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Kings Meadow Primary School and Early Years Education Centre

Celebrating Success



We will be continuing with our study of ‘Natural Disasters’. Towards the end of this half term we will be visiting the Eco-centre in Southport to learn more about our topic through models and interactive activities. It should be a really informative and fun day.

Beat the Flood

To link to our study of ‘Natural Disasters,’ we were recently involved in a science and design challenge day at Greenbank High School. Working in engineering teams we were asked to test materials and then design a house that would tolerate the extreme stresses of a flood situation.


Many people our now facing the reality of flooding so the skills and ideas that we used on the day will be invaluable in the future. Some of us decided that we would enjoy a career as an engineer or scientist!

Take a look at the information and our photographs.


This video will give you more information about our challenge

Your class teaching team is


Miss Adkins – Class teacher

Mrs. Pearson - Teacher

Mrs. Stocker – Teaching Assistant

Mrs. Doran – Teaching Assistant


You will need to remember to bring your P.E kit on Monday and Wednesday.  On Friday you will be given homework, it should be returned to school by Tuesday.  You should aim to read and learn your spellings on a daily basis.  You will have a spelling quiz every week.


Our topic for this term is ‘Natural Disasters.  We will start with a study of the earth's climate and how this influences the weather and the link to many of the natural disasters that we will be learning about.

Our Class Novel

As historians we will look at how natural disasters have affected settlements and people throughout the world in more recent times. We will give consideration to the geographical features that encourage people to live within disaster zones and potential areas for natural disasters. We will chronologically place key disasters throughout the 20th and 21st century.

Through our topic…

  • Pupils should continue to develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study. Pompeii

  • They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

  • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

  • They should understand how our knowledge of the past is constructed from a range of sources.

Activities will include:

  • Placing the historical events in a chronological order

  • Summarise the main events of key disasters in the 20th and 21st century.

  • Describe historical events caused by natural disasters and how life has changed as a result- cause and effect over time.


Multimedia and word processing- presenting information they have found out. Leaflets and Powerpoints.

Communication and Collaboration

E Safety remind children about being safe online

Validity of information. Remind children to consider information on the WWW carefully and its validity.



  • As geographers we will explore what the Earth is made of and how it has changed. We will investigate how natural disasters occur and what classes them as disasters. We will locate countries affected by natural disasters and why some happen so often in those countries. We will locate and name active and inactive volcanoes as well as the highest mountains in the world. We will understand what occurs to societies affected by natural disasters and how they protect themselves.

  • Through our topic pupils should be taught to:

  • Locational knowledge

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major natural disasters.

  • Human and Physical Geography

  • Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, volcanoes and earthquakes.

  • Human geography

  • including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

  • Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

  • Use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world

Activities will include:

  • Locating natural disasters around the world using atlases and globes and e resources.

  • Describing how volcanoes and earthquakes are created looking closely at the structure

  • Understand how the strength of Earthquakes are measured- maths link

  • Sorting descriptions from least to most serious events and justifying choices.

  • Looking at maps, aerial photographs plans and e resources of the land before and after the disaster and asking questions about it

  • Researching major disasters around the world and locally in terms of flooding in Southport

  • Investigating how weather plays its part in natural disasters.

  • Investigate climate around the world linking certain areas to certain natural disasters.. Develop an understanding of climate zones, biomes and vegetation belts.

  • Discuss and explain the effect on the physical human features of a place after a natural disaster- eye witness accounts and news footage.


As artists we will use a range of stimulus to produce volcanic paintings and storm pictures based on the work of Mary Buckle.

Activities will include:

Combining work on texture, paint, printing and textiles to produce volcano pictures and representations of storms.



As designers we will construct our own electrical quiz about Natural Disasters linking with our electrical knowledge of circuits.

When designing and making, pupils should be taught to:


  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design


  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities


  • investigate and analyse a range of existing products

  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Activities will include:

  • Link to science electricity topic children will design a question and answer quiz linked to the topic of Natural Disasters.

  • The answers will link to an electrical circuit and if the answer is correct the light will light or a buzzer will sound depending on their design.

On Monday we will continue to play chess and take part in lots of competitions!  frown


Throughout this year we have been given a challenge to make people in our community smile.  We have decided  to work with the 'Woodvale Community Centre' to entertain their visitors during the monthly lunch.  We have been adding a touch of our own special magic!

Our lunch date at the 'Woodvale Community Centre'.

The Smile Project

We recently made our second visit to the 'Woodvale Community Centre' to entertain the lunchtime guests.  Our acts included a pianist, a gymnast, a singer and group of talented comedians!

Our visit to the Chill Factore

'Thank you' to everybody who helped us to raise money with our spelling challenge.  We had a fantastic time at the Chill Factore to celebrate our success. We even felt a little bit like Shackleton  - it was really cold but great fun!


Our 'Big Bird Count Challenge'.

We made bird-feeders to encourage the birds to visit our school garden.

Please keep checking this page for more information, links to websites and lots of photographs of our learning.

PGL Video

Still image for this video