Final KWL Grid on Natural disasters

Earlier in the year we posted about us experimenting with using Padlet for a KWL grid.


This is the final version at the end of the topic.


We loved the collaborative elements of padlet – we learned from one another and answered each others questions. It was also very interactive as we could add web links, videos and photographs to help our learning.


Click the image to be taken to the padlet.


Online KWL Grid for Natural disasters

Instead of us all creating 27 separate KWL grids in our jotters we decided to create an online collaborative one using Padlet.

We worked in pairs to post what we knew, what we wanted to know and will continue to add to what we have learned throughout the topic. This is quite a powerful way to share our learning as people can answer our questions as a comment.


Please feel free to add your own questions (you will see them once I have approved it so do not worry if it does not appear right away).


Below is a preview of our work. If you want to see the ‘live’ version that you can contribute too please click the link below the picture.


P7 Natural disasters KWL

Creating Our Podcasts – Holistic Assessments

At. St. Gabriel’s we have been inspired to look at how we can deliver ‘holistic assessments’ through a training session by Claire Fairbairn from Sandersons Wynd Primary School in Tranent. Credits go to Claire and her work for Education Scotland for the idea – this blog post is just my take on it.


More can be read about holistic assessment here:

(courtesy of Education Scotland)

Holistic-assessment-examples-creating-and-moderating (1)

After attending Claire’s training I wanted to see how I could make the approach of holistic assessment work for my technology loving P6 class. I also wanted to create a meaningful task that would develop skills across literacy – drawing on various different experiences and outcomes.


I knew straight away that this would not be achieved in one lesson and would in fact require a whole term of work if I was to tackle this in a meaningful way. My class had recently been using podcasts to learn Spanish and science and they really enjoyed this experience. I am also an avid listener of podcasts myself. I had heard of other schools who had created podcasts so I thought why not bite the bullet and give it a try.


The next few of screenshots are what I came up with in terms of a plan:

Now, you may be thinking that this task brief is not detailed enough for a P6 class and you would be correct. I went over in great detail what podcasts include, what a ‘good one’ looks like, how to go about researching and writing a podcast. The above notes are just for my forward plan. The final products you will see at the end were the result of many weeks of hard work.


As you will see from the task though I left it very open for the children giving them a fair bit of choice over what their podcast would be about and sound like. Once the children were put into groups and asked to discuss their genre and subject matter then it was straight to work.


Over the next 6 Monday mornings we set about researching and writing our podcasts. Recording/editing them provided to be a bit more challenging and led us to go over time scale (mostly late nights for me scrambling to get them together)!


The children’s ability to work in teams and structure their projects really amazed me. As did their technological skills in using Google Team Drives and Google Collaborative Documents to gather notes and write their scripts.


Here is an example of a collaborative document:

You can see in the top right corner that two children’s avatars are looking at the same document. The children were able to work simultaneously on their own part of the script using Google Docs.



The children were also allowed to share their work with each other (and me) as well as keeping it very organised using ‘Team Drives’ from Google. This means there was no panic of saving/losing documents. Another bonus of using Google Drive was that the children were able to continue their work at home (even working together in separate houses).

Keeping track of the children’s work was so simple. I even included our curriculum framework for the children to remind them of what they were learning:



The children were really motivated by this task and worked together as teams very well which can -at times- be difficult.

Videos and Photos of us creating the podcasts

The finished products were fantastic as a result of this excellent team work.


Here are some examples of scripts and notes:




Of course, this evidence is all also neatly saved in each groups Team drive in case I ever need it again.


Click here to listen to our work


To conclude, this was a very successful task which drew upon skills from all across literacy and technologies. The children were very motivated and engaged throughout the whole task – even choosing to work on it at home!

I also feel that the evidence of the final podcasts (as well as all notes and scripts) are a great way to evidence the children’s learning and it is easy to access for senior managers, parents, other staff and pupils without the fear of losing sheets of paper and jotters!


I hope you have enjoyed reading this post on holistic assessment and maybe like me you will be inspired to try it out for yourself. I must admit I was rather reluctant to begin with thinking about the workload involved and whether or not the children would manage it. All these worries I had became insignificant when I listen to the final product. It wasn’t too difficult at all and I will absolutely do this with my next class (depending on stage).


Please feel free to use any of my resources as well:

My Planning Document

Ideas for evidencing learning

To record you could either use ‘Audacity’ or any built in recording software. We actually used a free online voice recording software¬†

We looked at some of these kids podcasts for inspiration:

We also used Google Apps for Education for creating, storing and sharing documents. this included Google Drive, Google Classroom and Google Docs.

Please feel free to ask me any questions at and happy podcasting!


Bridge Building Task – by Laura

Paper bridge building

Mr. Andrew set us a STEM challenge of working together to build a bridge. The following blog post was written by Laura.

In primary 6 we were building paper bridges,everyone had their own unique idea nobody’s was the same we had lots of fun.


Here are some examples of the bridges we made.

We had 100 fake pounds to spend on the things to build the paper bridges and here are the prices of the equipment we needed.



The bridges had to be 40 centimeters long and hold the weight of a rubber and also be able to stand on its own without it taped to the table.


As you can see we really enjoyed the the task.

Podcasts by Primary 6

We decided to cover some reading, talking/ listening and writing skills by researching, writing ad recording our own podcasts in groups.


Here are our final products. We have put in many weeks of work to complete this so we hope you enjoy. Please show us your appreciation of our work by leaving a comment below if you can find the time ūüôā

Alien Invaders 

Animal Reactions 


The History Gang 

Please note: this group’s recording will start at 0:57 due to a technical issue.


The Great Predators 


Technically Awesome 

Macmillan Virtual Learning Wall

This year – Mr. Andrew has decided to create a virtual learning wall instead of just having one in school.


We are going to discuss what we learned, how we learned it and show you the final products of our learning!


We were all very excited at the beginning of P6 to find out that we would be organising a Macmillan Coffee Morning.


Here is everything that Mr. Andrew thought that we should cover.


Wow, that seemed like a lot to learn. We were ready for the challenge though.


We got to work right away and decided on our theme – we went for superheroes to show that we were going to be like heroes, raising money for people with cancer.


Then we realised that we had to get to work in asking local businesses for donations. To do this we had to use our persuasive writing skills:




This was successful for us as we got a few prizes donated that we were very grateful for:



As well as using our persuasive writing skills to ask for prizes we had to persuade people to come along by creating some posters.



Once the work was under way we decided we needed to learn more about the Macmillan charity. We used our reading and technology skills to create some fact files on Macmillan – we also put them on the tables for our guests to read.




Once we knew why we were raising money we thought it would be a perfect time to make some cakes to sell!


We learned about food hygeine and practised our baking skills with a little bit of weighing and measuring thrown in as well.




This is what the final result looked like:




After the cakes were ready it was time to set up the hall.


We used our art and design skills to produce some fantastic work


Once the hall was decorated and set up it was time for the big day. We had a raffle, guess the height of the cake, a cake stall and people paid to get in at the door. All the generous donations helped us to raise £478.64. We were so happy and we would like to thank everyone for all their support.

Here are just some photos from our day taken by Aidan and Megan. Lean and Zander are working on making them into a video but you can enjoy the slideshow for now.


Click here for the Google Photos Slide Show

Here is what P6 had to say about our IDL study:

Daniel –¬† “I was very pleased with how the Macmillan topic went. It was a great opportunity for us to learn about cancer and how it affects people. We also earned good life skills like how to handle money. We also got a taste of the world of work as we learned how to be a good waiter and have good customer service skills”.


Martha – ” I was really happy about the art work and liked decorating the hall”.


Megan – “I learned about how cancer and how it can affect lots and lots of people in the world”.


Harry – “I learned how to spell tricky topic words like fundraiser, cancer and support”.


Aidan – “I learned how to use a video camera”.


Fraser -” I learned how to count up money and give change at the door. It was tricky at first but we got used to it”.

Thank you for reading. Please leave a comment if you enjoyed our post. We love to get feedback




Archaeological Dig at Cockenzie

The following Blog was written by Erin and Daniel:

This is our Primary 6 class blog about our dig at Cockrnzie. First we walk to Cockenzie House we all felt very excited .


When we got there we were taught about how salt was made

Then we split into groups one of us dug the others cleaned the finds


When we were digging we used two tools and a brush for the dig. We found a lot of things like rings and one of us actually  found a railway sleeper when we were there it was awesome. We all loved it. The people who were washing the findings used toothbrushes to clean everything. Once we had done all of the activities every one  drew a picture of the people who used to make salt


After that we got the chance to dress up in Victorian clothes.



To have some fun the Victorian shot his gun. I loved it. The gun was so loud I got a fright. Walking back  was fun because we were all talking about the trip. So overall, we had a really great time.