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Summer Term

Summer 1 KIRFS
 
To know decimal number bonds to 1 and 10.
Maths 
 
Understanding thousandths 
 
Today in maths, the children were looking at 1000th.
 
What is a thousandths?

A thousandth is when a whole has been divided into a thousand equal parts.

How is 1000th written?

One-thousandth is written as 0.001 as a decimal number. 

It can also be written as the fraction 1/1000

The children looked at writing 1000ths as decimals and fractions. 

Geography - Dangers to our planet 

In this topic the children will learnt the following knowledge.

  1. Key risks to our world such as: global warming, deforestation and the disposal of rubbish 
  1. Identify key areas that links to our school: paper use / recycling, use of electricity, disposal of rubbish.
  2. Children identify things that would make us eco-friendly e.g. turning out the lights when we leave the room; recycling paper; installing solar powers to generate clean, renewable electricity.
  3. Children conduct a survey of our school to identify how eco-friendly we are:
  4. Children present their findings in an age appropriate graph.
  5.  Children make suggestions to improve how eco friendly we are a school.
As a class we found out about the dangers to our world and what is causing these. The children then designed poster to raise awareness of things we can do be more eco friendly. 

 

Geography 
 
The children did a survey of the school to make observations about which classes where eco friendly.
The children monitored classrooms to note about
  1. use of electronic whiteboards
  2. lights on in the classrooms
  3. number of plants in the classroom
  4. if paper was being recycled
  5. the number of worksheets being used. 
The children recorded the information and discussed ways that each class could become more eco friendly. 
Growing Plants
 
During our visit to St Cuthbert's before Easter, 5GH planted sunflower seeds. I am impressed to see that James' sunflower has started to grow. The children are going to continue to look after their sunflowers at home and see who can grow the biggest sunflower. 
Geography 
 
To persuade others to be more eco friendly. 
 
After doing a survey of the school, the children discussed what children and teachers at Blakehill could do better to be more eco friendly.
The children then wrote persuasive letters to the staff and pupils persuading them to make some more eco friendly choices. 
PHSE - Fact or Opinion?
 
  • Understand the difference between a fact and an opinion; 
  • Understand what biased reporting is and the need to think critically about things we read
 
In PHSE we looked at facts or opinions. What's the difference between a fact and an opinion? A fact is something that can actually be proven to be correct. An opinion however, is a statement of a person's feelings on a subject or object that can't be proven. We looked at some statements and decided if they were fact or opinion. 
PHSE - Mo makes a difference
 
To explain what we mean by the terms voluntary, community and pressure (action) group;
To give examples of voluntary groups, the kind of work they do and its value.
 
Subjects and Issues Aspirations, Citizenship, Community, Environment, Responsibility, Pupil voice, Decision making.
 
Mrs Gould discussed with the class what they understood by the terms voluntary, community and pressure (or action) group? What do these terms mean? What’s the difference between them? Mrs Gould emphasised that these groups of people work together in order to make a bigger difference or change to something in the wider community. As a class, the children read Mo Makes A Difference. At the end of the lesson, Mrs Gould asked the children if there are any local voluntary, community of action groups that they would like to support? If so, which ones and how could they support them?
PHSE Rights and Responsibilities 
 
 Learning Outcomes

Children will be able to:

  • Define the differences between responsibilities, rights and duties;
  • Discuss what can make them difficult to follow; 
  • Identify the impact on individuals and the wider community if responsibilities are not carried out.

As a whole class,  we discussed the definitions of, and differences between, the terms rights, respect and duties.

Rights – something people should be allowed to have or are entitled to

Respect – understanding and taking notice of the rights, needs and wishes of other people or things

Duties – what we should or must do in order to look after something

Again as a whole class, we discussed an example of the rights and duties the children have to the school environment, and the respect they should show for it. For example, in the school playground they have the right to a clean and safe area to play in; they must respect it by keeping it tidy; their duties are to make sure they put any litter in the rubbish bins.

Activity 

We divided the class into 9 groups. Each group had one of the following tasks:

  1. List some rights they have to the environment at home
  2. List some rights they have to the environment at school
  3. List some rights they have to the environment in their local community
  4. List how they could respect the environment at home
  5. List how they could respect the environment at school
  6. List how they could respect the environment in their local community
  7. List some duties they have to the environment at home
  8. List some duties they have to the environment at school
  9. List some duties they have to the environment in their local community
See the picture below to see the ideas the children had. 
PHSE -  Spending wisely
 
Subjects and Issues
Economic education including money Saving, Responsibility, Decision making
 
Learning Outcomes

Children will be able to:

  • State the costs involved in producing and selling an item; 
  • Suggest questions a consumer should ask before buying a product.
 
Mrs Gould showed the children a brand new phone.

She asked the children why the company has made the item (to make money). She then asked them then to brainstorm all the costs that the company has had to pay out in order to make the item, for example:

  • The cost of the materials that the item is made of
  • The wages or salaries of the people who designed and made the item
  • The cost of any machinery or equipment needed to make the item
  • The cost or buying (or renting), lighting, heating, cleaning and maintaining the building where the item is made
  • The cost of the packaging
  • The cost of advertising (Posters, TV ads etc.)
  • The cost of transporting the item to the shops (or postage if bought over the internet)
  • Anything else?

Mrs Gould asked the children to list all the things that might influecnce them to make them want an item and to buy a particular item, for example:

  • The quality of the item
  • Its usefulness
  • Whether it was fashionable/trendy
  • Whether it's from an environmentally sustainable source
  • Whether its production or packaging didn't harm the environment as much as other, similar items
  • Whether any of their friends had an item like it
  • Whether any celebrities had an item like it
  • Whether they could afford it
  • Whether they had seen an advert for the item
  • Whether it was produced by people who had been paid a fair wage (you can introduce the concept of Fair Trade here)
  • Anything else?

Activity - Spending Wisely

Mrs Gould explain that Jack has had some money for his birthday. He has put some in his savings account but wants to spend the rest.

The children looked at the ‘Spending scenario cards’ – the children thought of three pieces of advice they would give Jack in each situation. 

PHSE - Lend us a fiver!

Subjects and Issues

Economic education including money, Respect, Risk taking, Responsibility, Decision making, Negotiating

Introduction

Mrs Gould introduced the subject of borrowing and lending with some key questions:

  1. Have you ever borrowed something off someone?
  2. What did you borrow and why did you need to borrow it?
  3. Have you ever had to lend something to someone?
  4. What did you lend and why did you have to lend it?
  5. How did it feel to lend someone something? Did you get it back?
  6. What are the risks of lending and borrowing things? 
  7. What are the benefits?

Mrs Gould then gave out the ‘Dear Martin’ activity sheet and explained that Martin is an expert on giving advice on money matters. The children read the three scenarios given and decided what advice they think Martin should give each person. 

 

PHSE - Healthy Eating
 
In PHSE we looked at healthy eating and the things that our bodies need.

A healthy, balanced diet for children should include: 

  • at least five portions of fruit and vegetables every day; 
  • meals based on carbohydrates such as potatoes, pasta, rice and bread;
  • foods that are good sources of protein such as fish, meat, beans and eggs; 
  • low fat dairy products such as milk, cheese and yoghurt. 

The amount of sugary and fatty foods such as sweets, cakes and biscuits as well as sugary, fizzy drinks should be limited.

The children designed lorries which would promote healthy eating. The designs were entered into the Aldi lorry design competition. 

Spanish
 
We wished Mia a very happy birthday in Spanish today. 
King's Coronation
 
In preparation for the coronation of King Charles, we have been learning the National Anthem which we will be singing in the whole school assembly. 
King's Coronation
 
To celebrate the King's Coronation, the children in 5GH have designed new stamps with the kings portrait. Ashvika has produced a colourful entry to the stamp competition. 
Cross Country Running
 
Well done to the children in 5GH who took part in the cross country running competition. You did us proud. 
Science - To know that mixtures can be separated by filtering, sieving and evaporation
 
Today we looked at how mixtures can be separated. We discussed the different methods and which would be used in different situations. 
Science -to investigate which material is the best thermal insulator.
 
We planned an investigation to see which material was the best insulator.
We used cups of boiling water and wrapped them in different materials to see which stayed the warmest. We measured the temperature every 5 minutes. 
Before carrying out the investigation, we planned the fair test in our books and then recorded the results. 
Science - Some solids, such as salt, sugar and coffee, dissolve in water to form solutions and are known as soluble
 
We planned an investigation to find out which solids are soluble and which are insoluble. We made sure that we planned a fair test by limiting the variables. 
Science 
To know:
  • Some solids, such as salt, sugar and coffee, dissolve in water to form solutions and are known as soluble.
  • Although the solid cannot be seen, it is still present
  • Some solids, such as pepper and sand, will not dissolve in water to form solutions and are known as insoluble.

Solids can either be soluble or insoluble.

Soluble – means when it is put in water it ‘disappears’. We say it has dissolved and the resulting liquid is called a solution. E.g. salt in water.

Insoluble – means when it is put in water it stays as a solid. Often is makes the liquid cloudy or sinks to the bottom. E.g. sand in water.

We investigated which solids are soluble and insoluble. The children recorded the results in their books. 

PHSE 
 
  • Know the basic functions of the four systems covered and know they are inter-related.
  • Explain the function of at least one internal organ. 
  • Understand the importance of food, water and oxygen, sleep and exercise for the human body and its health.
In PHSE we looked at our bodies and what they need to keep healthy. 
The children found out some interesting facts about our bodies using the iPad to research key facts and questions. 
 
PHSE - My school community 
 
Subjects and Issues - Citizenship, Community, Pupil voice
 
Learning objective 
  • State what is meant by community; 
  • Explain what being part of a school community means to them; 
  • Suggest ways of improving the school community.

Mrs Gould asked the children in 5GH to fold a sheet of A4 paper lengthways to make two columns.  In the left-hand column, she asked them to write  things that they like about their school community.  In the right-hand column, she asked the children to note things that they dislike about their school community.

She then asked the children to choose one of the ‘dislikes’ they’ve listed and think about how they could change it for the better.  

 

PHSE - Independence and responsibility

Subjects and Issues: Self-esteem, Growing up, Risk taking, Safeguarding, Safety, Responsibility, Relationships education, Independence

Learning Objectives:
  • Identify people who are responsible for helping them stay healthy and safe;
  • Identify ways that they can help these people.
 

Mrs Gould asked the children the following questions as a starting point for discussion:

  • What does it mean to be ‘grown-up’?
  • Are you looking forward to growing up?
  • Why do some young people want to grow up more quickly than others?

Then, she invite the children to share their thoughts and ideas to the following questions:

  • What kind of things are you looking forward to about growing up?
  • What kind of things are you not looking forward to about growing up?

PHSE - Star qualities?

Subjects and Issues: Being yourself, Body Image, Self-esteem, Media influence, Relationships education.

Mrs Gould gave out a selection of magazines and newspapers to children in small groups. She asked them to identify celebrities in the magazines. 

Children then brainstormed features that most of the celebrities have in common e.g.

  • Smooth skin
  • Straight teeth
  • Very white teeth
  • Stylish hair
  • Blue eyes? (often)
  • Slim build
  • Smart or expensive-looking clothes
  • Expensive-looking jewellery
The children discussed that as well as physical qualities there are lots of personal qualities that people have. The children identified some of their star qualities which everyone agreed were more important than physical features. 
 
PHSE - Different skills
 
Subjects and Issues - Achievement, Aspirations, Being yourself, Self-esteem, Diversity, Growth mindset,  Resilience, Talents

Learning objectives:

  • Identify their own strengths and talents; 
  • Identify areas that need improvement and describe strategies for achieving those improvements.
With the children in 5GH, we discussed how talent is grown and that most skills comes from a person working hard at something, from practising it over and over again (e.g. sport skills or a musical instrument) and that sticking at something (persevering) is as important, possibly more important, than having a natural talent, in growing that skill. People who work in a circus have often spent many years practising and perfecting their skills. Most success comes from a lot of practise, rather than having a 'natural talent'. This links to the Growth Mindset theory. 
PHSE  - First Aid 
 
  •  How to make a clear and efficient call to emergency services if necessary.
  • Concepts of basic first-aid, for example dealing with common injuries, including head injuries.
We discussed when and why first aid may be given and who would be most likely to provide it. We discussed when the class may be asked to provide first aid. 
We moved on to looking at more serious injuries or conditions where an ambulance would be needed and discussed how to make a clear 999 call. 
Religious Education 
 Why is King David important to Jews and Christians?
 

LO Understand that Christians believe God had a special plan for King David’s family

 Understand that David had a covenant with God  

 

Mrs Gould asked the pupils in 5GH what they already know about Kind David. She explained that King David was the second king of Israel after King Saul had been rejected by God because he had constantly disobeyed him. He quickly established himself as a wise leader both in his dealings with people and in battle and that David, just like Abraham, was not perfect but despite this God still chose to use him because David did desire to please and obey God.

 

 The class then discussed Christian beliefs of the links between David and Jesus – they both belonged to the tribe of Judah and David held a crucial role in the family line that God would one day use to provide salvation through Jesus. The class discussed how this is another example of God’s continued covenant with the people of God. We referred back to first RE lesson and the fact that Christians and Jews believe when God makes a covenant it is a lifelong promise that won’t be broken.

Health Week - Food technology 
 

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.
Children researched the recipe for Anzac biscuits and planned how they would make them. 
Health Week - Food technology 
 

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 made the Anzac biscuits.  The army biscuit, also known as an Anzac wafer or Anzac tile, is essentially a long shelf-life, hard tack biscuit, eaten as a substitute for bread. Unlike bread, though, the biscuits are very, very hard. Some soldiers preferred to grind them up and eat as porridge.
Anzac biscuits have long been associated with the Australian and New Zealand Army Corps (ANZAC) established in World War I. It has been claimed that these biscuits were sent by wives and women's groups to soldiers abroad because the ingredients do not spoil easily and the biscuits kept well during naval transportation.
Health Week
 
Evaluate
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria
The children evaluated what they liked and disliked about their biscuits.
Health Week
 
To know facts about a key Australian Athlete
 
As we are learning about Australia during health week, we found out a key athlete. Australian legend Donald Bradman is a sporting champion acknowledged as the greatest batsman of all time. Australian history has never seen another sportsperson so well loved and respected by the public more so than ‘The Don’
 
Health week
 
To know key facts about Australia
 
As we are learning about Australia in health week, the children used ipads to research key facts about Australia and make their own fact files. The children found some interesting information. 
Health week - Australia 
 
Whilst learning about Australia, we found out about the different Australian states.
The country is divided into six states (Southern Australia, Western Australia, New South Wales, Queensland, Victoria and Tasmania) and two self-governing territories: Northern Territory and Australian Capital Territory (which is around Canberra, the capital city).
Health week - Australia 
 
As part of our learning about Australia, we learnt an Australian dance. 
What is The Drongo?
The Drongo is an Australian Bush Dance. This dance is fun and energetic and very easy to learn. It's named after the Drongo bird, which can be found in Australia, Africa and Asia. In Australia, we use it as a slang word to identify someone acting a bit silly.
Health Week - Sports Day
 
During health week, we took part in our sports day. The sun was shining and it was a lovely day for the event. All of the children worked well in their teams
Anglo Saxons
 
To have a chronological understanding of British history 
 
To start our topic about Anglo Saxons, we have started reading the book, Anglo Saxon Boy. The story of one Anglo-Saxon boy's journey to the Battle of Hastings in 1066: Key Stage 2 History brought to life as battle-packed adventure.
1065: Magnus is the son of Harold Godwinson, lord of the Southern Saxons and ruthlessly ambitious claimant to the throne of England. Overnight, Magnus finds himself cast centre-stage in the blood-soaked family feud that led to one of history’s most famous battles.
This is the family tragedy behind 1066: live it with Magnus, as the wolves of history close in on his Anglo-Saxon boyhood.
Anglo Saxons 
 
To have a chronologically secure understanding of the events in British history. 
 
The Anglo-Saxon period in Britain spans approximately the six centuries from 410-1066AD. The period used to be known as the Dark Ages, mainly because written sources for the early years of Saxon invasion are scarce. However, most historians now prefer the terms 'early middle ages' or 'early medieval period'.
We looked at the keys events of the Anglo Saxon times and plotted them on a time line.
Anglo Saxons
 
To know how the land was rules in Anglo Saxon times
 
What were the 7 Anglo-Saxon kingdoms?
 
Anglo-Saxon Britain was divided and ruled very differently to the way we know now. By 556, Britain was divided into 7 Kingdoms: Northumbria, Mercia, Wessex, Sussex, Kent, Essex and East Anglia.
The Anglo-Saxons were a group of farmer-warriors who lived in Britain over a thousand years ago. Made up of three tribes who came over from Europe, they were called the Angle, Saxon, and Jute tribes. The two largest were the Angle and Saxon, which is how we've come to know them as the Anglo-Saxons today.
Anglo Saxons
 
To know about Anglo Saxon houses and settlements
 

We know what Saxons houses may have looked like from excavations of Anglo Saxon villages, such as the one at West Stow in the east of England. Here, an early Anglo-Saxon village (c.420-650AD) has been carefully reconstructed where it was excavated. Using clues from the what was discovered, archeologists have reconstructed the houses as they may have looked about 1,500 years ago.

We know that the Saxons built mainly in wood, although some of their stone churches remain.

Anglo Saxons built near to the river so that they had the resources they needed to live.

The children in 5GH, drew and labelled an Anglo Saxon House.

Anglo Saxons
 
To identify key features of Anglo Saxon villages / towns
 
In 5GH we watched a video about the features of Anglo Saxon villages. Anglo-Saxons name for towns was burh. The word 'burh' still appears in place names in Britain - Peterborough and Scarborough are two examples. The first Anglo Saxon Villages were often named after the Chieftain (Leader of the village). This made it clear which tribe the village belonged to.
Anglo-Saxons lived in small villages near rivers, forests and other important resources that gave them everything they needed to care for farm animals, grow crops and make things to sell. Anglo-Saxons mostly lived in one-room houses made from wood, with thatched roofs.
Towns and villages had wooden fences around them to protect them and their animals from dangers. 
PHSE
 

When the Anglo-Saxons became Christians, they began to use the Roman alphabet for writing (as we still do today). Before that time, they wrote in runes like these:

The Runes

Each rune had a name, such as 'joy' Joy or 'ash tree' ash tree. The runes were all made of straight lines, which made them easier to carve. Runes were often carved on precious objects - like an ivory box - or on stone monuments. Sometimes runes told the maker's name.

You can see that some of the runes are quite like our capital letters:

The children had a go at writing their names in runes. 

History - Anglo Saxons
 
Possibly the holiest site of Anglo-Saxon England, Lindisfarne was founded by St. Aidan, an Irish monk, who came from Iona, the centre of Christianity in Scotland. St Aidan converted Northumbria to Christianity at the invitation of its king, Oswald. The children found out about Lindesfarne and the Viking raids. 
Anglo Saxon - History 
 
We had a Anglo Saxon workshop in school. We covered all of the following from our Anglo Saxon unit. 
  • The start of the Anglo-Saxons: The Anglo-Saxons were the various groups of Germanic-speaking people who inhabited England from the 5th to the 11th century. They consisted of a mix of Jutes, Angles and Saxon tribes and their ancestors who were predominantly from the Netherlands, Germany and Denmark. The Anglo-Saxons first tried invading in the 4th century, but the Roman army were quick to send them home again! Years later – around 450AD – the Ancient Romans left Britain, the Anglo-Saxons seized their chance and this time they were successful!
  • Towards the end of Roman rule, Britain was being attacked by the Picts and Scots from the north, and the Anglo-Saxons from the sea. The Picts caused trouble for the Britons but they did not stay around. We don't know if this was because they lost battles and were pushed back or if they chose not stay around. They may have just been raiders, attacking Britons to steal from them and then going home.
  • Kingdoms: The Anglo Saxons sailed across the North Sea to England due to floodwaters rendering farming impossible on their own land. The climate and conditions in Britain at the time were more conducive to farming than in the various regions the Anglo-Saxons emigrated from. First, in small numbers, and then in increasingly larger numbers, they began to settle in Britain, forming kingdoms throughout the country that were regularly at war with each other. By the 800s, there were four main kingdoms in England: Northumbria, Mercia, East Anglia and Wessex.
  • One of the most well-known kings from Mercia was Offa. He declared himself the first ‘king of the English’ because he won battles involving kings in the surrounding kingdoms, but their dominance didn’t really last after Offa died. Offa is most remembered for Offa’s Dyke along the border between England and Wales – it was a 150-mile barrier that gave the Mericans some protection if they were about to be invaded.
  • Settlements: The Anglo-Saxons didn’t like the stone houses and streets left by the Romans, so they built their own villages. They looked for land which had lots of natural resources like food, water and wood to build and heat their homes, and Britain’s forests had everything they needed.  Lots of Anglo-Saxons lived in wooden homes with thatched roofs. The whole family shared one room and the floor was mostly earth. The less fortunate would share their huts with animals, with nothing but a screen to divide them. They surrounded each village with a high fence to protect cattle from wild animals like foxes and wolves, and to keep out their enemies, too!
  • We know how the Anglo Saxons lived because archaeologists have found old settlements and excavated artefacts like belt buckles, swords, bowls and even children’s toys. A famous Anglo-Saxon archaeological site is Sutton Hoo, where a whole ship was used as a grave! An Anglo-Saxon king was buried inside the ship along with some of his possessions, such as his helmet and sword.
  • We can also read about what happened during Anglo-Saxon times in the Anglo-Saxon Chronicles.
  • Religion: In Roman Britain many people had been Christians but the early Anglo-Saxons were not Christians, they were pagans. After the Romans left, Christianity continued in places where Anglo-Saxons did not settle, like Wales and the west. However, when the Anglo-Saxons came to Britain they brought their own gods and beliefs with them. Like the Vikings and the Ancient Greeks, the Anglo-Saxons believed in many gods and had many superstitions. Anglo-Saxons were superstitious and believed in lucky charms. Around the 7th century many converted to Christianity after the arrival of the missionary St. Augustine from Rome. Augustine built Canterbury Cathedral and consequently became the first Archbishop of Canterbury.
  • Anglo Saxon Runes: Runes are symbols just similar to the letters we use. Rune literally translates to 'secret' or 'mystery'. The runes are known together as the futhorc. They form the language often described as Old-English. The runes were used to write things like significant names, places, spells and religious rituals.  The runes within the Anglo-Saxon alphabet are made of combinations of straight lines so that they could easily be carved into wood or stone. Many runes have been found carved into stone, which are known as runestones. When many Anglo-Saxons became Christian, more people began writing and speaking using the alphabet we use today. 
  • End of Anglo-Saxon Rule: From 793AD, the Vikings invaded Anglo-Saxon Britain several times, plundering and raiding towns and villages along the British coastline. The Anglo-Saxons tried to hold them back but groups of Vikings eventually settled in different parts of the country, especially York.
  • Edward the Confessor was one of the last Anglo-Saxon kings of England. Usually considered the last king of the House of Wessex, he ruled from 1042 to 1066. He was certainly a popular choice for king having been elected by the witan, or royal council, and had the backing of the people. He was respected for his religious faith and people believed that he could cure the sick through the king’s touch. Edward could also be seen as a weak and indecisive and sometimes a violent leader whose failure to leave an heir led to the Norman invasion of Britain and the end of Saxon rule. The next invasion came in 1066AD, in one of the most famous battles of our history – the Battle of Hastings. This led to the end of Anglo-Saxon rule.
Art - Anglo Saxons
 
To learn about Anglo Saxon dress and artifacts. 
 
The children looked at Anglo Saxon clothing, broaches and pouches. The children looked at the designs and patterns and features of these things.
Children are going to move on to designing and making their own broach and draw string pouch.
DT - Design
History - Anglo Saxon clothing
 
To design and make an Anglo Saxon pouch. Typically, the pouch would be hung from the person's belt, keeping their coins and any other valuable items, such as amulets or charms, safe. Anglo Saxons would also carry scraps of cloth (similar to a handkerchief), fire-lighting equipment and religious items. 
Children in 5GH planned and designed their pouches and will make them next week. 
DT / History 
 
To investigate existing products 
 
The children looked at existing draw string bags and looked at the range of designed. The children discussed what they are used for. 
DT / HISTORY
 
to make a template
 
The children cut out two equal templates for their draw string Anglo Saxon pouches. The children drew around the template on to fabric and then cut them out. 
DT
To carefully join materials 
To use a running stitch
 
Before the children could start sewing their pouches, they had to learn how to thread their needle and knot the end. The children spent time threading needles and tying a knot to ensure the sewing wouldn't come undone. 
DT / History
 
to join materials
to use a running stitch
 
The children used a running stitch to join the templates together.  When they had completed their sewing, they turned the pouches inside out to hide the stitching. 
History / DT
 
To evaluate my work
 
The children discussed their final Anglo Saxon pouch and evaluated the design. They discussed what they liked and what they would change. They discussed if the pouch would actually work well for an Anglo Saxon and discussed if the fabric was appropriate for the use. 
PHSE - feelings, growing and change 
 
  • Use a range of words and phrases to describe the intensity of different feelings
  • Distinguish between good and not so good feelings, using appropriate vocabulary to describe these; 
  • Explain strategies they can use to build resilience.
It is important that we understand our emotions. Mrs Gould began by describing one or two different feelings experienced during the day, for example, feeling excited by an invitation from someone; feeling disappointed that there were no bananas for packed lunch so had to have an apple and really prefer bananas…

The class had a discussion about the many different emotions people might have experienced already today.

The children played emotion bingo.

The children moved on to looking at resilience and how they build resilience. 

PHSE
 
Lesson 3 
  • Explain the difference between a safe and an unsafe secret; 
  • Identify situations where someone might need to break a confidence in order to keep someone safe.
Mrs Gould asked the class some questions:
  • What is a surprise?
  • What is a secret?
  • Are all surprises secrets?
  • Are all secrets surprises?
  • How might a secret make someone feel? Some secrets are safe to keep and some secrets are unsafe and we need to talk to someone about them.
  • Can anyone think of an example of a safe or an unsafe secret?
She read children the story ‘Chris’s secret’. She asked their children for their reaction to the story. They then read some problems and wrote what advise they would give the person. 

PHSE - Taking notice of our feelings

Learning Outcomes

Children will be able to:

  • Identify people who can be trusted;
  • Understand what kinds of touch are acceptable or unacceptable; 
  • Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch.   
We discussed appropriate touch and what we should not do e.g hitting, kicking,  punching etc.
We then discussed other inappropriate touching and watched the Pantosaurus video form NSPCC.
PHSE - Growing and Change 
To know how our bodies change as during puberty.
 
As part of the PSHE curriculum, we have a responsibility to educate our children about growth, development and puberty.  The school nurse visited Year 5 and spoke to boys and girls together about puberty. There was a talk to pupils focusing on the physical and emotional changes they will experience, to help prepare them for their physical, emotional and social development. In addition, they discussed health and hygiene matters. Some of the topics covered were:
The changes in the body, mind and emotions, that most people experience during adolescence.
Personal hygiene and the importance of taking care of yourself.
Changes to both male and females.
Changes to hormones.
The menstrual cycles
 
The children asked some good questions and showed maturity for the topic.
Geography 
 
Why does time shift?
Children found out about:
 
  1.   Line of longitude:

-          Runs from the top of the earth to the bottom of the earth: North Pole to South Pole.

-          Shows how far east or west a place is.

-          Measured in °.

-          0° is called the Prime Meridian and runs through Greenwich in London.

  1. Line of latitude:

-          Runs across the earth.

-          Parallel to the equator.

-          Show how far north or south a place is.

-          Measured in °.

-          0° is at the equator. 

  1. Northern hemisphere:

-          Anything lying north of the equator

-          Hemi= Greek for half

-          Sphere = ball

  1. Southern hemisphere:

-          Anything lying south of the equator (as above)

  1. Time Zones:

-          Time zones are divided by imaginary lines called meridians which run from the North Pole to the South Pole (along the lines of longitude)

-          There is an imaginary line running through the UK called the Prime Meridian. It runs through a place in London called Greenwich.

-          The Prime Meridian splits the world into eastern and western hemispheres.

-          Time in countries to the east of the Prime Meridian is always in front of that in the UK.

-          Time in countries to the west of the Prime Meridian is always behind that of the UK.

 

 

Geography - why does time shift?
 
We looked at different time zones. The Earth is loosely divided into 24 regions (time zones) separated by longitude. Not counting local variations, each line of longitude is divided by fifteen degrees; as a general rule and depending upon which way one travels, time moves forward or backward one hour for every fifteen degrees of longitude.
We worked out what time it is in different countries and guessed what children in these countries would be doing at this time. 
Geography - why does time shift?
 
We looked at different time zones. The Earth is loosely divided into 24 regions (time zones) separated by longitude. Not counting local variations, each line of longitude is divided by fifteen degrees; as a general rule and depending upon which way one travels, time moves forward or backward one hour for every fifteen degrees of longitude.
We worked out what time it is in different countries and guessed what children in these countries would be doing at this time.