History - Mining
Before starting our learning about learning, the children completed a mind map showing what they already knew about the mining industry in Yorkshire. Very few children had heard anything about it but they did ask lots of great questions which will guide us through our learning.
History - Mining
To identify how an aspect of history impacted the locality
The children looked at mining in West Yorkshire and how this developed the area. They looked at the jobs and houses which mine workers lived in. They compared this to the housing and factory use in Bradford linking their knowledge to the work they did about Saltaire in Year 2.
History - Coal Mining in Yorkshire
To know:
The development of mining: 15th century outcrop mining (open quarry mining), 16th/ 17th century bell pit and windlass (sunken shaft and winch), 18th and early 19th century horse and gin (horse / early mechanics), late 19th/ early 20th century steam winding engine house, late 20th century headgear.
The mines became bigger as coal was used to fuel the industrial revolution (factories, mills, railways, ships) à link to Year 3 History unit.
The children completed a timeline to identify the growth and decline of mining and the causes and how the mines changed over time.
Independent work
Well done to Grace who has taken such an interest in the coal mining topic that she has produced and presented information to the whole class about her grandad's experiences of working in the mine. We are very impressed that she decided to do this in her time.
Thank you Grace.
History -
Jobs roles in the mines
to use a range of source to find out about the past.
On 4 August 1842, a law was passed that stopped women and children under ten years from working underground in mines in Britain. Before this law was passed, it was common for whole families to work together underground to earn enough money for the family to live on.
The Victorians saw child labour as a normal part of working life. Most children started work underground when they were around eight years old, but some were as young as five. They would work the same hours as adults, sometimes longer, at jobs that paid far less.
We found out about some of the roles which children did in the mines.
We looked at how we gather this information and sorted sources of information in to primary and secondary sources.
History - mining
To know about primary and secondary sources of information
We discussed the difference between primary and secondary sources of information. Primary sources provide raw information and first-hand evidence. Examples include interview transcripts, statistical data, and works of art. A primary source gives you direct access to the subject of your research. Secondary sources provide second-hand information and commentary from other researchers.
Grace showed us some sources of information she had at home and we discussed if these were primary or secondary sources.
History - Mining in Yorkshire
During the trip to the National Coal Mining Museum, the children covered the following National Curriculum objectives.
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How an aspect of national history is reflected and significant in the locality.
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To develop a chronologically secure knowledge and understanding of British and local history.
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Note connections, contrasts and trends over time and develop the appropriate use of historical terms.
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Understand how our knowledge of the past is constructed from a range of sources.
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Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
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The children gained first hand knowledge about:
- How and why the coal mines expanded.
- The roles within the coal mines.
- How the mines developed and changed.
- The working conditions in the mines.
- The legislation about women and children working in the mines.
- Why the coal mines declined and the impact that this had.
- Why the miners decided to strike.
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PHSE - Anti Social Behaviour
Today we had a visit from West Yorkshire Police and Bradford City. We learnt about anti social behaviour. Ant-social behaviour can be a real problem in schools. It’s important for children to understand what it is, how it affects them and others, and how to avoid it.
Anti-social behaviour can be broadly described as people acting in a way which is harmful, alarming and/or distressing to others, society and the communities we belong to. This encompasses a wide range of behaviours that are generally considered to be unacceptable. Some examples include:
- shouting, swearing and fighting;
- littering;
- vandalism;
- bullying and abusive behaviour;
- inconsiderate driving.
Design Technology - mine carts
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups;
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
The children designed mine carts and considered the tools and equipment that they would need.
Design Technology - mine carts
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
The children used a net to make the shape of their mine carts. The children made these mine carts from cardboard.
Design Technology
Evaluate
- Explore and evaluate a range of existing products
- Evaluate their ideas and products against design criteria
The children spoke about their first attempt at a mine cart. The children spoke about what worked well and what they needed to improve for their final cart. Children identified that the cart needed to made stronger.
Design Technology - mine carts
Make - After evaluating first attempt
- 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
The children remade the mine carts using stronger materials and the decorated them.
Spanish
In Spanish the children have been using Spanish words and phrases to the describe the planet and the area they live in.
Maths - finding fractions of amounts
How to find a fraction of an amount:
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Divide the amount by the denominator.
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Multiply the answer by the numerator.
The children found both unit fraction and non unit fractions of amounts and quantities. When fluent in the method, they used this to work out what the school photo problem should look like.
Lesson 1 Computing
Creating Media
The children 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. The children worked in groups to describe the video of DanTDM explaining how to play vintage games.
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
Key vocabulary
Video, audio, camera, talking head, panning, close up
Lesson 2 Computing
Creating Media
The children explored the capabilities of a digital device that can be used to record video. Once they were familiar with their device, the children experimented with different camera angles, considering how different camera angles can be used for different purposes.
Learning objectives
To use a digital device to record video
- I can identify and find features on a digital video recording device
- I can experiment with different camera angles
- I can recognise camera angles in a video
Key vocabulary
Video camera, microphone, lens, close up, mid range, long shot, moving subject, side by side, high angle, low angle, normal angle
Lesson 3 Computing
Creating Media
The children 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 evaluated the effectiveness of these techniques before offering feedback on others’ work. The children used story boards and script to explore the techniques.
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
Key vocabulary
Static camera, zoom, pan, tilt, storyboard
Computing lesson 4
Creating Media
The children planned a video explaining how to play table tennis by creating a storyboard. Their storyboard described each scene, and included a script, camera angles, and filming techniques. The children used their storyboard to film the first scene of their 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
Key vocabulary
Storyboard, filming, review
Computing lesson 5
Creating Media
The children filmed the remaining scenes of their video, and then imported their content to video editing software. They then explored key editing techniques and decided whether sections of their video could be edited or needed to be shot again.
Learning objectives
To identify that video can be improved through reshooting and editing
- I can store, retrieve, and export my recording to a computer
- I can explain how to improve a video by reshooting and editing
- I can select the correct tools to make edits to my video
Key vocabulary
Import, split, trim, clip, edit, reshoot
Computing lesson 6
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.
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 the quality of the final outcome
- I can evaluate my video and share my opinions
Key vocabulary
Detele, trim, reorder, export, evaluate, share
Maths - hundredths as fraction and decimals
The first digit after the decimal represents the tenths place. The next digit after the decimal represents the hundredths place. The remaining digits continue to fill in the place values until there are no digits left.
To convert a decimal to a fraction, place the decimal number over its place value. For example, in 0.6, the six is in the tenths place, so we place 6 over 10 to create the equivalent fraction, 6/10.
The children converted hundredths into fractions and decimals.
PHSE - Keeping Safe - Spot bullying
Subjects and Issues
Bullying, Conflict resolution, Peer pressure, Safeguarding, Internet safety, Rights, Getting help, Relationships, Online safety
- 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.
Prior to beginning this lesson, Mrs Gould remind children about the rules around disclosure of personal stories.
Mrs Gould began the lesson by writing the word Bullying in the middle of the whiteboard. She asked the children to brainstorm what they think or feel about bullying. The children listened to the Spot Bullying interactive game on SCARF to hear and view three examples of different types of unfriendly behaviour.
As a class, we watch George's story and discussed if this is an example of cyberbullying and what George could have done differently.
Children compared the differences and similarities of bullying and cyberbullying in pairs.
PHSE - Keeping safe -Play, like, share
Subjects and Issues
Feelings, Friendship, Respect, Safeguarding, Responsibility, Internet safety, Privacy, Decision making, Relationships, Online safety
Learning Outcomes
Children were be able to:
- 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.
PHSE - Keeping safe - Decision dilemmas
Subjects and Issues
Bullying, Conflict resolution, Dares, Feelings, Media influence, Peer pressure, Risk taking, Safety, Social norms, Peer influence, Relationships education, Keeping safe, Decision making
Learning Outcomes
Children were be able to:
- Recognise which situations are risky;
- Explore and share their views about decision making when faced with a risky situation;
- Suggest what someone should do when faced with a risky situation.
We discussed how our decision making can cause good or negative reactions. We looked at so0me scenarios and looked at different actions the person could take and the pros and cons for each decision.
PHSE - keeping safe
Learning Outcomes
Children were be able to:
- Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks;
- Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these.
Would you risk it?
Subjects and Issues
Assertiveness, Conflict resolution, Dares, Media influence, Peer pressure, Risk taking, Smoking and vaping, Social norms, Peer influence, Emotional health, Confidence Decision making, Communication, Relationships
The children discussed what risks are and identified times when they had taken risks. The children then read a range of scenarios and offered advice about what they would do in each situation. They discussed the risk and what may happen in each event.
PHSE - Keeping safe
NSPCC visit - Speak out Stay safe
Speak out Stay safe is a safeguarding programme for children aged 5- to 11-years-old. It helps children understand:
- abuse in all its forms and how to recognise the signs of abuse
- that abuse is never a child’s fault and they have the right to be safe
- where to get help and the sources of help available to them, including our Childline service.
The NSCCP spoke to the children about different forms of abuse and
PHSE - Keeping Safe
Learning Outcomes
Children were be able to:
- Define what is meant by a dare;
- Explain why someone might give a dare;
- Suggest ways of standing up to someone who gives a dare.
Subjects and Issues
Assertiveness, Self-esteem, Bullying, Conflict resolution, Dares, Peer pressure, Risk taking, Standing up for yourself, Peer influence, Confidence, Decision making, Relationships
The children read Emma's diary about the dare she had to do. We discussed if this dare should have been done and what she could have done instead. The children rewrote the diary showing how Emma should have behaved.
RE - Should we forgive others?
Learning objectives - to:
Understand the concept of forgiveness and reconciliation
Consider the importance trying to put wrongs right.
Key questions
What is forgiveness?
What is reconciliation?
The class explored ways people say sorry verbally, with body language and through action taken. They examined ‘sorry’ cards and their purpose, e.g. sympathy, late birthday, making up after an argument. The children thought about things they have had to say sorry for and remembered times when someone has said sorry to them.
The children made a list of what happens when there is no forgiveness. This included sensitive issues such as divorce and fighting for some children.
Religious Education
Explore Jesus’ stories about forgiveness and investigate its meaning.
Explore Jesus’ beliefs about forgiveness and reflect on their own experiences of forgiveness.
Key Question
What did Jesus think and say about forgiveness and reconciliation?
The children watched some videos and read stories Jesus told about forgiveness e.g. The Unforgiving Servant, Jesus Crucifixion.
The children discussed, Who was wrong? What might have happened to end the story? Who was forgiven? What effect did that have on their life? What was the response of the person? Of others nearby?
The children looked at how the stories showed examples of forgiveness.
Religious Education
To understand how to ask for forgiveness.
The children discussed ways that they could ask for forgiveness from others. The children talked about actions and words which could be used to ask for forgiveness.
Religious Education
Know that Christians believe the act of confession helps them to receive God’s forgiveness.
The children explored the idea of repenting through acts of confession found within Christian traditions such as Roman Catholic and some Church of England congregations.
They researched to find out what happens at confession.
The children acted out their first confession.
RE Sikhism
Today, Mr Singh came to visit Year 5 and talk to them about Sikhism. He explained what Sikh's believe and talked about the clothes they wear. He brought the 5Ks with him and let the children touch them.
The Sikh religion is one of the youngest world religions and was founded more than 500 years ago (1469) in Punjab, North India, by Guru Nanak Dev Ji, in response to a spiritual revelation. Nanak and his nine successors are known as 'gurus', which is a term for a spiritual guide or teacher
Religious Education
To understand what the Bible says about forgiveness
Mrs Froud from Zephaniah Trust came to speak to the children about forgiveness. He spoke about the Bible and examples of forgiveness.
Anti Bullying Week
To start our anti bullying week, we had an assembly from West Yorkshire Police who spoke about anti bullying and the impact that this can have on children and their mental health.
English - Anti Bullying Week
In English we are looking at the book Mud Boy. This is a beautifully written and illustrated book that tells the story of a boy being bullied at school.
The children will be using this book as a stimulus for their writing this week. The work produced from this book will go on display to form a whole school anti bullying theme on the corridor display boards.
Science - Light and Sight
Before starting our topic, we completed a pre learning task to see what we already knew about the topic.
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 - light and sight
To recognise sources of light
Light sources produce photons from another energy source, such as heat, chemical reactions, or conversion of mass or a different frequency of electromagnetic energy, and include light bulbs and stars like the Sun.
The children sorted the pictures into light sources and non light sources.
Science - light and sight
To recognise that some light sources are natural and some are man made
Natural light comes from sources that are naturally occurring such as the light from the sun, flames, and stars. Artificial light is emitted by man-made devices that would not occur naturally in nature such as light bulbs, televisions or phone screens.
The Moon does not make its own light —”moonlight” is actually reflected sunlight. At any moment, half of the Moon is brightly sunlit (this is the day side). The other half is in the dark (this is the night side).
The children drew man made and natural light sources into their books.
Science - light and sight
As light travels in straight lines the shape of the shadow will be the same as the outline shape of the object.
Objects that block light (are not fully transparent) will cause shadows
The children investigated using torches to make shadows. They identified that the opaque shape blocked the light and the shadow took the shape of the object. The children realised that the closer the object was to the light, the bigger the shadow appeared.
Light and Sight
To understand that some object reflect light
Lights bounces off a surface at the same angle that it hits it. Therefore, uneven surfaces scatter light more than smooth surfaces. When light is scattered off an object we describe it as a diffused reflection. When light is not scattered we get a mirror image or specular reflection.
The children identified reflective and non reflective materials.
The children then used mirrors to show that the line is reflected in a straight line and that the image it shows it an exact reflection.
Royal Navy
The Royal Navy team visited Yr5 to deliver a workshop that designed to build teamwork, leadership, self-discipline and other skills.
And they had a bright idea to inspire the Year 5 students – to design and make their own flare, which they would then launch into the sky above the school.
But while designing the flares would require a spark of inspiration, they didn't need any actual pyrotechnics, because the students made paper flares, which were be propelled skywards with compressed air.
Throughout the day, Year 5 students were split into teams, and given the task of designing and creating a rocket-shaped flare, that would fit efficiently over the air launcher and was aerodynamically shaped to fly as high as possible.
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Parent Session
We have listened to feedback from our recent parent survey asking for increased parental involvement regarding learning in Key Stage 2. With this in mind, the children in 5GH invited parents to come along to join them in an Art lesson for the afternoon. This was be a great opportunity to participate in a practical activity together with the children.
The parents and children worked together to design anti bullying posters which will be displayed in our main hall.
PHSE friendship
5GH had a workshop from the SCARF which looked at Friendships and peer pressure. The children looked at situations where friends try to influence them to do things and how the children could react to this. The children also enjoyed asking Harold - the friendly giraffe - some questions about how he would deal with some situations.
During the workshops, children meet Harold, the giraffe puppet (‘Healthy Harold’) and friends, discussed and watched short films about healthy eating, drugs – legal and illegal – and their effects, the body and how it works, friendships and their influence, and how choices and behaviours can affect children’s health and education outcomes.
Maths - read and interpret and graphs
Today the children worked on reading and understanding lines graphs. The children read the information presented to them and answered questions to check their understanding.
History - Ancient Greece
To develop a chronologically secure knowledge and understanding of world history
To start our new topic of Ancient Greece we looked at some information and events. We developed an understanding of key events in Ancient Greece and the children drew a time line to show the events and the order in which they happened.
History
Athens and Sparta
The children looked at two on the main city states in Ancient Greece, Athens and Sparta. The children made comparisons between the two states
Athens was a democratic state where education, art, and philosophy was valued. Sparta was a military state where strength, size, and fighting capabilities were most important.
History - Ancient Greece
To use a range of sources to find out about the past
The children looked at how we found out about Ancient Greece. The children found out the pottery was a good primary source of information for working out what life was like in Ancient Greece.
Greek pottery is known for its distinctive shapes like the two-handled amphora, single-stem cup (kylix), and various types of jugs (oinochoai). Greek pottery is often decorated with geometric shapes or figures from Greek mythology. Used for everyday purposes, Greek pottery has been found across the ancient world.
History - Ancient Greece
To use a range of source to find out about the past.
The children researched Ancient Greece and made notes about different areas of daily life including women, men, education, food, clothing and sport.
The children looked a range of sources of information and identified if they were primary or secondary sources of information.
History - Ancient Greek Architecture
The children found out about Greek buildings and how their design can still influence modern day buildings.
Most ancient Greek temples were rectangular, and were approximately twice as long as they were wide, with some notable exceptions such as the enormous Temple of Olympian Zeus, Athens with a length of nearly 21⁄2 times its width. A number of surviving temple-like structures are circular, and are referred to as tholos.
History - Ancient Greece
To know the achievements and influence that the Ancient Greeks had on the Western world.
Mr Tzolakis worked with Year 5 explaining what the first Olympic games was like. He helped the children to make a comparison between the Ancient Olympic games and the Modern Olympic games. Mr Tzolakis is from Greece and is studying a Masters Degree in Sport Science.
First Aid - Flat Stan
5GH had a visit from flatstan-firstaid.co.uk and learnt some life saving emergency first aid. For homework the children have to share what they have learnt with at least one other person.
Design Technology - Greek Temples
After learning about the Ancient Greeks, the children planned how they would make a Greek temple. The children planned which materials they would need and how they would make the shape of the structure.
The children were excited to start building and their excitement took over meaning that many of them did not follow their plans. When we stopped and evaluated the work so far, many children identified that they needed to stick to their design so that the shape resembled the original temples.
The children will continue with their structures tomorrow.
Design Technology - Greek Temples
After reviewing the temples so far, the children identified that they needed to make them stronger and ready for painting. Children realised that they can not paint over sellotape so used papermashe to both strengthen the structure and to give it a surface which can be painted.
Design Technology
The children completed their Greek temples by painting them.
After they had completed the temple, the children evaluated their design and spoke about what they liked and what they would do differently if they made it again.
Maths - Using a protractor
In maths, the children are learning to use a protractor to measure angles.
How to use a protractor
- Line up the vertex of the angle with the dot at the center of the protractor.
- Line up one side of the angle with 0 degrees on the protractor.
- Read the protractor to see where the other side of the angle crosses the number scale.
The children worked in pairs to discuss the accuracy of their method.
Religious Education - The First Easter
Children in 5GH visited St Cuthbert's Church to learn about why Christian cerebrate Easter.
The festival of Easter is central to Christian belief because it is the Resurrection day, when Jesus was raised from the grave, alive again. This is why Christians believe in life after death.