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. 

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. 

• Understand the difference between a fact and an opinion; 
• Understand what biased reporting is and the need to think critically about things we read

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?

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. 

• 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.

• 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.

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

Learning objectives:

• Identify their own strengths and talents; 
• Identify areas that need improvement and describe strategies for achieving those improvements.

•  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.

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.

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.

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

• Explore and evaluate a range of existing products
• Evaluate their ideas and products against design criteria

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.

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:

Each rune had a name, such as 'joy'  or '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. 

• 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.

• 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.

• 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.

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.   

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.

2. 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. 

3. Northern hemisphere:

-          Anything lying north of the equator

-          Hemi= Greek for half

-          Sphere = ball

4. Southern hemisphere:

-          Anything lying south of the equator (as above)

5. 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.