KIRFS -Spring 1
This half terms' key instant recall fact is:
To Identify prime numbers up to 20.
What is prime number in math?
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. Numbers that have more than two factors are called composite numbers.
Welcome back to school for a new year - 2023!
Please see the attached parent information letter with all of the information for this half term.
Science - Forces
Air Resistance and friction
Today in class, the children investigated air resistance. Following a short video of The Egg and Parachute experiment, the following questions were posed. What is air resistance? Can we see air resistance? What does it look like? Can we feel air resistance? What does it feel like?
The children set out to find the answers. Using different sized card the children ran around the playground to see if they could experience air resistance. Further questions were asked - Does the size of card make a difference? What difference? Did you run in the same direction with each piece of card? Did you run the same distance? Did you run as fast? and What were your findings?
The children found that the size of card made a difference to air resistance and answered the questions: Can we see and feel air resistance?
Back in the classroom a fair test was set up to answer the question; Does the shape of the front of a truck affect air resistance?
The children set the control result as just the truck without any additions. They used a hair dryer to replicate increased air resistance and released a truck down a ramp and measured the distance it travelled. The children made different shaped and sized card to put on the front of the truck to see which had the most air resistance and therefore travel the least distance. Looking at the different shapes and sizes they made predictions of how far the truck would travel. Everyone understood why the truck would not travel further than the control result as the truck didn't has the least amount of air resistance.
All the children were engaged and could easily answer all questions posed by the end of the experiment.
Children also learnt key skills, the importance of a fair test to produce clear results and how to modify an experiment to produce and record accurate results.
Enjoyment through hands on learning really helped the children with this tricky content.
Science - forces
To understand how air resistance and gravity work against each other
With air resistance, acceleration throughout a fall gets less than gravity (g) because air resistance affects the movement of the falling object by slowing it down. How much it slows the object down depends on the surface area of the object and its speed.
We made helicopters to demonstrate how air resistance and gravity work against each other.
Science - forces
To understand that gravity is a force.
The force that pulls things to the centre of Earth (and other planets) is called gravity.
Gravity also holds Earth and the other planets in their orbits around the Sun.
The force of gravity also exists on the Moon but it is not as strong as it is on Earth. This is because the Moon is much smaller than our planet.
We identified that unsupported objects will drop to the ground
Science - Forces
Floating and sinking - Buoyancy
To understand how upthrust and gravity work against each other
When something is in water, there are two forces acting on it. Its weight and the force of the water pushing up, the upthrust.
If the weight is equal to or less than the upthrust, it floats. Things that float are buoyant.
If the weight is greater than the upthrust, it sinks.
We looked at a range of objects to see how the upthrust and gravitation push worked against each other.
Science - force
To know a Non contact force.
Magnetic forces are non contact forces; they pull or push on objects without touching them. Magnets are only attracted to a few 'magnetic' metals and not all matter. Magnets are attracted to and repel other magnets.
Science - Pullies
To explain how pullies work
Many objects have pullies, these include fishing rods , lifts etc . A basic pulley is a wheel on a fixed axle with a groove in it to guide a rope or cable. The pulley changes the direction of or the amount of force that is needed to lift an object. Includes lifts, cranes, and cable cars.
The children looked at making a pulley and linked this to how the lifts worked in the coal mines.
Reading
Well done to the children who have completed their level one reading chart. This means that they have read with an adult 40 times since September.
Reading with your child has astonishing benefits for children: comfort and reassurance, confidence and security, relaxation, happiness and fun. Giving a child time and full attention when reading them a story tells them they matter. It builds self-esteem, vocabulary, feeds imagination and even improves their sleeping patterns
Spanish
In Spanish we are learning to form sentences to describe the planet and our local environment. The children have worked hard to form sentences and then say them taking care to pronounce each word correctly.
Punjabi Roots
Today we had an assembly and a Year 5 dance and drumming sessions. We learnt some of the Punjabi dance moves and all took part in dancing together.
Punjabi dancing is known as bhangra. The term bhangra originally designated a particular dance performed by Sikh and Muslim men in the farming districts of the Punjab region of South Asia. The dance was associated primarily with the spring harvest festival Baisakhi.
Maths
Adding fractions with different denominators
Today we looked at adding fractions with different denominators. To do this, we had to make the denominators the same. When the denominators are not the same, then you have to use equivalent fractions which do have a common denominator . To do this, you need to find the least common multiple (LCM) of the two denominators. To add fractions with unlike denominators, rename the fractions with a common denominator. Then add and simplify.
Spanish
To describe the planet and environment
We have been continuing to describe the environment and the planet in Spanish. The children have been putting sentences together to describe the planet in detail.
Mia is describing in detail features of our planet.
Collaborative Reading - English
Greek Myths
Today we worked in groups and each group received a different Greek Myth story. In groups we had to discuss the place, the time. the story and the characters in our myth.
We collated our finding onto one big piece of paper and then we shared our Myth with the other groups.
English
Room 13
In English the children have looked at the book Room 13. The book is by Robert Swindells who is our class author. Room 13 is a creepy story about a school trip to an English seaside town (Whitby) that re-imagines the Dracula story for kids. Fliss (the main character) has a bad dream on the eve of going on her school year's week long trip to Whitby, only to see that the dream is coming true as the week goes on.
During the topic, 5GH made predictions about what would happen next, did descriptive writing about the characters and settings and then wrote their own ending to the story.
We are so impressed with the work that we decided to display it in our classroom.
Art
Graffiti (style) Art
Graffiti is art that is written, painted or drawn on a wall or other surface, usually without permission and within public view. Graffiti ranges from simple written words to elaborate wall paintings, and has existed since ancient times, with examples dating back to ancient Egypt, ancient Greece, and the Roman Empire.
Some people argue that unlike traditional art forms, graffiti is rebellious and defiant, presenting a new form of art and creativity whilst at the same time others would argue that, graffiti is vandalism, a crime, as it is an act of defacing public property without permission.
We discussed if graffiti is art or vandalism.
The children then worked on designing their own graffiti style name tag.
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Design and Technology Design
The children designed mine carts and considered the tools and equipment that they would need.
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Design and Technology Make
The children in 5GH decorated their mine carts using their planned design
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Design and Technology
Evaluate
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English - classical text
In English 5GH have been reading The secret Garden.
The Secret Garden tells the story of Mary Lennox, a spoiled young English girl being raised in India. After the death of her parents, she is sent to live at her mysterious uncle’s Yorkshire estate, Misselthwaite Manor. Mary is disagreeable, used to being waited on, and initially does not even know how to dress herself. At Misselthwaite, she is mostly ignored and left to wander outside in the gardens. The manor is full of secrets, though, and Mary often hears the screams of a child echoing its halls at night, despite the servants’ insistence that it is only the wind. She also hears rumors of a mysterious garden, locked up for over a decade after the death of her uncle’s wife. Mary sets out to discover the secrets of Misselthwaite and bring the garden back to life.
The children in 5GH have written character profile, setting description and made predictions about the text. The children also completed some water colour art work.
We are so proud of the work produced, we have displayed it in our classroom.
Arithmetic
Each morning, the children in 5GH complete an arithmetic task which looks at addition, subtraction, multiplication and division as well as fractions, and squared and cubed numbers. The children are becoming fluent and confident with these calculation methods and are showing that they have a good understanding of the skills covered.
Many children are getting full marks in the tricky tests which is pleasing to see.
Maths
To subtract fractions from mixed number fractions
In maths we looked at subtracting fractions from mixed number fractions. The children made the fractions have the same denominator and then subtracted.
The children showed confidence in doing this and modelled it to their peers on the board.
PTFA Pantomime
The PTFA very generously paid for all of the children at Blakehill to watch the pantomime Aladdin.
The children in 5GH thoroughly enjoyed the show.
What happens in the Panto?
A long time ago in China, Widow Twankey ran a laundry with two sons Wishee Washee and Aladdin. Wishee was not very clever and Aladdin had dreams of a higher calling. The business often struggled to stay afloat. Aladdin was always up to high jinx, messing around in the market square and chasing the ladies. One day a princess comes into his view, and she changes his life forever. Meanwhile, in the land of the Pharaohs, an evil wizard has plans for Aladdin himself. According to prophecy, Aladdin is the only person able to secure the magic lamp for Abanazer. When the Genie is out of the bottle, the adventure begins!
RE - learning about forgiveness
lesson 1
To understand the concept of forgiveness and reconciliation
To consider the importance trying to put wrongs right.
Key questions
What is forgiveness?
What is reconciliation?
The children in 5GH explored ways people say sorry verbally, with body language and through action taken. We examined ‘sorry’ cards and their purpose, e.g. sympathy, late birthday, making up after an argument.
I asked the children to think about things they have had to say sorry for and remember times when someone has said sorry to them. We looked at: How does it feel? Is it easier to say sorry or to forgive? How does it feel if you don’t say sorry when you know you should? How does it feel when you don’t forgive someone?
Children brain stormed ideas of when they have forgiven someone
RE - Forgivness
Lesson 2 - Christianity
To explore Jesus’ stories about forgiveness and investigate its meaning.
To explore Jesus’ beliefs about forgiveness and reflect on their own experiences of forgiveness.
We watched videos and read stories of: The Pharisee and the Tax Collector (Luke 18:9-14), The Unforgiving Servant (Matthew 18;21-35) and The prodigal son.
We looked at who was wrong and who had had to forgive the other person. The children identified that Christians learn to forgive through Jesus' stories.
RE - Forgiveness
Lesson 3
Know that Christians believe the act of confession helps them to receive God’s forgiveness.
Saying sorry: how much does it matter?
Children explored the idea of repenting through acts of confession found within Christian traditions such as Roman Catholic and some Church of England congregations.
Children role played their confessions
History - Local Mining Study
As part of our local history topic on mining, Year 5 visited The National Coal Mining Museum last week. Whilst there, the children had the opportunity to participate in an underground tour of mines through the ages as well as complete two workshops where they could experience what life in a mining community was like and the different roles that men, women and children took.
The children and parents helpers enjoyed the trip and enjoyed the first hand experience of the mines.
The visit helped us to cover these National Cutticulum objectives.
- How an aspect of national history is reflected and significant in the locality.
- To develop a chronologically secure knowledge and understanding of British and local history.
- Note connections, contrasts and trends over time and develop the appropriate use of historical terms.
- Understand how our knowledge of the past is constructed from a range of sources.
- Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
Computing - E-Safety
PC Geoff from the E-Safety Policing Team came to 5GH to talk about cyber bullying. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.
PC Geoff talked to the children about what to do if they are cyber bullied and then spoke about the consequences of doing this to others. Children can prosecuted for cyber bullying from 10 years old.
Dogs Trust - PHSE Caring for animals
Pets need care and attention to keep them fit, happy, and safe. They need healthy food, clean, fresh water, and a comfortable place to sleep. Most pets also require regular exercise to stay fit. It is important to find out all about an animal before deciding whether it will fit in well with you or your family.
We had a visit from Dogs Trust to talk about the car that dogs need.
Google Classrooms
5GH have revisited the Google Classroom platform. Children logged into their Google Classroom account and had a go at completing the online learning tasks.
Moving forward, some homework tasks will be accessed through Google Classrooms.
Maths - Statistics
To draw and read line graphs
During maths week we have looked at statistics. We have looked at drawing line graphs and reading the information on them. A line graph is used to display information which changes over time. It is plotted on a graph as a series of points joined with straight lines
Design and Technology - Bridges
Learning objectives
Design
- Design purposeful, functional, appealing products for themselves and other users based on design criteria
- Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
5GH looked at a range of bridges and the structure used to make them strong and sturdy. The children agreed that metal or wood would be the best material for a bridge because of the material properties.
Make
- Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Children worked in groups using the wooden sticks to form a sturdy frame.
Evaluate
- Explore and evaluate a range of existing products
- Evaluate their ideas and products against design criteria
The children evaluated the bridge thinking about the purpose of the bridge. The children decided the bride we made would be best used for people to get over walls. Children agreed that the bridge was strong but not easy to walk over.
PHSE lesson 1 - Keeping Safe
Computing - e safety
Bullying
- Demonstrate strategies to deal with both face-to-face and online bullying;
- Demonstrate strategies and skills for supporting others who are bullied;
- Recognise and describe the difference between online and face-to-face bullying.
In PHSE we looked at bullying and what it means to be bullied. We compared bullying to cyber bullying. We watched 3 video scenarios and identified the behaviours shown in each one.
Scenario 1 – Emma’s Story
- Identify the unfriendly behaviours in the scenario
- Decide if this is an example of bullying [yes – because it's ongoing, teasing, spreading rumours, talking about someone behind their back, intimidation]
Scenario 2 – Josh’s story
- Compare the unfriendly behaviours between Josh and Emma’s stories. What was different about the behaviours?
- Decide if this is an example of bullying? [yes- sending embarrassing photos, making cruel comments and sending them to a wider audience, sending nasty emails, getting others to gang-up on a person]
- How does the use of technology make this different to the other two scenarios?
- What role did Sam play? [bystander] How was this helpful?
Scenario 3 – Yasmin’s story
- Compare the unfriendly behaviours in Yasmin’s scenario with the behaviours in Emma’s story.
- Decide if it is an example of bullying, why/why not? [no – two friends, equal status, one off argument]
PHSE -Keeping Safe lesson 2
Computing - e safety
- Consider what information is safe/unsafe to share offline and online, and reflect on the consequences of not keeping personal information private;
- Recognise that people aren’t always who they appear to be online and explain risks of being friends online with a person they have not met face-to-face;
- Know how to protect personal information online;
- Recognise disrespectful behaviour online and know how to respond to it.
To begin the lesson I asked the children to make a list of the benefits of the internet.
Some examples of their answers were:
Benefits
- Gives us information quickly from all around the world.
- Helps people to connect and communicate with each other even across the world
- Provides entertainment – e.g. games, films, books can be found online.
Risks
- Misinformation – not everything published online is accurate and some things can be very misleading.
- Easy to spend too much time online with risk of missing out of other things that keep a healthy balanced life (e.g. exercise, sleep, seeing people in real life).
- There are dangerous people who pretend to be not what they really are. They might trick young people into risky behaviour, such as agreeing to meet them, giving personal information about themselves.
Computing - lesson 1
Lesson 1 Connecting Crumbles
Learning objectives
To control a simple circuit connected to a computer
- I can create a simple circuit and connect it to a microcontroller
- I can program a microcontroller to make an LED switch on
- I can explain what an infinite loop does
In this lesson, the children in 5GH became familiar with the Crumble controller, some of its associated components and the programming environment used to control it. They explored how the items connect together to create a complete circuit and how to construct programs that turn a LED on and off and set its colour. The children made use of their understanding of repetition by identifying how their programs can be modified to make a LED flash continuously.
Computing lesson 2
Lesson 2 Combining output components
Learning objectives
To write a program that includes count-controlled loops
- I can connect more than one output component to a microcontroller
- I can use a count-controlled loop to control outputs
- I can design sequences that use count-controlled loops
In this lesson, the children in 5GH developed their knowledge of a Crumble controller further by connecting additional devices (another sparkle and a motor) to the controller and constructed programs to control more than one of these. They designed sequences of actions for these output devices to carry out. Then they applied their understanding of repetition by using count controlled loops when implementing their design as a program.
Computing - Lesson 3 Controlling with conditions
Learning objectives
To explain that a loop can stop when a condition is met
- I can explain that a condition is either true or false
- I can design a conditional loop
- I can program a microcontroller to respond to an input
In this lesson, the children in 5GH were introduced to conditions and how they can be used in algorithms and programs to control their flow. They identified conditions in statements, stating if they were true or false, and learnt how they can be used to start and stop a set of actions. The children were introduced to a Crumble switch and learnt how it can provide the Crumble controller with an input that can be used as a condition. They explored how to write programs that use an input as conditions and used this knowledge to write a program that uses a condition to stop a repeating light pattern.
Computing - Lesson 4 Starting with selection
Learning objectives
To explain that a loop can be used to repeatedly check whether a condition has been met
- I can explain that a condition being met can start an action
- I can identify a condition and an action in my project
- I can use selection (an ‘if…then…’ statement) to direct the flow of a program
In this lesson, the children developed their understanding of how the flow of actions in algorithms and programs can be controlled by conditions. They were introduced to selection, and learnt to represent conditions and actions using the If… Then… structure. They applied their understanding by using selection in an algorithm created to achieve the requirements of a task. They discovered that infinite repetition is required when programming input devices to repeatedly check if a condition has been met.
Computing - Lesson 5 Drawing designs
Learning objectives
To design a physical project that includes selection
- I can identify a real-world example of a condition starting an action
- I can describe what my project will do
- I can create a detailed drawing of my project
In this lesson, the children in 5GH made use of their understanding of micro-controllers, output devices and selection when designing a project to meet the requirements of a given task. They identified how selection might be used in real-world situations to secure their understanding before identifying how they can apply this knowledge when designing their project. They produced detailed drawings to show how their model will be made and how they will connect the micro-computer to its components.
PHSE - Being safe - Responding to dares
- What is a dare? (Together, come up with an agreed definition)
- Who might dare a person to do something?
- Why do people give dares?
We looked at 'Ella's Diary' and identified what was happening to her. The children rewrote Ella’s diary entry for Tuesday – from the critical moment of her making the decision of whether to accept Kira’s dare or not. The children to described, in their entry, how Ella could resist the pressure that Kira puts on her.
PHSE - Being safe
Vaping: healthy or unhealthy?
- Describe some of the health risks caused by vaping;
- Understand that there are potential health risks of vaping that are not yet fully known;
- Use critical thinking skills when reading information/media;
- Understand that companies selling vaping products do so to make money;
- Describe some of the possible outcomes of taking a risk.
Mrs Gould asked the children if anyone could tell us the name of the drug in cigarettes. [ Nicotine.] Because nicotine is a drug it can be addictive. Mrs Gould explained that addiction is a word that describes how a drug can affect a person's brain and body in a way that can cause some people to find it hard to stop using that drug (whether it's legal or not). Over time, this means that they find it hard to stop using the drug, even if they really want to. This doesn’t happen to everyone and even if people do become addicted to something, it is still possible for them to overcome that addiction and stop using the drug.
We discussed if vaping is healthy or not.
Class reader - Reading for Pleasure
At the end of each day in our story session, we have been reading There's A Boy In The Girls Bathroom. The children have enjoyed reading this book for pleasure.
There's a Boy in the Girls' Bathroom is a 1987 juvenile fiction book from the author Louis Sacher, about a fifth-grade bully named Bradley whose behavior improves after intervention from a school counselor. The title comes from a point when a character, Jeff, is horribly embarrassed after accidentally entering the girls' bathroom while trying to go to the school counselor's office when a teacher gives him the wrong directions.
History - Ancient Greece
To develop a chronologically secure knowledge and understanding of World History
To help understand how the Ancient Greeks fit into our history, we looked at the timeline of key topics and how they linked together.
Children went on to do their own timeline of Ancient Greece.
Spanish
We are so proud of the work we have done in Spanish that we have displayed it in our classroom. The children have described features of their planet in Spanish. The children have written their descriptions in Spanish and use Spanish connectives.
Bikeability
Children in 5GH completed the bikeability level one. Bikeability is the government’s national cycle training programme. It helps you learn practical skills and understand how to cycle on today’s roads.
Children who completed the bikeability level one will be given the chance to cycle on the roads with the trained instructor.
Well done to the children who achieved their level one and level 2 bikeablility awards.
PHSE - Decision making
Today, 5GH had a workshop session with the SCARF: Safety, Caring, Achievement, Resilience, Friendship team. The children found out different decisions that will have to make and different ways to tackle these.
Snow Sculptures
The heavy snow fall made travelling to school unsafe on Friday. The children in 5GH were set some tasks on Google Classrooms but also had an extra task of making a snow sculptures. We were really impressed with the pictures we were sent and the effort that the children had put in.
Neurodiversity week 13th March to 17th March
5GH found out what is means to be neurodivergent. The children learn about ADHD, Autism and other neurodivergent conditions.
What is Neurodiversity?
Neurodiversity is the concept that all humans vary in terms of their neurocognitive ability. Everyone has talents and things they struggle with - we're all familiar with that part! However, for some people, the variation between those strengths and weaknesses is more pronounced, which can bring talent but can also be disabling. Although technically, we're all neurodiverse - no-one's mind works in exactly the same way - it's mostly people who have this more profound difference between strengths and weaknesses that are known as 'neurodivergent'.
Neurodiverse or neurodivergent people (both terms are used) tend to find some things very easy and other things incredibly hard. This usually leads to an inconsistent performance at school or work due to the mismatch between the two. However, on the flipside, neurodiversity can be a competitive advantage when the individuals are in the right environment, making use of their strengths, instead of constantly trying to overcome challenges. To achieve this, we must create inclusive spaces to work and learn that reduce disabling factors and amplify diverse abilities.
What kind of conditions are considered to be neurodivergent?
Well, as we've already mentioned, under the neurodiversity model, everyone's technically neurodiverse - although most folks fit into a band with a comparatively narrow amount of variation. While these people experience differences in strengths and weaknesses, they tend to be much less dramatic, so they tend to have a more 'standard' shared way of viewing the world and tackling tasks. This majority group is what's sometimes referred to as 'neurotypical' people.
Neurodivergent folks are those whose skills have a lot more variation, and this variation can manifest in wildly different ways. One neurodivergent person might be a maths genius who's also hopelessly disorganised and can't tie their own shoelaces, another might be a social butterfly and very skilled at spatial reasoning, but really struggle with basic literacy and maths skills. Neurodiversity recognises that all these millions of different ways of thinking and doing are equally important and valuable.
Neurodiversity is a very broad group, and neurodivergent individuals can have any one (or even a combination) of many different conditions that fall under the neurodiversity umbrella - which is always growing. Here are some that you might have heard of:
- ADHD
- Autism
- Dyslexia
- Dyscalculia
- Dysgraphia
- Dyspraxia
- Developmental Language Disorder
- Tourette's Syndrome and other Tic disorders
However, this isn't a fixed list, there are people with other conditions who may also consider themselves neurodivergent.
Spanish
In Spanish, the children in 5GH have been learning to describe how they have travelled to different places and what they have seen when there.
Please See our Independent Homework Task
Year 5 Optional Homework Topic Task
Spring Term
This half term we will be learning about the solar system.
Your challenge, if you choose to accept it!
We would like to know what you have learnt and what extra information you can find out at home all about planets and the solar system. You could create a fact file or newspaper report all about the solar system or an individual planet. You could even make a model to show the solar system.
Your project can be presented in any way you like:
Drawings
Posters
Fact files
Leaflets
Diagrams
Models
Posters
Fact files
Leaflets
Diagrams
Models
It is completely up to you!
You can have help from people at home but it must be you that produces the work and you cannot just copy from the internet.
If you decide to accept our challenge, your work should be in at the latest by Friday 20th April 2023
Don't forget to be creative and make your work stand out!
Science
To understand how the planets orbit around the sun.
The planets of our solar system orbit the Sun in a counterclockwise direction (when viewed from above the Sun’s north pole) because of the way our solar system formed. Our Sun was born from a cloud of dust and gas, the remnants of which — called the solar nebula — became the planets. As that cloud collapsed into the Sun, it also began to spin. It’s a matter of chance that it ended up spinning in a counterclockwise direction when viewed from the top down.
We looked at how the planets obit the sun at different speeds and using different orbit paths.
Science - The Solar System
To know the names and order of the plants in the solar system.
The solar system consists of the Sun and everything that orbits, or travels around, the Sun. This includes the eight planets and their moons, dwarf planets, and countless asteroids, comets, and other small, icy objects. However, even with all these things, most of the solar system is empty space.
The children in 5GH drew the 8 planets and learnt about how they orbit the sun.
Science
To understand how the Earth orbits the sun
To understand light and dark make up day and night.
Earth orbits the Sun every 365 and one-quarter days. It spins on an axis that is tilted 23 and a half degrees to the plane of its orbit. This axial tilt remains steady throughout the year. Depending on the time of year, some parts of the Earth are tilted more toward the direct rays of the Sun than others.
The Earth moves in two different ways. Earth orbits the sun once a year and rotates on its axis once a day. The Earth's orbit makes a circle around the sun. At the same time the Earth orbits around the sun, it also spins.
To understand how the Earth orbits the sun
To understand light and dark make up day and night.
Earth orbits the Sun every 365 and one-quarter days. It spins on an axis that is tilted 23 and a half degrees to the plane of its orbit. This axial tilt remains steady throughout the year. Depending on the time of year, some parts of the Earth are tilted more toward the direct rays of the Sun than others.
The Earth moves in two different ways. Earth orbits the sun once a year and rotates on its axis once a day. The Earth's orbit makes a circle around the sun. At the same time the Earth orbits around the sun, it also spins.
Science
Does the sun move in the sky?
To use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
We looked at how the sun appears to move in the sky. Because the Earth spins, while the Sun stays in the same position, it seems like the Sun move across the sky, but it does not. This is an illusion. It is the Earth that spins.
We used shadows to show how the direction of the sun had changed which caused the shadows to move position.
We found that as we got closer to the sun, the shadows got bigger and as we moved away from the sun, they got smaller.
We went out to draw shadows at different times of the day.
Independent Study
Well done to these children who have completed an independent study of the planets and have presented their work in different ways.
Thomas produced a drawing to explain day and night
Leo's powerpoint
Science - Sources of light
To name sources of light
Light comes from different sources called light sources; our main natural light source is the sun. Other sources include fire, stars and man-made light sources such as light-bulbs and torches. Thanks to light, we see life in glorious colour: our eyes see different wavelengths of light as different colours.
We looked at different sources of natural and made made lights.
Science
to understand that light travels in straight lines
to investigate how light travels
We investigated:
1.How does an object’s distance from the light source affect its shadow?
2.How does the angle at which the light source shines on an object affect its shadow?
3.How does an object’s distance from the wall affect its shadow?
4.How does the translucency of an object affect its shadow?
We found that the light travelled in straight lines and could not go through opaque objects. This formed shadows. When the object was closer to the light, the shadow got bigger.
Science
To know how we see objects
to know that light travels in straight lines
Light travels in straight lines. When light hits an object, it is reflected by that object and travels in straight lines to our eyes. Our eyes take in some of this light and information is sent to the brain. This is how we see the object.
Science - Light and Sight
- For other objects some light must be reflected from the object into our eyes for the object to be seen (mirrors and object that does not produce light)
- Objects that block light (are not fully transparent) will cause shadows
- As light travels in straight lines the shape of the shadow will be the same as the outline shape of the object.
- Choose an object which will make a shadow.
- Move the object nearer or further away from a light source.
- Measure the length of the different shadows.
Science
To know that mirrors reflect light in a straight line
Because the surface of a mirror is so smooth, it reflects light without disrupting the image that is being reflected and creates a specular reflection. A specular reflection is the scientific name for a 'mirror image' - that is, a clear image produce by light that isn't being diffused or scattered.
5GH used mirrors to reflect the light on their names.
Science
To understand that light travels in straight lines
To know that mirrors reflect light
A periscope is a useful example of the law of reflection at work. It’s important that your mirrors are placed at a 45° angle, because light always reflects away from a mirror at the same angle that it hits it. In a periscope, light from an object strikes the top mirror at 45° and bounces off at the same angle. This sends light directly down the tube and onto the lower mirror. This mirror, also at a 45° angle, reflects light directly to your eye.
5GH made periscopes using two mirrors to see their partners who were hiding behind their chairs.
Science
to understand that shadows are formed when light is blocked
to understand the opaque objects make the darkest shadows.
to know that shadows are bigger when closer to the light.
Opaque objects cast shadows because they do not let light pass through them. Hence, they form a dark patch on the other side of the object. Transparent and translucent objects do not cast shadows because they let light pass through them.
Year 5 made shadows by using opaque objects to block light.
They moved the objects closer and further from the light to see how the shadows change.
Science
Pre and Post learning - light and shadows
Look how much we have learnt about light and shadows. Before we started the unit we wrote in pencil what we already knew about light and shadows. We have revisited this and added on in green pen what we know know.
Bradford City Penalty Shoot Out.
Today we took part in the Bradford City Penalty Shoot Out. All monies raised through the event are split 50/50 between the school and the Bradford City Community Foundation.
Billy Bantam tried his best to save our penalties but 5GH proved to be too much of a challenge for him.
Computing
Lesson 1 Creating a paper-based database
Learning objectives
To use a form to record information
- I can create a database using cards
- I can explain how information can be recorded
- I can order, sort, and group my data cards
In this lesson, the children in 5GH created a paper version of a record card database. Using a card template, created a data set, with each child creating eight to ten cards linked to the theme animals. They completed records for each of the animals in their database and then they physically sorted the cards to answer questions about the data.
Computing lesson 2
Learning objectives 2
To compare paper and computer-based databases
- I can explain what a field and a record is in a database
- I can navigate a flat-file database to compare different views of information
- I can choose which field to sort data by to answer a given question
In this lesson, the children in 5GH used a computer-based database to examine how data can be recorded and viewed. They learnt that a database consists of ‘records’, and that each record contains ‘fields’. In addition, they ordered records in different ways and compared this database to the paper database they created in Lesson 1.
Lesson 3 Using a database
Learning objectives
To outline how you can answer questions by grouping and then sorting data
- I can explain that data can be grouped using chosen values
- I can group information using a database
- I can combine grouping and sorting to answer specific questions
In this lesson, the children investigated how records can be grouped, using both the paper record cards created in Lesson 1 and a computer-based database from J2E. They used ‘grouping’ and ‘sorting’ to answer questions about the data.
The children compared the difficulties in using a paper based file to group information.
Lesson 4 Using search tools
Learning objectives
To explain that tools can be used to select specific data
- I can choose which field and value are required to answer a given question
- I can outline how ‘AND’ and ‘OR’ can be used to refine data selection
- I can choose multiple criteria to answer a given question
In this lesson, learners developed their search techniques to answer questions about the data. They used advanced techniques to search for more than one field, and will practise doing this through both unplugged methods (without using computers), and using a computer database.
Lesson 5 Comparing data visually
Learning objectives
To explain that computer programs can be used to compare data visually
- I can select an appropriate chart to visually compare data
- I can refine a chart by selecting a particular filter
- I can explain the benefits of using a computer to create charts
In this lesson, the children will considered what makes a useful chart, and how charts can be used to compare data. They will create charts from their data in order to answer questions about it.
Lesson 6 Databases in real life
Learning objectives
To use a real-world database to answer questions
- I can ask questions that will need more than one field to answer
- I can refine a search in a real-world context
- I can present my findings to a group
The final lesson required the children to use a real-life database to ask questions and find answers in the context of a flight search based on set parameters. They took on the role of a travel agent and presented their findings, showing how they arrived at their chosen options.
Class reader!
This half term, our class reading book has been Cirque Du Freak.
In the story, Darren goes to a banned freak show with his best mate Steve. It’s the wonderfully gothic Cirque Du Freak where weird, frightening half human/half animals appear who interact terrifyingly with the audience. Darren – a spider freak – ‘falls in love’ with Madam Octa – an enormous tarantula owned by Mr Crepsley. Darren determines to steal the spider so that he can train it to perform amazing deeds. But his daring theft goes horribly wrong and Darren finds himself having to make a bargain with a creature of the night.
Something out of the ordinary is set against the background of children’s normal lives to chilling effect. Atmospheric, funny, realistic, moving and… terrifying.
The children loved the cliff hangers at the end of each chapter.
RE - Why do Christians Celebrate Easter?
On the last day of term, Year 5 visited St Cuthbert's church to take part in a 'rewind to Easter' session. The children found out about why Christians celebrate Easter and what they do to mark the festival. The volunteers at the church acted out key events in the Easter story.
The children took part in a last supper and then planted seeds to represent new life.
It is the last day of term and we are all excited to have seen the Easter Bunny busy on his rounds.
Happy Easter Everyone