Kirfs
Key Instant Recall Facts.
In maths we have a new KIRF each half term. This half term (Autumn 1) we are looking at consolidating our timetables to 12 x 12. At the beginning of each maths lesson, we play games and do activities to help to embed each of the multiplication tables so that we have a quick recall of the facts
Our Mission Statement
We have thought about what we want our classroom to be like. We have used these ideas to write our class mission statement. Our mission statement will remind us of what we want and expect in our classroom.
School Rules
British Values - Rule of Law
Class rule and expectations.
To understand the rule of law
To understand that actions have consequences
In our British Values lesson we spoke about the rule of law. Rules and laws are everywhere at home, in school, even when you play a game. A regulation is a rule made by an authority. Breaking rules and laws is likely to get you into trouble at the very least!
We made our own rules for our classroom and the children discussed what the consequences should be if they are broken.
Mrs Gould and Mrs Hall are really impressed with some of the work that has been produced.
British Values - Democracy
Electing a class Councillor
To understand democracy
To use persuasive language
In our British Values lesson we looked at how rules and decisions are made. We found out that votes are used to make agreements and find out the most popular plan.
In democracy every citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. People must be 18 or over in order to take part in an election. We agreed that this is a good age as children would not always make an informed decision.
When voting, each person votes for the candidate of his or her choice. S/he does this by putting a cross beside the person’s name on the ballot paper. People cast their ballots in a booth so that no one can see who they are voting for. This is called ‘secret ballot’.
At the end of the election day the votes are added up and the candidate with the highest number of votes (the majority) is declared the winner.
We are too young to vote in elections but we have been exercising our right for democracy. Our class needs a class Councillor so we wrote manifestos and voted for the person that we thought would do the best job representing our class.
Manifestos
The children wrote manifestos to say why they would make a good school councillor. Some children read their manifestos aloud to the rest of the class. It was clear that we had lots of excellent candidates in 5GH.
Manifesto - a written statement declaring publicly the intentions, motives, or views of the candidate.
Candidate - the person applying role role
Ballot Papers
The children who stood as candidates were added to the secret ballot paper. The children made secret votes on the ballot paper to find our school councillor with the most votes.
Mrs Gould counted the secret ballot.
After the ballot papers were counted, Olly became our class councillor after receiving the most votes.
Dialogic talk - Speaking and listening
Dialogic teaching harnesses the power of talk to engage interest, stimulate thinking, advance understanding, expand ideas, and build and evaluate arguments, empowering students for lifelong learning and democratic engagement. Being collaborative and supportive, it develops social and emotional benefits too.
In 5GH, we have set some talk rules which will help us to develop our speaking and listening skills. We will use these rules in our weekly dialogic talk session.
English - Prediction
Today we started to look at our new book which will be the stimulus for writing. We only got to see parts of the front over but we used the clue to make a prediction about what type of book it will be and what may happen it is. We added our predictions to the working wall ready for tomorrow where we will see what book it is.
PHSE - Who am I?
We have looked at what is special to us and what makes us special and different. To help our teachers find out more about us, we made shield which show our favourite things and talents. We have used these to make our first display in our new classroom.
PHSE
Zones of Regulation - Regulating Emotions
Today in our PHSE lesson, Mrs Gould introduced the Zones of Regulation. We looked at the characters in the clips and worked out how they were feeling. We looked at the colours of the different moods and identified that we all feel these moods and emotions at different times and that they are all completely normal emotions to have.
We discussed ways of regulating our emotions so that we can make good choices about how to react.
The Zones of Regulation framework and curriculum teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilise a variety of tools and strategies for regulation, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, movement, thinking strategies, wellness, and healthy connection with others.
Spanish
Today we had out first Spanish Session. We recapped how to say the days of the week and the colours. We even managed to sing the days of the week song in Spanish.
Place Value
In maths we are looking at place value and understanding the value of different digits in number. We are looking at numbers up to 1 million.
Computing
We have discussed appropriate use of technology in school and we have all agreed to follow these acceptable use rules. The children in 5GH signed a contract to agree to keeping these rules
Class Reader
We are reading the story Krindlekrax. The children are taking it in turn to read a chapter each. We are enjoying listening to each other read the book. The rest of the class track the words in their own copy of the book.
Library
Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.
Because we know the importance of reading for pleasure, we have a weekly visit to the school library. Today the children chose books that they would like to take home to read for pleasure.
KIRFS
Key Instant Recall Facts
Our kirf for this half term is to have rapid recall of the timetables up to 12 x 12. Each day, we practice our timetables and then have 3 minutes to complete a jumbled up timetable grid.
We are trying really hard to beat our own score each time that we complete it.
Spanish
In Spanish, we are looking at different types of building and saying what they are used for. We were very enthusiastic in our Spanish lesson today and all wanted to show off our great Spanish pronunciation.
The Great Mouse Plot
We have been looking at the story, The Great Mouse Plot. We have written letters, stories and produced art work. We have made a display to showcase our work.
Place Value
Our 5GH children have been working really hard partitioning numbers up to 1,000,000. They showed a good understanding of place value.
Well done to Grace, Eva and Pola who become the 5GH Buddies.
What is the role of a Playground Buddy?
Buddies will be on hand to help pupils who have fallen over, sort out minor playground disagreements fairly, instigate suitable age appropriate games, encourage shy children to join in or simply keep them company, informing staff when there are problems and setting a good example by caring for others.
The benefits of the Playground Buddy Scheme are:
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to encourage children to take responsibility
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to actively care for and look out for others
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to try to ensure that all children are free from loneliness or isolation
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to encourage children to form a variety of friendships with both older and younger pupils
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to encourage participation in a variety of traditional and modern playtime games and activities
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to encourage high levels of self esteem and confidence in all our pupils as valued members of our school community
Geography
Are the villages of Idle and Clapham similar?
Our Geography unit this half term is the compare the contrasting village locations of Clapham and Idle. To do this, we have visited Clapham and Idle and looked at the topography and land use of village.
Take a look at the work we have done to compare the two locations.
Geography - Our Yorkshire
Through the visits to Clapham and Idle and the work completed in the classroom, we have covered these objectives.
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Geographical Skills
Locational Knowledge
Place Knowledge
Environmental, human and physical geography
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Geography
To know that a county is an administrative or ceremonial region with clearly defined geographical boundaries.
We have looked at the different counties in England. We used maps to locate and name the counties correctly. We found Clapham and Idle on the map of the UK. We are going to be comparing Clapham and Idle and the contrasting village locations. We will get to visit Clapham on our residential.
Traffic Survey
We carried out a traffic survey of the main road outside of school.
Village study of Idle Village
We walked into Idle to look at the land use, types of building and the environment. We made notes on how clean the area was and what the different building were used for. We will be comparing our results to the study we do in Clapham.
To understand the topography of Clapham
We visited Clapham and Ingleborough on our residential to compare the land use and natural land topography of Idle and Clapham.
We visited the surrounding areas and visited the caves, went gorge scrambling and went on a really long walk through the countryside (9 mile walk!)
We discussed and compared any similarities and differences between the two locations.
Our Display
We are so proud of our work about Ingleborough, we have made a display in the main entrance of school.
Dialogic Talk
Children discussed where they would rather live: Clapham or Idle. They used the talk stems to give their opinions.
Children discussed where they would rather live: Clapham or Idle. They used the talk stems to give their opinions.
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Assembly
We showcased everything we had done at the Ingleborough with an assembly to parents.
Maths - Place Value
We are looking at numbers to 1 million. We are looking at the value in each place value column to order and compare the numbers.
Maths - rounding to the nearest 10, 100 and 1000
In maths we have been looking at rounding to the nearest 10, 100 and 1000. We have underlined the number we are rounding to and circled the place value column before it to help us work out whether the number needs to be rounded up or down.
Spanish
In Spanish we have been learning how to describe what is in our town. We are learning to say what each building is used for in Spanish. We are doing so well with our Spanish that we are earning lots of Spanish stickers and rewards.
Class reader - Krindlekrax
We have finished our class reader: Kindlekrax. It was a great hit with all of the children.
"You know when you feel a rumbling in the ground, and people tell you it's a tube train going by? Well, it's not a tube train,' Corky said. 'It's the thing that lives in the sewers. It comes up at night, when we're asleep.'
'What is it?' Ruskin asked breathlessly.
'Krindlekrax,' Corky replied.
There are plenty of weird and wonderful characters who live on Lizard Street. The hero of our story is Ruskin Splinter. But to be honest, Ruskin is a very unlikely hero. Small and thin, with knock-knees, thick glasses, a squeaky voice, no one at Ruskin's school believes he's capable of anything - all except for Ruskin's only friend Corky, the school caretaker.
Ruskin is therefore delighted when Corky tells him the terrifying story of Krindlekrax: the giant crocodile who lives beneath their town's streets. Finally, a chance to prove himself! But can Ruskin really save the day?
This witty, off-the-wall story is a classic rip-roaring adventure, from award-winning author Philip Ridley. Packed full of hilarious illustrations, this edition also has fun bonus activities!
'What is it?' Ruskin asked breathlessly.
'Krindlekrax,' Corky replied.
There are plenty of weird and wonderful characters who live on Lizard Street. The hero of our story is Ruskin Splinter. But to be honest, Ruskin is a very unlikely hero. Small and thin, with knock-knees, thick glasses, a squeaky voice, no one at Ruskin's school believes he's capable of anything - all except for Ruskin's only friend Corky, the school caretaker.
Ruskin is therefore delighted when Corky tells him the terrifying story of Krindlekrax: the giant crocodile who lives beneath their town's streets. Finally, a chance to prove himself! But can Ruskin really save the day?
This witty, off-the-wall story is a classic rip-roaring adventure, from award-winning author Philip Ridley. Packed full of hilarious illustrations, this edition also has fun bonus activities!
The Golden Temple - Sikhism
Today we learnt about special places for Sikhs. We looked at Amritsar and Golden Temple. Manraj was a real expert with his knowledge so he helped Mrs Gould out and delivered some of the lesson.
PHSE - Collaborative challenge
- Explain what collaboration means;
- Give examples of how they have worked collaboratively;
- Describe the attributes needed to work collaboratively.
Children worked together in groups to make a tower out of 4 pieces of paper. The children had to discuss their methods and work as a team. There were some interesting methods to make the towers.
Computing - Lesson 3
To experiment with search engines
●I can make use of a web search to find specific information●I can refine my web search
●I can compare results from different search engines
Today 5GH were introduced to a range of search engines. They were given the opportunity to explain how to search, before they wrote and tested instructions. Then, they learnt that searches do not always return the results that someone is looking for, and refined their searches accordingly. Finally, they were introduced to the two most common methods of searching: using a search engine and using the address bar.
Computing lesson 4 and 5
To describe how search engines select results
- I can explain why we need tools to find things online
- I can recognise the role of web crawlers in creating an index
- I can relate a search term to the search engine’s index
Today the children in 5GH gained an understanding of why search engines are necessary to help them find things on the World Wide Web. They conducted their own searches and broke down, in detail, the steps needed to find things on the web. The class then emulated web crawlers to create an index of their own classroom. Finally, they considered why some searches return more results than others.
Computing - lesson 5
To explain how search results are ranked
- I can order a list by rank
- I can explain that a search engine follows rules to rank results
- I can give examples of criteria used by search engines to rank results
5GH took part in an unplugged activity to find out about how a webpage’s content can influence where it is ranked in search results. In groups, the children created paper-based webpages on a topic that they are familiar with. They then discovered how their webpages would rank when searching for keywords relating to their content
Computing - lesson 6
To recognise why the order of results is important, and to whom
- I can describe some of the ways that search results can be influenced
- I can recognise some of the limitations of search engines
- I can explain how search engines make money
To we explored how someone performing a web search can influence the results that are returned, and how content creators can optimise their sites for searching. We also explored some of the limitations of searching and discuss what cannot be searched. We worked in groups to discuss how we can influence our searches to get the information we want.
Timestables
In Year 5 we work hard to have a quick recall of the timestable facts to 12 x 12. We do a jumble speed table to recall as many multiplication facts as we can in 3 minutes.
Leo and Manraj managed to recall 100 multiplication facts in 3 minutes. Mrs Gould is very impressed.
Obstacle Course
Today 5GH took part in the sponsored obstacle course. All children had fun trying the different obstacles and activities.
Maths - Autumn 2
To find factor pairs of a number.
By the end of this half term, children should know the factor pairs of numbers in the times tables. The aim is for them to recall these facts fairly instantly.
PHSE Valuing difference
Qualities of friendship
- Define some key qualities of friendship;
- Describe ways of making a friendship last;
- Explain why friendships sometimes end.
We looked at the different qualities of friendship and what happened when friends fall out. Children discussed different situation where they have had friendship struggles.
PHSE - Kind conversations
- Rehearse active listening skills:
- Demonstrate respectfulness in responding to others;
- Respond appropriately to others.
We discussed how to respond to adults and peers in a kind a respectful way. We used different scenarios and the children discussed how they would respond appropriately.
PHSE - Happy being me
- Develop an understanding of discrimination and its injustice, and describe this using examples;
- Empathise with people who have been, and currently are, subjected to injustice, including through racism;
- Consider how discriminatory behaviour can be challenged.
In PHSE the children looked at differences and the discrimination people face because of these. The children looked at the Rosa Parks story and the difficulties she faced simply because of the colour of her skin.
Science - Animals including humans
life cycles
- As part of their life cycle, plants and animals reproduce.
- Animals, including humans, have offspring which grow into adults. In humans and some animals, these offspring will be born live
- Some young undergo a further change before becoming adults e.g. caterpillars to butterflies. This is called a metamorphosis.
Life cycles are the various stages within an animal's development and can vary from days to hundreds of years long.
Although the time of each life cycle can vary dramatically, all animal life cycles involve growth, development stages and reproduction.
Queen Elizabeth 11
After hearing about the sad passing of Queen Elizabeth, 5GH spent some time finding about the life of the Queen and some of her achievements.
Queen Elizabeth II was the Head of State of the United Kingdom, Head of the Commonwealth and Supreme Governor of the Church of England.
Her reign began on the 6th February 1952.
Queen Elizabeth II was Britain's longest-reigning monarch, beating Queen Victoria's record of 63 years and seven months on the throne. In 2022 she celebrated her Platinum Jubilee (70 years on the throne), the first British monarch to do so.
PHSE Bereavement
We spoke about how some people are feel great sadness at the loss of The Queen and this is called bereavement. Bereavement is defined as the experience of losing someone who is important. Someone who is experiencing bereavement is likely to feel a whole range of emotions including grief. Losing anybody who is close to us can be devastating, whether they are a family member, friend, partner or pet. As a class we spoke about how we can help someone who is experiencing bereavement and what to do if we lose someone important to us.
Prime Numbers
In maths we looked for factors in numbers to find prime numbers.
A prime number is a whole number greater than 1 whose only factors are 1 and itself. A factor is a whole number that can be divided evenly into another number. The first few prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23 and 29.
PHSE - Stop, start, stereotypes
- Recognise that some people can get bullied because of the way they express their gender;
- Give examples of how bullying behaviours can be stopped.
Definitions of stereotypes:
- An often unfair and untrue belief that many people have about all people or things with a particular characteristic. [Source: Merriam-Webster dictionary]
- A set idea that people have about what someone or something is like, especially an idea that is wrong. [Source: Cambridge dictionary]
We looked at some gender stereotypes and discussed how we felt about them. We found that lots of girls like football, boys like pink and some girls want to grow up to be boxers.
We thought about our favourite colour, favourite sport and what we wanted to do when we are older. We know we should not say negative things about people because of how they want to dress or who they like.
Children in Need
To support Children in Need, we had a bun sale. It was very generously supported by our parents and we had lots of delicious buns to sell. Some of 5GH helped to sell the buns.
PHSE - Respecting Difference
- Identify and describe the different groups that make up their school/wider community/other parts of the UK;
- Describe the benefits of living in a diverse society;
- Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.
We asked the children to think about everyone who is in the class. Without saying anything out loud we asked what they can think of that makes everyone different from each other?
We set the class a challenge of how many different things they can think of together such as eye colour, height, clothes etc.
We explained that just as the class is made up of lots of different people, all with their individual attributes and qualities, so our society is made up of lots of different groups of people who similarly all have their own attributes and qualities.
Open Classrooms
We invited parents into our classroom to look at their child's work and learning environment. We were delighted that so many parents attended.
Black History Month
The 2022 Black History Month's theme was Black Health and Wellness. This focus celebrated the contributions and breakthroughs of Black professionals. In Year 5, we looked at Marcus Rahford and the work he did to support struggling families during covid 19.
Marcus Rashford MBE (born 31 October 1997) is an English professional footballer who plays as a forward for Premier League club Manchester United and the England National Team.
He is a campaigner against racism, homelessness and child hunger in the United Kingdom. Rashford has been praised for using his platform to be a political activist and philanthropist to drive societal change. For his efforts, he has received widespread praise, and has been recognised for his efforts from organisations both in and outside of sport, and was subject of a mural painted by street art Akse in Withington.
We have written diaries as Marcus, Newspaper reports and letters. We have also done some art work of Marcus. We displayed our work in the corridor with the other whole school displays on Black History.
Remembrance Day
Remembrance Day is a memorial day observed in Commonwealth member states since the end of the First World War to honour armed forces members who have died in the line of duty.
We found out why Remembrance Day is marked and made poppies.
At 11am on 11th of November we fell silent for 2 minutes.
PHSE - Anti Bullying
Odd Socks Day marks the start of Anti-Bullying Week. On Monday 14th November we wore odd socks and spoke about what bullying is, how it can happen, how it makes people feel and what to do if we find that we are being bullied.
RE / PHSE
Respecting difference
John and Natalie from Zephaniah Trust delivered an assembly which reminded us to respect others around us who are different to us. The Zephaniah Trust is a registered charity supporting Christian musicians and artists who “take light into dark corners” throughout Bradford and beyond, in schools and with churches and community groups.
England V Iran
The children in 5GH were treated to watching England v Iran in the World Cup. This is the first ever football game between England and Iran. The Iranian side, though, has never beaten a European nation in the FIFA World Cup.
It was 3 - 0 to England by half time after a long 15 minutes extra time in the first half.
Science - reproduction of plants
We found out that like humans, plants reproduce but plants produce in a different way to humans. Flowering plants reproduce through a process called pollination. Flowers contain male organs called stamens and female organs called pistils. The anther is the part of the stamen that contains pollen. Pollen contains the male gametes. Pollen must be moved to a part of the pistil called the stigma for reproduction to take place.
Christmas Decorations
To make our school look a little bit festive, ready for the Christmas fair, the children used strips of brown, red and yellow paper to make Christmas Robins. We think they look really festive.
Autumn 2 - computing
lesson 1: What is video?
Introduction
5GH were introduced to video as a media format. They saw examples of videos featuring production and editing techniques that they will work towards using their own videos. The children began by explaining what the medium of video is before analysing and comparing examples of videos.
Learning objectives
To explain what makes a video effective
- I can explain that video is a visual media format
- I can identify features of videos
- I can compare features in different videos
Computing - Video Editing - lesson 2
To identify digital devices that can record video
- I can identify and find features on a digital video recording device
- I can experiment with different camera angles
- I can make use of a microphone
5GH explored the capabilities of a digital device that can be used to record video. Once they were familiar with their device, they experimented with different camera angles, considering how different camera angles can be used for different purposes.
The children discussed the purpose of the different angles.
Computing - Lesson 3
Using a storyboard
Learning objectives
To capture video using a range of techniques
- I can suggest filming techniques for a given purpose
- I can capture video using a range of filming techniques
- I can review how effective my video is
5GH used a storyboard to explore a variety of filming techniques, some of which they will use in their own video project later in the unit. They looked at close up, zooms and panning with the camera in a fixed position.
They evaluated the effectiveness of these techniques before offering feedback on others’ work. Take a look at some of videos they produced using the story board.
Computing - lesson 4 and 5
Planning a video
Learning objectives
To create a storyboard
- I can outline the scenes of my video
- I can decide which filming techniques I will use
- I can create and save video content
The children in 5GH planned a video by creating a storyboard. The used their knowledge of skills from previous lessons to plan their video carefully. Their storyboard described each scene, and included a script, camera angles, and filming techniques. The children will use their storyboards to film the first scene of their videos.
Computing lesson 6
Video Evaluation
Learning objectives
To consider the impact of the choices made when making and sharing a video
- I can make edits to my video and improve the final outcome
- I can recognise that my choices when making a video will impact on the quality of the final outcome
- I can evaluate my video and share my opinion
In this lesson, the children completed their video by removing unwanted content and reordering their clips. They then exported their finished video and evaluated the effectiveness of their edits. Finally, they considered how they could share their video with others.
The children discussed what they would do differently if they were to make another video.
Spelling Games
In 5GH we are learning to use and apply spelling rules. To help us remember the important spelling rules, we play daily games. This game is called Can you see me?
E-Safety
Self- image and identity
- I can explain how identity online can be copied, modified or altered.
- I can demonstrate how to make responsible choices about my online identity.
In our e-safety lesson, we looked at how to keep our identify safe online. We discussed what information should be kept private.
We also looked at how our information can be altered or modified.
The children thought of ways to keep their online identity safe.
100% of the children in 5GH said they regularly use one or more of these social media accounts. They were all surprised to learn that they all have a minimum age of 13.
Religious Education
What values are shown in codes for living?
- Understand that not all people are religious
- Understand that non-religious people have codes for living that don’t refer to god
- Investigate how people without religious beliefs believe that a person can be ‘good without god.
Mrs Gould discussed with the class the religions they know about, and asked: is everyone part of a religion? Many pupils in 5GH explained that they are not. We explored the idea that for religious people they try to be ‘good with God’, but others think you can be ‘good without god’. We then Introduced the work of Humanists UK.
We found that within 5GH, we had Sikhs, Muslims, Christians, Humanists, Agnostics and Atheists.
An atheist is someone who doesn't believe in a god, while an agnostic is someone who doesn't believe it's possible to know for sure that a god exists.
We found out that people who are not religious, still have codes for living and these were linked to laws and morals.
We understood that we have many different beliefs in 5GH but it is important to respect them all.
LO: Develop the appropriate passing skills to combine with teammates in a range of games/activities
In PE we learnt about the sport Ultimate Frisbee which included the rules of the game, the tactics, and the different ways to send and receive a Frisbee so we could apply it to a game scenario to build on our teamwork and passing skills.
Class Reader
In 5GH, we have been reading boy 87.
Fourteen-year-old Shif and his best friend Bini are ordinary boys with big ambitions, but their world implodes when they attract the attention of the military "giffa". Wrenched from their families, they're sent to a remote desert prison, where their cellmates are barely clinging on to life.
We followed Shif's journey to England as he searched for help.
Religious Education
To understand value and codes of living set by Gods.
In 5GH we are looking at values and behaviours across a range of religions and even values of non religious groups such and Humanists.
Today we looked at Judaism and Tikkum Olam. Tikkun Olam is a Jewish concept defined by acts of kindness performed to perfect or repair the world. We looked at what we could do to perfect or repair the world.
Religious Education
To understand how codes for living and values come through religious stories.
We read three stories from Islam: The crying camel, the burning ants and the boy who threw stones at tress. We read each story and discussed the moral of each story and what it teaches the Muslim followers.
Religious Education
To understand why and how religious events are marked
To know the story of the birth of Jesus.
Today Years 5 and 6 went to St Cuthbert's church to perform our Christingle service. The children told the story of the First Christmas.
A Christingle service is a happy occasion which is held during Advent, often on the Sunday before Christmas. In December 1968, the first Church of England Christingle service was held in Lincoln Cathedral for The Children's Society
Christmas Maths - Shape
In 5GH, we looked at a range of 3D shapes and their properties. We looked at the numbers of faces and edges and them played a guess who game.
We looked at:
- Cube.
- Cuboid.
- Cone.
- Cylinder.
- Sphere.
- Pyramid.
- Prism.
When we were confident with the shapes. We used nets to make the shapes as festive 3D snowmen.
Spanish
To name features of the local environment and how to find them.
In Spanish the children have been learning building names and the names of physical features of the environment. Children are now using sentence to ask where places are and to give directions on where to find them.