M.O.T.H.S. (Moving on to High School) Craft Morning

On Thursday 3rd November, a group of Year 6 students came into school to enjoy a morning of crafting fun and getting to know each other with our Year 8 students, Mrs McGibbon and Mrs Embley.

The girls chose bright materials to create their crafts. We showed them how to make origami monster bookmarks using card, feathers and googly eyes. They had fun designing swivel eyed characters, including a scary halloween bat.

We hope the girls enjoyed themselves as much as we did and look forward to seeing them again in September.

Molly, Hadia and Madeenah

South Ribble Netball League

Congratulations to our Year 9, B team for a fantastic performance at the South Ribble Netball League on Tuesday evening at Priory. Our outstanding netballers played 3 consecutive games and secured 3 wins. PGHS 9B team scored 7-6 against Priory, 9-2 against Walton-Le-Dale and 5-2 against Wellfield. Well done, girls! What an incredible performance to watch! 

Team players were: Phoebe B, Tilly G, Amy L, Harriet M, Phoebe C, Darcey P, Marriella M and Evie H. 

Match 1: Players’ player: Darcey P. Coach’s player: Amy L and Evie H

Match 2: Players’ player: Harriet M and Phoebe C. Coach’s player: Marriella M 

Match 3: Players’ player: Tilly G. Coach’s player: Phoebe B 

Miss Shahi

Performance, Sports and Health Faculty

Posted in PE

South Ribble Cross Country Championships

The South Ribble Cross Country Championship was held at Hutton Grammar School on Saturday 19th November for years 7,8 & 9 runners. 

We had a team of 4 runners in Year 7 who performed really well for the first time in this competition. They got muddy but certainly enjoyed the warm sunshine.

Results were: 

Darcy W: 4th 

Maayana C: 15th 

Charlotte G: 18th

Isabelle P: 37th 

In the Year 8 and 9 combined race, we had a team of 9. They all managed to complete the course of 2600m with enthusiasm and succeeded with the following results: 

Holly L: 4th

Marianna N: 12th 

Savannah H: 15th

Caitlin P: 31st 

Grace S: 37th 

Zaakirah M: 46th 

Grace B: 49th 

Amber S: 59th 

Evie R: 60th 

Well done, girls! You were amazing! We will continue practising at the club on Friday lunch time. 

Congratulations to our Cross Country Teams for a fantastic result! 

Year 8 and 9: 2nd overall as a team. 

Year 7: 5th overall as a team. 

Well done, girls! 

Miss Shahi

Performance, Sports and Health Faculty

Posted in PE

Fluency in Mathematics

One of the three aims of the KS3 National Curriculum for Mathematics aims is to ensure that all students:

·         become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. This is also one of the 5 big ideas of mastery.

Fluency rests on a well-built mathematical foundation with three parts:

1.    An understanding of the meaning of the operations and their relationships to each other, for example, the inverse relationship between multiplication and division;

2.    The knowledge of a large repertoire of number relationships, including the addition and multiplication facts, as well as other relationships (for example, how 4 x 5 helps us to work out 4 x 50 with understanding);

3.    A thorough understanding of the base ten number system, how numbers are structured in this system and how the place value system of numbers behaves in different operations, for example 24 + 10 = 34 and 24 x 10 = 240.

England Are Fabulous

Fluency relies on three main ideas:




So what does it look like in our classrooms?

I asked my year 7 class to do this calculation on their mini-whiteboards:

7002 – 1999

Every student went straight to the column method for subtraction and the results were varied.

As you can see, the correct answer is 5003, but is this the most efficient way?

We know that £10 – £5 gives us the same answer if we do £11 – £6.

For the calculation above, a more efficient method would have been:

7003 – 2000 = 5003 or maybe using the number line to ‘add on’.  

Many students are faced with calculation problems involving money such as:

£10 – £1.93. In my experience, many students would do 10.00 – 1.93 as a column subtraction and get ‘stuck’ with borrowing, however, if they did 9.99 – 1.92, there would be no borrowing in their calculation. Alternatively, they could use the ‘add on’ method.

These are just a few examples. The mathematics department are now building into their KS3 curriculum ‘calculating smartly’ lessons.

Can you do these calculations ‘smartly’?

Mrs S Bennett (Teaching for Mastery Lead for Abacus NW Maths Hub)

Sparx Maths Competition

The Maths department are currently running a Sparx Maths XP Boost competition this half term that will finish on the 12th December. All students need to gain XP on Sparx maths during this time by completing the mini games and XP Boost tasks each week.

Every Maths class are competing against each other, along with students competing for the XP Crown.

Currently the top 3 Maths classes are:

Keep up the fantastic work! Everything is still to play for as there are still many more weeks to go until the competition closes. Good luck!

Mr Cafferkey

Maths Department

Mr McVey’s Mysterious Maths – Words & Letters Edition

For this challenge, I’ve set you a couple of word or letter-based problems.

As ever, any student who can provide me with the correct solutions either by email or in person, will earn themselves a fantastic Head’s Breakfast!

Good luck!

Problem 1 – Wordy Sequence

When we write numbers as words, we can count the letters in those words, and get more numbers!

For example, 700 can be written as SEVEN HUNDRED, which is twelve letters long.

Bearing this in mind, can you figure out what this sequence represents and work out what comes next?

1, 4, 3, 11, 15, 13, 17, 24, ?

Problem 2 – Letters and Numbers

In the tenth century, the Persian mathematician Al-Karaji showed how we could use letters to represent numbers, paving the way for what we now call algebra.

In the equation A – B = 1, the value of A could be 4 and the value of B could be 3, because 4 – 3 = 1. This wouldn’t work the other way round though because 3 – 4 does not equal 1!

In each of the questions below, match the numbers you have been given to the capital letters to make the sums correct.

Mr McVey

Maths Department

The Football World Cup in Numbers

As the Football World Cup 2022 has just begun in Qatar with a thumping 6-2 win to England, I thought it would be fun if I investigated some of the important numbers that make up this and previous World Cups. I hope you enjoy the list that I was able to put together.

$229 billion: The estimated cost Qatar is spending to host the World Cup. It includes building seven new soccer stadiums, a metro link connecting the stadiums, an airport, hospitals, hotels and shopping malls. By comparison, Russia spent $11.6 billion to host the 2018 World Cup.

$17 billion: The estimated revenue increase Qatar will get for hosting the World Cup. FIFA is expected to generate $7 billion in revenue.

3 million: The number of World Cup tickets sold. The top 10 ticket buyers by country are: Qatar, United States, Saudi Arabia, England, Mexico, United Arab Emirates, Argentina, France, Brazil and Germany.

2.8 million: The population of Qatar, making it the least populated country to host the World Cup.

1.2 million: Qatar estimates 1.2 million visitors during the World Cup tournament. They expect 1,300 daily flights throughout the World Cup. The Ministry of Health announced a negative COVID test is no longer needed to enter the country.

4,468: The size of Qatar in square miles. Qatar is the smallest country ever to host the World Cup.

209: The number of countries that are FIFA members.

84: The average high temperature (in Fahrenheit) in Qatar in November. In December, the average high temperature cools down to 75 degrees Fahrenheit. When the World Cup final typically is in July, the average temperature is 106 degrees Fahrenheit.

32: The number of countries competing in the 2022 World Cup. There are 64 total matches. In 2026, when the United States, Mexico and Canada are hosts, the tournament will expand to 48 countries – its largest field ever with 80 total matches.

26: The number of players on each roster, up from 23 in previous World Cups. The extra demands of squeezing in a World Cup in the middle of the club season is one of the reasons cited.

25: The average age of the USA team; the youngest of all 32 World Cup squads.

17: The record number of players from Bayern Munich that are playing in the World Cup. They will be competing on eight different teams. Manchester United had 16 players in 2018 as did the South Korean Seoul Army Club in 1954.

16: The number of World Cup goals that Giroslav Klose of Germany has scored. This is more than any player. Klose played in the 2002, 2006, 2010 and 2014 tournaments.

13: The number of European nations competing in the World Cup more than any other continent. They are Germany, Denmark, Belgium, France, Croatia, Spain, Serbia, England, Switzerland, Netherlands, Poland, Portugal, Wales.

8: Only eight countries have won the World Cup: Brazil, Germany, Italy, Argentina, France, Uruguay, Spain and England. Mexico has qualified for 16 World Cups without ever winning the tournament.

5: The number of World Cup titles won by Brazil, more than any other nation. Brazil is also the only country to have participated in every World Cup. Brazil has also qualified in more semi-finals matches (11) than any other nation. Germany and Italy have won four titles each.

3: The number of World Cup titles won by Pelé more than any other player. Named the greatest soccer player of the 20th century, Pelé was a member of Brazil’s World Cup championship teams of 1958, 1962 and 1970. 20 players have won two World Cup titles.

If you have any other interesting numbers regarding the World Cup, please feel free to pass them on.

Mr S Cheal

Mathematics Department

Year 7 Mathematics

As part of their learning journey in Mathematics, students in Year 7 have recently been taught how to add and subtract directed numbers using double sided counters. These manipulatives have been really helpful in making this topic visual and interactive, so the students understand how, and more importantly, why we arrive to a particular answer. Students were given a snapshot of this topic during our Year 6 Sampling Day that was held towards the end of the last academic year. It was great to see how so many students still remembered that lesson!

Students were first introduced to the concept of a ‘zero pair’, which is a pair of numbers that when added, equal zero. For example, we have that 1+ (-1) = 0.

Students then completed different calculations involving negative numbers using the counters. They first practised adding directed numbers, then subtracted directed numbers and then a mixture. It was fantastic to see how hard all students worked during this series of lessons.

Miss Hasan

Maths Department

Important Historical Anniversaries in December

1st December: Rosa Parks arrested for refusing to give up her seat on the bus in Montgomery, Alabama in 1955 Rosa Parks: Bus Boycott, Civil Rights & Facts – HISTORY

6th December: 13th Amendment to the US Constitution, abolishes slavery in 1865. 13th Amendment – Abolition of Slavery | Constitution Center

9th December: Genocide Convention signed by the UN in 1948 United Nations Office on Genocide Prevention and the Responsibility to Protect

16th December: Boston Tea Party, 1773 Coming of the American Revolution: Boston Tea Party (masshist.org)

18th December: 100 year anniversary of the Irish Free State Irish Free State declared – HISTORY

27th December: 200th anniversary of the birth of Louis Pasteur Louis Pasteur | Science History Institute

30th December:  100th anniversary of the formation of the USSR Soviet Union – Countries, Cold War & Collapse | HISTORY – HISTORY

First World War Knife

Last year, Caitlin’s research of her ancestor, Joseph Anderson MacPheat, who fought in the First World War, led to the unlikely discovery of his war knife in the north of Scotland. This was after Muriel Murray from the Castletown Heritage Society stumbled on her PGHS newsletter article from last November. Mr Dever has spent a considerable number of hours researching and documenting the story of the war knife, and has now interviewed all of the people involved, which included a visit to Castletown – a 9 hour drive from his home! You can read and hear the full extraordinary story here: https://matthewdever.co/a-war-knife

Mr Herbert

Curriculum Leader for History

  • Artsmark Platinum Award - Awards by Arts Council England
  • Lancashire Socio-economic Equality Badge
  • School Mental Health Award
  • Ofsted - Outstanding Provider
  • International School Award
  • Artsmark Platinum Award - Awards by Arts Council England
  • Lancashire Socio-economic Equality Badge
  • School Mental Health Award
  • Ofsted - Outstanding Provider
  • International School Award