hope that one day there would be a 'Via Sacra', a sacred way, allowing people to walk along the Western Front and enjoy the wonderful beauty where the Great War was taking place. Just over 100 years later, Gillespie's dream has become a reality with over 100km of beautiful paths created from the French Alps to the Belgian coast.

      BBC Countryfile's Tom Heap, Gillespie's great nephew, is one of the trustees of the charity which has worked so hard to create the 'Western Front Way', and he came to open our Astroturf in February 2019 which is named after Alexander and his brother Tom, who also died in WW1 having won a Silver Medal at the Stockholm Olympics in the Men's Rowing Eight.

      We shall remember both of them and also the 188 other old boys who appear on our War Memorial in Chapel, on Wednesday.

      https://www.thewesternfrontway...

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      perch_introTextThe Gillespie brothers
      perch_image/cms/resources/0a721086-6e8b-4f94-824d-d70740d7b644.jpeg
      perch_imageAltCargilfield
      perch_leftColBody

      Good morning. Today, as we head towards Armistice Day on Wednesday, the Headmaster talks about 2nd Lieut Alexander Douglas Gillespie, an old boy of Cargilfield and Winchester College. See our Facebook page for the video.

      Alexander was Head Boy in 1903, and after leaving Winchester he joined up and headed out to the Western Front.

      Whilst there, he wrote a series of letters to his old Headmaster at Winchester, and in his letters he talked about the hope that one day there would be a 'Via Sacra', a sacred way, allowing people to walk along the Western Front and enjoy the wonderful beauty where the Great War was taking place. Just over 100 years later, Gillespie's dream has become a reality with over 100km of beautiful paths created from the French Alps to the Belgian coast.

      BBC Countryfile's Tom Heap, Gillespie's great nephew, is one of the trustees of the charity which has worked so hard to create the 'Western Front Way', and he came to open our Astroturf in February 2019 which is named after Alexander and his brother Tom, who also died in WW1 having won a Silver Medal at the Stockholm Olympics in the Men's Rowing Eight.

      We shall remember both of them and also the 188 other old boys who appear on our War Memorial in Chapel, on Wednesday.

      https://www.thewesternfrontway...

      perch_rightColBody

      771AB5C5 CBF4 4590 A4DE 93D0383191E0

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      Monday Chapel 9.11.20

      The Gillespie brothers

      Read More


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      perch_page_path/news/archive.php
      introTextBringing History alive!
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      Form 4 showed themselves to be some vicious Vikings today! They started off the day with a parade around the field and mastering shield walls. They were experts at this and would stand well in any battle; some excellent team work on show. Alongside being great at battle, the children were also very crafty in their trading games which they enjoyed playing.

      After a breaktime of building Viking houses and creating islands, they explored Viking Runes – painting their own names and creating some secret messages; Viking to Viking! There were also some clay longships that were made, which had some outstanding detail and some marvellous names.

      Despite the current unusual circumstances the Form 4 children managed to make Viking Day a great success and good fun was had by all!

      Read more here.


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      perch_introTextBringing History alive!
      perch_image/cms/resources/50c05570-e3c5-4870-8df0-48a89aa622ee.jpeg
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      Form 4 showed themselves to be some vicious Vikings today! They started off the day with a parade around the field and mastering shield walls. They were experts at this and would stand well in any battle; some excellent team work on show. Alongside being great at battle, the children were also very crafty in their trading games which they enjoyed playing.

      After a breaktime of building Viking houses and creating islands, they explored Viking Runes – painting their own names and creating some secret messages; Viking to Viking! There were also some clay longships that were made, which had some outstanding detail and some marvellous names.

      Despite the current unusual circumstances the Form 4 children managed to make Viking Day a great success and good fun was had by all!

      Read more here.


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      Cargilfield

      Vicious Vikings!

      Bringing History alive!

      Read More


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      perch_page_path/news/archive.php
      introTextFantastic Boarders’ trip!
      image/cms/resources/28ae3e84-662d-4ed0-8dbf-096cca751fbc.jpeg
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      On Thursday, the weekly boarders headed off to a trip to Ninja Warriror, a new activity venue in Edinburgh. Based around the popular ITV show, there were lots of tests and challenges for everyone to do and judging from the excited chatter and laughter on the way back to school, it was a terrific evenings entertainment!


      Read more here

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      postTitleThrills and spills at Ninja Warrior
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      perch_introTextFantastic Boarders’ trip!
      perch_image/cms/resources/28ae3e84-662d-4ed0-8dbf-096cca751fbc.jpeg
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      On Thursday, the weekly boarders headed off to a trip to Ninja Warriror, a new activity venue in Edinburgh. Based around the popular ITV show, there were lots of tests and challenges for everyone to do and judging from the excited chatter and laughter on the way back to school, it was a terrific evenings entertainment!


      Read more here

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      Cargilfied

      Thrills and spills at Ninja Warrior

      Fantastic Boarders’ trip!

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextWell done to all those who performed
      image/cms/resources/a9555d85-d400-4124-b13a-b7e361d98f5c.jpeg
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      Welcome to our latest Mini Concert, and the first once since the half term break.

      Many congratulations to all those who have performed which shows just how hard the children have been practising at home which is super to see.

      If anyone would like to perform in next week's concert, get in touch with Dr Allsop!

      Watch the concert here

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      perch_introTextWell done to all those who performed
      perch_image/cms/resources/a9555d85-d400-4124-b13a-b7e361d98f5c.jpeg
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      Welcome to our latest Mini Concert, and the first once since the half term break.

      Many congratulations to all those who have performed which shows just how hard the children have been practising at home which is super to see.

      If anyone would like to perform in next week's concert, get in touch with Dr Allsop!

      Watch the concert here

      perch_rightColBody
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      Cargilfield

      A terrific mini concert!

      Well done to all those who performed

      Read More


      Posted on

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      introTextSome useful strategies
      image/cms/resources/maths4.jpg
      imageAltCargilfield
      leftColBody

      Developing Confidence for Common Entrance Maths

      Most students at Cargilfield are working towards sitting a Common Entrance maths exam in Form 8 and, although their mathematical journey begins many years earlier, in this blog I’d like to briefly reflect on their final three years and consider the path they take between Form 6 and their final examination in Form 8 and suggest some steps which can help your children as they go through these stages to complement the work they are doing in the classroom. If you only have 2 minutes then feel free to skip to the summary points at the bottom!

      In Form 6 we begin to target the ISEB 13+ syllabus, with branches of maths such as algebra coming to the fore and further operations with decimals and fractions, and of course negative numbers, ratio and many, many more topics.  We then continue to build on these areas into Form 7, finishing the syllabus in the first part of Form 8, which then allows time to develop experience and shore up any wobbly areas in the time that remains.

      For many children, their level of confidence has the biggest impact on their success in the subject but, in turn, success typically leads more confidence too.  At the start of Form 6, knowledge of the times tables can have a tremendous impact on their level of confidence and revisiting these on a regular basis with ‘top-up’ revision stints can bring valuable returns in the classroom.  With this basic addition and subtraction (e.g. 9 + 7  or  15 −8) can also boost a students assurance when tackling more complex problems.  The www.mymaths.co.ukwebsite is a great place to practise some of these skills for 15 minutes on the weekend or during the holidays.

      In Form 7 further formulae are introduced and ensuring they know these fluently will once again boost their self-belief since they know the starting point for calculating areas, circumference, speed or volume. Flash cards work particularly well for learning formulae and keeping a set of these in their pencil case (and perhaps a second set at home) means they can easily flip through these each day.

      In Form 8, ‘Quick Tens’ are made available to the students.  These comprise of short exercises tackling the basic problems which will certainly come up in a Common Entrance paper.  Doing a Quick Ten as often as possible will ensure that the children remain confident in the foundational strategies.  We encourage the Form 8’s to allocate revision time each week to their maths just as they would other subjects. The www.mymaths.co.uk website is great for working through any topics they know they find more difficult.

      At all levels, the children can always ask their teacher if they don’t understand anything and need an extra explanation.

      In conclusion, here is a summary of some out-of-classroom activities to help develop confidence:

      •   Form 5/6 - practise times tables every week (daily if necessary) - www.mymaths.co.uk
      •   Form 7 - learn formulae using flashcards, ensure times tables are quickly recalled.
      •   Form 8 - Quick 10s each week and some during holidays too.
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      perch_introTextSome useful strategies
      perch_image/cms/resources/maths4.jpg
      perch_imageAltCargilfield
      perch_leftColBody

      Developing Confidence for Common Entrance Maths

      Most students at Cargilfield are working towards sitting a Common Entrance maths exam in Form 8 and, although their mathematical journey begins many years earlier, in this blog I’d like to briefly reflect on their final three years and consider the path they take between Form 6 and their final examination in Form 8 and suggest some steps which can help your children as they go through these stages to complement the work they are doing in the classroom. If you only have 2 minutes then feel free to skip to the summary points at the bottom!

      In Form 6 we begin to target the ISEB 13+ syllabus, with branches of maths such as algebra coming to the fore and further operations with decimals and fractions, and of course negative numbers, ratio and many, many more topics.  We then continue to build on these areas into Form 7, finishing the syllabus in the first part of Form 8, which then allows time to develop experience and shore up any wobbly areas in the time that remains.

      For many children, their level of confidence has the biggest impact on their success in the subject but, in turn, success typically leads more confidence too.  At the start of Form 6, knowledge of the times tables can have a tremendous impact on their level of confidence and revisiting these on a regular basis with ‘top-up’ revision stints can bring valuable returns in the classroom.  With this basic addition and subtraction (e.g. 9 + 7  or  15 −8) can also boost a students assurance when tackling more complex problems.  The www.mymaths.co.ukwebsite is a great place to practise some of these skills for 15 minutes on the weekend or during the holidays.

      In Form 7 further formulae are introduced and ensuring they know these fluently will once again boost their self-belief since they know the starting point for calculating areas, circumference, speed or volume. Flash cards work particularly well for learning formulae and keeping a set of these in their pencil case (and perhaps a second set at home) means they can easily flip through these each day.

      In Form 8, ‘Quick Tens’ are made available to the students.  These comprise of short exercises tackling the basic problems which will certainly come up in a Common Entrance paper.  Doing a Quick Ten as often as possible will ensure that the children remain confident in the foundational strategies.  We encourage the Form 8’s to allocate revision time each week to their maths just as they would other subjects. The www.mymaths.co.uk website is great for working through any topics they know they find more difficult.

      At all levels, the children can always ask their teacher if they don’t understand anything and need an extra explanation.

      In conclusion, here is a summary of some out-of-classroom activities to help develop confidence:

      •   Form 5/6 - practise times tables every week (daily if necessary) - www.mymaths.co.uk
      •   Form 7 - learn formulae using flashcards, ensure times tables are quickly recalled.
      •   Form 8 - Quick 10s each week and some during holidays too.
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      Cargilfield

      Developing Confidence for Common Entrance Maths

      Some useful strategies

      Read More


      Posted on

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      introTextCareful mixing of potions!
      image/cms/resources/e0e0df48-b0d9-4755-a873-0a5016038347.jpeg
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      Form 4 are learning about units of measure in Maths, focussing on ml by making potions in the Science Lab!

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      perch_introTextCareful mixing of potions!
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      Form 4 are learning about units of measure in Maths, focussing on ml by making potions in the Science Lab!

      04688FB9 21C0 4034 B7A5 151DD1672BFE

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      Cargilfield

      Form 4 learn to measure

      Careful mixing of potions!

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      introTextA place in National Youth Harp Ensemble
      image/cms/resources/0b8121e0-db3c-48ef-b5b4-34024a49a737.jpeg
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      Many congratulations to Joseph who has successfully auditioned for the National Youth Harp Ensemble Intermediate Level. A fabulous achievement! #music #cargilfield

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      perch_introTextA place in National Youth Harp Ensemble
      perch_image/cms/resources/0b8121e0-db3c-48ef-b5b4-34024a49a737.jpeg
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      Many congratulations to Joseph who has successfully auditioned for the National Youth Harp Ensemble Intermediate Level. A fabulous achievement! #music #cargilfield

      perch_rightColBody
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      authorGivenNameDavid
      authorFamilyNameWalker
      authorEmail[email protected]
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      postURL/news/post.php?s=2020-11-04-josephs-musical-success
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      Cargilfield

      Joseph’s musical success

      A place in National Youth Harp Ensemble

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextSome useful strategies to follow
      image/cms/resources/maths4.jpg
      imageAltCargilfield
      leftColBody

      Developing Confidence for Common Entrance Maths

      Most students at Cargilfield are working towards sitting a Common Entrance maths exam in Form 8 and, although their mathematical journey begins many years earlier, in this blog I’d like to briefly reflect on their final three years and consider the path they take between Form 6 and their final examination in Form 8 and suggest some steps which can help your children as they go through these stages to complement the work they are doing in the classroom. If you only have 2 minutes then feel free to skip to the summary points at the bottom!

      In Form 6 we begin to target the ISEB 13+ syllabus, with branches of maths such as algebra coming to the fore and further operations with decimals and fractions, and of course negative numbers, ratio and many, many more topics.  We then continue to build on these areas into Form 7, finishing the syllabus in the first part of Form 8, which then allows time to develop experience and shore up any wobbly areas in the time that remains.

      For many children, their level of confidence has the biggest impact on their success in the subject but, in turn, success typically leads more confidence too.  At the start of Form 6, knowledge of the times tables can have a tremendous impact on their level of confidence and revisiting these on a regular basis with ‘top-up’ revision stints can bring valuable returns in the classroom.  With this basic addition and subtraction (e.g. 9 + 7  or  15 −8) can also boost a students assurance when tackling more complex problems.  The www.mymaths.co.ukwebsite is a great place to practise some of these skills for 15 minutes on the weekend or during the holidays.

      In Form 7 further formulae are introduced and ensuring they know these fluently will once again boost their self-belief since they know the starting point for calculating areas, circumference, speed or volume. Flash cards work particularly well for learning formulae and keeping a set of these in their pencil case (and perhaps a second set at home) means they can easily flip through these each day.

      In Form 8, ‘Quick Tens’ are made available to the students.  These comprise of short exercises tackling the basic problems which will certainly come up in a Common Entrance paper.  Doing a Quick Ten as often as possible will ensure that the children remain confident in the foundational strategies.  We encourage the Form 8’s to allocate revision time each week to their maths just as they would other subjects. The www.mymaths.co.uk website is great for working through any topics they know they find more difficult.

      At all levels, the children can always ask their teacher if they don’t understand anything and need an extra explanation.

      In conclusion, here is a summary of some out-of-classroom activities to help develop confidence:

      •   Form 5/6 - practise times tables every week (daily if necessary) - www.mymaths.co.uk
      •   Form 7 - learn formulae using flashcards, ensure times tables are quickly recalled.
      •       Form 8 - Quick 10s each week and some during holidays too.
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      perch_introTextSome useful strategies to follow
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      Developing Confidence for Common Entrance Maths

      Most students at Cargilfield are working towards sitting a Common Entrance maths exam in Form 8 and, although their mathematical journey begins many years earlier, in this blog I’d like to briefly reflect on their final three years and consider the path they take between Form 6 and their final examination in Form 8 and suggest some steps which can help your children as they go through these stages to complement the work they are doing in the classroom. If you only have 2 minutes then feel free to skip to the summary points at the bottom!

      In Form 6 we begin to target the ISEB 13+ syllabus, with branches of maths such as algebra coming to the fore and further operations with decimals and fractions, and of course negative numbers, ratio and many, many more topics.  We then continue to build on these areas into Form 7, finishing the syllabus in the first part of Form 8, which then allows time to develop experience and shore up any wobbly areas in the time that remains.

      For many children, their level of confidence has the biggest impact on their success in the subject but, in turn, success typically leads more confidence too.  At the start of Form 6, knowledge of the times tables can have a tremendous impact on their level of confidence and revisiting these on a regular basis with ‘top-up’ revision stints can bring valuable returns in the classroom.  With this basic addition and subtraction (e.g. 9 + 7  or  15 −8) can also boost a students assurance when tackling more complex problems.  The www.mymaths.co.ukwebsite is a great place to practise some of these skills for 15 minutes on the weekend or during the holidays.

      In Form 7 further formulae are introduced and ensuring they know these fluently will once again boost their self-belief since they know the starting point for calculating areas, circumference, speed or volume. Flash cards work particularly well for learning formulae and keeping a set of these in their pencil case (and perhaps a second set at home) means they can easily flip through these each day.

      In Form 8, ‘Quick Tens’ are made available to the students.  These comprise of short exercises tackling the basic problems which will certainly come up in a Common Entrance paper.  Doing a Quick Ten as often as possible will ensure that the children remain confident in the foundational strategies.  We encourage the Form 8’s to allocate revision time each week to their maths just as they would other subjects. The www.mymaths.co.uk website is great for working through any topics they know they find more difficult.

      At all levels, the children can always ask their teacher if they don’t understand anything and need an extra explanation.

      In conclusion, here is a summary of some out-of-classroom activities to help develop confidence:

      •   Form 5/6 - practise times tables every week (daily if necessary) - www.mymaths.co.uk
      •   Form 7 - learn formulae using flashcards, ensure times tables are quickly recalled.
      •       Form 8 - Quick 10s each week and some during holidays too.
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      Cargilfield

      Developing Confidence for Common Entrance Maths

      Some useful strategies to follow

      Read More


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      introTextEliza wins Creative Writing competition!
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      Many congratulations to Eliza who has won the Outlet Publishing Young Writers’ competition! She is a former pupil of Cargilfield, now at Rugby School. 

      ‘Eleven Months is part of a bigger project that I am working on; I am in the process of editing a draft of my book that I have been writing. It is my personal experience of the battle between Cancer and my Mum, who died in 2016 when I was 12. As I was so young, I want to publish this book to different help centres and areas for people who have been through what my family have been through and, hopefully, find some consolation from it. I took several different areas of my Cancer experience and molded them into a present tense reality and past tense flash backs. In this process of writing and revisiting memories and times that I had shut off for a few years, my writing is both very honest, real, and emotional. I have tried to portray my own emotions from the time, as well as the endless days spent waiting for the day my life would change, within the story. Cancer is a topic that is often shied away from, as often it is one that struggles to be breached, whether it affects you directly or not. This is something that I want to change, so I want to share my experience with the disease so that others feel that they can do the same.’

      A fabulous achievement! Well done, Eliza. 

      http://www.outletpublishinggroup.com/2020/11/02/short-story-competition-2020-results/?fbclid=IwAR36TMaqjYREXDTJcj6meDUlQfnJ9TV0-uGga_Sh92SlqI6rZPC2fdgLfEI

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      perch_introTextEliza wins Creative Writing competition!
      perch_image/cms/resources/eliza.png
      perch_imageAltCargilfield
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      Many congratulations to Eliza who has won the Outlet Publishing Young Writers’ competition! She is a former pupil of Cargilfield, now at Rugby School. 

      ‘Eleven Months is part of a bigger project that I am working on; I am in the process of editing a draft of my book that I have been writing. It is my personal experience of the battle between Cancer and my Mum, who died in 2016 when I was 12. As I was so young, I want to publish this book to different help centres and areas for people who have been through what my family have been through and, hopefully, find some consolation from it. I took several different areas of my Cancer experience and molded them into a present tense reality and past tense flash backs. In this process of writing and revisiting memories and times that I had shut off for a few years, my writing is both very honest, real, and emotional. I have tried to portray my own emotions from the time, as well as the endless days spent waiting for the day my life would change, within the story. Cancer is a topic that is often shied away from, as often it is one that struggles to be breached, whether it affects you directly or not. This is something that I want to change, so I want to share my experience with the disease so that others feel that they can do the same.’

      A fabulous achievement! Well done, Eliza. 

      http://www.outletpublishinggroup.com/2020/11/02/short-story-competition-2020-results/?fbclid=IwAR36TMaqjYREXDTJcj6meDUlQfnJ9TV0-uGga_Sh92SlqI6rZPC2fdgLfEI

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      Cargilfield

      Writing success for Former Pupil

      Eliza wins Creative Writing competition!

      Read More


      Posted on

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      introTextWe begin our Remembrance commemorations
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      As we build towards Armistice Day next week, Cargilfield remembers the ultimate sacrifice that 190 former pupils made during two World Wars.

      To begin our commemorations, we have #LightUpRed2020 once again this year. #ScottishPoppyAppeal #BehindThemAlways #cargilfield

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      perch_introTextWe begin our Remembrance commemorations
      perch_image/cms/resources/1330921e-c172-4080-84e3-1793bace9499.jpeg
      perch_imageAlt
      perch_leftColBody

      As we build towards Armistice Day next week, Cargilfield remembers the ultimate sacrifice that 190 former pupils made during two World Wars.

      To begin our commemorations, we have #LightUpRed2020 once again this year. #ScottishPoppyAppeal #BehindThemAlways #cargilfield

      perch_rightColBody

      AB6BFE61 0488 4996 8D34 CEA549949BCC

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      Light up Red

      We begin our Remembrance commemorations

      Read More


      Posted on

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      perch_page_path/news/archive.php
      introTextWe are so proud of their achievements
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      Today is the end of Scottish Women and Girls in Sport week. We are so proud of all our girls and all the activities and sports they play and take part in. #SheCanSheWill #ActiveGirls

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      perch_introTextWe are so proud of their achievements
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      Today is the end of Scottish Women and Girls in Sport week. We are so proud of all our girls and all the activities and sports they play and take part in. #SheCanSheWill #ActiveGirls

      AD806016 BAE0 4D16 A6DA 6945E4ED6EB9

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      Cargilfield

      Celebrating Girls in Sport

      We are so proud of their achievements

      Read More


      Posted on

      Cargilfield Connected

      We can’t welcome you to our grounds right now, but we can offer you a virtual tour and we can answer questions via email or telephone. We especially like to chat face-to-face on a video call.

      We have places available for 2021 entry in most year groups.

      For now, we hope that this video, presented by our Headmaster, Mr Rob Taylor, will give you a flavour of what life is like here at Cargilfield. Our website and social media channels are kept up to date and hold a wealth of information about our school.

      Our Registrar, Fiona Craig is available to contact via email: [email protected] and she will be happy to help you. Thank you

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