The Selfish Giant
St Sylvester’s, Elgin, Scotland.
Comenius Project September 2010
Summer Concert
Our Whole school worked together to
produce a musical about the Selfish
Giant.
Key Competence:
Primary 1
Interpersonal, intercultural and social
competences and civic competences.
Learning Intentions
 To explore God’s natural world and enjoy
and delight in the gift of creation
 To know that God loves me because He has
created a beautiful, natural world for me
to enjoy and care for
 To create a range of visual information
through observing and recording
experiences across the curriculum
 To help grow plants and name their basic
parts
 To talk about how plants grow and what I
need to do to look after them
 To be aware of how the concept symmetry
can be of use when creating images
Making our garden
God made all the trees and plants.
The giant has a beautiful garden.
We wanted to have a garden on the
window of our class…
We found some daisies in our
school garden.
We put them in a vase and tried
to draw them.
We used coloured chalk.
We printed apples on our tree.
We cut some apples
in half.
We used red paint
to print the apples
on our tree.
Growing the apple seeds
We found seeds
inside the apples.
We planted them.
Look how they have
grown!
In maths we learned about Symmetry …
We found out that a
butterfly is
symmetrical.
We painted on one
side and folded.
The wings are the
same!
Thank you God!
We are so lucky to have
our beautiful world.
We wrote a prayer to
say thank you.
Primary 1/2
Learning Intentions
To use more interesting words than happy or sad in
our stories to describe our feelings.
Success Criteria
I can use interesting words to describe my feelings
in the stories I write.
First we made a list of all the words we
could think of that were more interesting
than happy or sad.
We use these lists to help us think of interesting feelings words.
We add to the list if we think of new words.
This is us using our interesting words in our stories.
Here are some of our stories.
Here is Daniel looking
“miserable”.
We are feeling……happy
pleased
excited
Brilliant!
Primary 2/3
Learning Intentions
To learn about that we have four seasons;
Spring, Summer, Autumn and Winter.

To understand the changes in plants, especially
trees, throughout the seasons.
 Success Criteria
I can show through art work the changes in nature
throughout the four seasons.
Investigating Weather



Primary 2/3 wanted to
know…..
“What is Weather?”
They carried out an
experiment and
discovered all around
them is a huge layer
of air called the
atmosphere.
Key Competence:
Primary 3
Communication in
the Mother Tongue
Learning Intentions
•We are learning to use
adjectives in our stories.
•We are also learning to work in
a group and take turns.
We came up new words to describe
the giant...


Instead of using the word “selfish”
Children worked in teams to come up with different
words to describe the giant.
We came up with ideas like the fat giant, the ugly
giant and the kind giant.

We wrote our ideas down, stuck them on a poster
and then told the class our favourite new adjectives
which could be used to describe the giant.
Here we are sharing
our fantastic ideas!
Racism
P4 are learning to
understand
racism.
St Sylvester’s World Team

Pupils chose a
country, they made
the country’s flag
and researched a
name from that
country.
Here are P4 making their own messages
for their World Team
P4 showing their hard work
Learning about racism through
literacy...
Through reading books.
Through writing
poetry.
Poetry
Our Dream
Our dreams are:
People with different colour of skin, getting to
know one another.
People who speak in another language are made to
feel safe and welcome.
All citizens understanding one another’s cultures and
religion.
For a world free of racism.
James P4
P4 ‘s Discrimination Rap
Can I get your full attention?
For I feel it's time to mention,
Everyone at this school,
Should follow the golden rule.
See we've been learning bout
discrimination
And how it can happen in our
nation.
It's not pretend , it's fact – and
we've decided to fight right
back.
For it really is only up to us to
show, the way on how to
love.
So say it loud and say it proud.
Sing it loud-
Discrimination Out!!
Primary 5 have been learning about …
What’s in the garden ?
Learning Intention
Children will be able to research to find out and state the
habitat, diet and appearance of various living things.
Activities
 Children took part in a bug hunt, to find out what types of
wildlife live in the school garden.
 Children undertook research to find out about some type of
living things.
 Children observed a tadpole and took notes on how it
changed into a frog.
 Children studied butterflies and made symmetrical patterns.
 Children made pencil drawings of a butterfly and colour
studies of animal skins.
We began to explore Living Things…
We created a wildlife
garden in the
classroom and
observed some
tadpoles as they
turned into frogs.
Children worked
together to make
various living things
for the garden in our
play.
Ready for the stage!
We studied butterflies and here are
some of our pencil drawings.
Communication in Foreign languages…
We learned some names of animals in French…
Un papillon
Un abeille
un poison
rouge
un chat
un lapin
un chien
Assessment

Show me thumbs...
I’ve got it !
I need more practise
I don’t understand –
can you help me?
Traffic Lights...
I can do it !
I need more
practise.
I don’t understand.
Can you help me?
Peer assessment
Read one another’s stories and tell your buddy what you liked...
Primary 6
Learning Intentions
I can gather information using
a tally chart and present
the information in a bar
chart.
I can plot the horizontal and
vertical axis using the
correct scaling and titles.
I can cooperate with a partner
to present work neatly.
Key Competence:
Primary 6
Mathematical literacy and
competence in science and
technology
Context- Count the visitors to the Wildlife GardenInformation Handling (Mathematics)
Activities
Decide on categories of insects
to include in the tally chart
Visit the wild garden and gather
information into the tally
chart
Total the tally chart
Organise the information into a
Bar Chart working with a
partner
Use the correct scaling and
titles for Chart and labels for
the axis
Assessment
Check our finished work using
the learning intentions.
Peer assess each groups
finished bar chart to check
they have achieved the
success criteria.
Show me thumbs and two
stars and a wish.
Primary 7
Tolerance and Respect
Activities…
We discussed Tolerance
and Respect.

We brainstormed in
small groups about
what Tolerance and
Respect are, who and
what we show them to
and how we show
them.

We created a wall
display to remind to
show Tolerance and
Respect in our daily
lives.
Assessment
We filmed
ourselves
discussing
Tolerance and
Respect .