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In DT the children have all made a moon buggy and have made a circuit with a switch to operate the motor. The children worked with a partner showing good collaboration and perseverance.

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Understanding Christianity - Creative response

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Understanding Christianity - Creative response

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Joel - My art represents the Messiah as there is light behind him and two people are worshipping him.

Angie N - I decided on a dove as it shows peace.

Olivia - This cross represents Jesus and there is a crown on the cross as the Messiah deserves a crown.

Noah - I used bright colours to show happiness. I think the Messiah brought happiness.

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In DT, the children have designed and begun to build their own moon buggies. They have learnt how to use safety knives and glue guns to begin to assemble their vehicles.

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Today, the children have been exploring the big question ‘was Jesus the Messiah?’

They have engaged in a number of lessons, including considering the qualities a Messiah should have and how people came to believe that Jesus was the Messiah.

Tomorrow, the children will be creating their own representations through art to demonstrate Jesus as the Messiah.

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Fantastic team work and links made to our super Science learning!

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Christmas Crafts

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Today we learnt how circuits worked, applied this knowledge to create a circuit and made a switch to control the circuit. We learnt every circuit must have a power supply which could be either mains or battery powered. For the circuit to be complete, there must be wires connected to both the positive and negative ends of the power supply. Electricity can only flow around a complete circuit.

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In science, we are creating a model to explain day and night. The globe represents the Earth and torch represents the sun.

Harry said “We have been shining a torch on the globe to see what time it is at different countries and the time of the country on the opposite side of the globe.”

Ovi said that she enjoyed discovering day and night. “The earth rotates on its axis and the half side that is lit (by the torch) as day is the warmer side, the half that isn’t lit is night and therefore the coldest.”

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LI: To revise number 1-21 and learn numbers 21-31.    22.11.24

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LI: To revise number 1-21 and learn numbers 21-31.    22.11.24

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Year 5 are learning how to say dates in French. We have looked at days of the week and months and today we revised numbers. We sang a song to consolidate this! We started learning how to say what the day is: ‘Aujourd’hui c’est vendredi le vingt-deux November.’

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The class were tasked with the twelve bar blues. They had the opportunity to play the blues in front of the class, showcasing their skills that they have learnt

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Great team work and implementation of fractions knowledge displayed in class today!

“It would be one half because 4 8ths is equivalent to half” -Oscar

“You keep the denominator the same” Thomas

“You multiply it [the denominator] by 2. So the top you times by 2 too”- Finley- “I think we can do these by ourselves now Mrs Storer!”

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Honing our throwing and catching skills, underarm serves and our newer skill of passing/ throwing overhead by making a triangle and aiming carefully. Ask me what the rule of 3 means…

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Honing our throwing and catching skills, underarm serves and our newer skill of passing/ throwing overhead by making a triangle and aiming carefully. Ask me what the rule of 3 means…

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Honing our hand to eye coordination skills. 

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Honing our hand to eye coordination skills. 

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After warming up and checking our spacial awareness. First, we practised throwing OVER the net (the main aim of any net game) using underarm throws. We then (still working WITH our opposite partner) practised serving TO them by releasing the ball and using our hand to serve. Great first lesson of cooperation, skill refinement and sportsmanship.

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In geography, we have been learning the names of some of the features of our globe.

Ask us what the equator is!

We can tell you countries in the northern and southern hemispheres.

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LI: To use variables to create a scoring system 

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LI: To use variables to create a scoring system 

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Today we coded a splat game, where we had to code a sprite jumping over a moving object.

Millie- I liked creating my background and sprite. I had to use trial and error to improve.

Theo- I liked the coding, I can help others.

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This term, the children are learning volleyball game skills. Today, the children learnt about serving and are working towards being able to rally.

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LI: To recognise different viewpoints of a story

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LI: To recognise different viewpoints of a story

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Noah and the flood

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The children were given the task of practicing pitch notation by filling in the missing notes on a sheet. Once they had familiarised themselves with the notes, in teams, the children designed their own piece of music to perform to the class

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Teachers leading by example…

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Amazing resilience and perseverance!! Super job SM7

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Arrived safely

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SM8 have arrived safety and are ready to go!

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In music this week, the children have been practising reading and playing notes to accompany our song about the Egyptians.

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Today, the children in Year 5 welcomed two guests from the Loudmouth PSHE Theatre company.

They attended workshops throughout the day which helped them to understand and think about various important PSHE topics.

Please ask your child about the P.A.N.T.S rule.

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The moon is smaller than the Earth so it has less gravitational pull - Issy

There’s still the same amount of you, so you’re the same MASS. You WEIGH less because less gravity- Finley.

We used a Newton Meter to measure Newtons (N)- Dylan

The scales measure in g and kg- that’s your MASS ! Saying weight is incorrect - Lara.

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We will hook the Newton Meter to the shoes and pull it along- Poppy

Make sure the N for Newtons is on show- Thomas

We will keep the same equipment and person pulling to ensure it’s a fair test - Lara

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4.10.24 LI: To understand and explore decision making in creative processes.

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4.10.24 LI: To understand and explore decision making in creative processes.

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I used black and white, then closed eyes for outline and thirdly, a smudge technique- Fin

I used the shading and the blending technique for my space themed

drawing.I used my finger to blend it.- Ameliah

I used different mediums such as shading,blending and colouring-

Issy

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Big question: How do different people interpret the Creation story?

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Big question: How do different people interpret the Creation story?

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In RE this week, Year 5 have been considering what different people think about the Creation story.

They considered the views of worldviews and then observed different pieces of art work.

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We had to create a story board which explained what happened in the Trojan War.

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We had to create a story board which explained what happened in the Trojan War.

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“The Trojan War was a war between Sparta and Troy to get Queen Helen back,” Arjun

“The Greeks made a wooden, hollow horse which housed 50 of the bravest soldiers to try and get Helen back,” Abi

“The was was all about getting Helen back from Troy,” Ella

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Our Federation Text

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This means: “What people in the 1950s and 60s thought the future would be like”

Flying cars have not quite become a reality … but electric are here…and they keep talking about driverless cars … 🚗

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Using some of our previously learned pencil skills, like shading and smudging.

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Creating contrasts.

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Our Federation Text: The Bear in the Stars

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Our Federation Text: The Bear in the Stars

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Comparing Athens and Sparta.

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Greece is located in Southeastern Europe.

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Comparing Athens and Sparta.

The Athenians celebrated deep thinking, art, music and all things beautiful. However, we were less keen on their attitudes to slavery. Plus, Spartans seemed to embrace gender equality more. Mmm, but fighting over education?

The jury is still out on our big question: Would you prefer to live in Athens or Sparta?

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Today, we looked at existing programs to inform and inspire our own games.

“When you press 1, the sprite will turn 45’ and it think it will get bigger” - Luca.

“I think it will go back to the start” -Leo

“I think the background will change” - Lilly.

Step one of the creative process: gathering ideas for our algorithms. Check in with us in a few weeks, to see what we’ve created.

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LI: To learn 8 nouns and their determiners

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LI: To learn 8 nouns and their determiners

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Year 5 started their unit ‘As-tu un animal?’ They learnt eight nouns for animals and consolidated this learning with active games and book exercises. This video shows a game where children stand by a card showing our new vocabulary. If their card is chosen, they are out!

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In music we were looking at different forms of notation. Musicians use notations to read music. In our partners we used symbols to make lots of sounds. Some people tried to guess on what symbol it was just by a noise.

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In science this afternoon, Year 5 explored the difference between mass and weight.

Be sure to ask us what they are!

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Today in maths we used our previous knowledge to compare and order numbers. We used key vocabulary descending, ascending, greater than and less than. We remembered when ordering numbers, it is important to start with the highest place value column.

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Puzzling things through. We used logic, perseverance and cooperation. 

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Puzzling things through. We used logic, perseverance and cooperation. 

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“ I know 300 is next because it has a zero in the tens column. 60 is bigger than 0.” Katarina.

“You could use a place value grid to help you.” Leo.

“Start in the highest value place” Leah.

“If equal move to the next column” Shaan.

“Ascending means going up. You start with the smallest number and get bigger. Descending means going down,” Oscar

“We could swap the 4 and zero!’ Fin

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‘Gravity causes objects to fall to the ground by pulling it down.’ - Abbie

‘Air resistance causes objects to fall down slower by pushing it up.’ - Arjun

‘Today we compared two pieces of paper being dropped at the same time. Paper A fell quickest because it had less air resistance but paper b fell slower because it had more surface area with means it had more air resistance.’ - Mahdia

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LI: To create a positive identity online

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LI: To create a positive identity online

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Year 5 learnt about how to create a positive image online. They discussed how profiles can be copied, altered and modified to change how the user comes across. We drew Avatars to show how we can present ourselves in a variety of ways. A positive identity would be some who send kind comments, shares less personal information and looks at age appropriate websites. A negative identity would be someone sending unkind comments, cyber bullying and spreading fake news.

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I think the message is …

“…to always believe in God,” Shaan

“…always have hope,” Poppy

“… that you can trust God,” Lilly

“…if you obey God then good things will happen,” Charlie.

I think God would say to the King, ….

“…thank you,” Tegan

“…No! People should be able to pray to the god of their choice. Telling them to ONLY pray to me is still wrong because people should be able to choose which religion to follow!” Fin H. What fantastic links to our school values of love and tolerance.

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It’s been a great first week and the children in SM8 have been working in teams, getting to know their new classmates.

They were challenged to build to tallest tower using only paper.

Ask us how we did!

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SM7 making a fantastic start to the school year.

Reflecting on playtimes… “My favourite thing is football and playing with my friends.”; “ The worst is when it rains”; “Sometimes people are mean.”

SM7 had lots of advice of good behaviours to share…

“Be kind and respectful and keep your hands and feet to yourself”

“Be kind towards your teammates”; “Tell an adult if needed”;

Plus, lots of links to our Golden Rule:

“Treat others how you want to be treated” , “Give respect = Get Respect!”