Autumn Term

Our Mission Statement
We have thought about what we want our classroom to be like. We have used these ideas to write our class mission statement.
PE - To develop cooperation and team building
In PE the children have been taking part in challenges to develop their social interaction and communication. The children had to work together in their team to complete each challenge. 
The Magic Box - Poetry
To respond to poety 
To write a poem following a giving pattern
To understand that poetry does not have to rhyme
Today we read ‘The Magic Box’ by Kit Wright and asked the children to identify the sights, sounds, smells, tastes the writer puts inside the box. We asked them why they think the writer has chosen these things. We Discussed the idea that the poem is about the writer’s identity. We then discussed the pattern of the poem and how the last two paragraphs change to become what the box is made from and what the writer will do with the box. As this is a magic box anything can go in it. The children then wrote ideas for their own poem.
THE MAGIC BOX, by Kit Wright
I will put in the box
the swish of a silk sari on a summer night,
fire from the nostrils of a Chinese dragon,
the tip of a tongue touching a tooth.
I will put in the box
a snowman with a rumbling belly
a sip of the bluest water from Lake Lucerene,
a leaping spark from an electric fish.
I will put into the box
three violet wishes spoken in Gujarati,
the last joke of an ancient uncle,
and the first smile of a baby.
I will put into the box
a fifth season and a black sun,
a cowboy on a broomstick
and a witch on a white horse.
My box is fashioned from ice and gold and steel,
with stars on the lid and secrets in the corners.
Its hinges are the toe joints of dinosaurs.
I shall surf in my box on the great high-rolling breakers of the wild Atlantic,
then wash ashore on a yellow beach the colour of the sun.
British Values - Democracy
Electing a class Councillor
To understand democracy
To use persuasive language
In our British Values lesson we looked at how rules and decisions are made. We found out that votes are used to make agreements and find out the most popular plan.

In democracy every citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. People must be 18 or over in order to take part in an election. We agreed that this is a good age as children would not always make an informed decision.

When voting, each person  votes for the candidate of his or her choice. S/he does this by putting a cross beside the person’s name on the ballot paper. People cast their ballots in a booth so that no one can see who they are voting for. This is called ‘secret ballot’.

At the end of the election day the votes are added up and the candidate with the highest number of votes (the majority) is declared the winner.

We are too young to vote in elections but we have been exercising our right for democracy. Our class needs a class Councillor so we wrote manifestos and voted for the person that we thought would do the best job representing our class.  

We wrote persuasive manifestos to encourage people to vote for us. Before writing the manifesto, we discussed important characteristics and qualities for a good councillor. 
Ballot Paper 
A ballot paper is a sheet of paper on which the names of the contesting candidates. We used ballot papers to make our vote in secret. 
Our Class Councillor 
Our class councillor is Mollie . She won the majority of the votes during the class elections. 
School Rules 
British Values  - Rule of Law 
Class rule and expectations.
To understand the rule of law
To understand that actions have consequences
In our British Values lesson we spoke about the rule of law. Rules and laws are everywhere at home, in school, even when you play a game. A regulation is a rule made by an authority. Breaking rules and laws is likely to get you into trouble at the very least! 
We made our own rules for our classroom and the children discussed what the consequences should be if they are broken. 
Mrs Gould and Mrs Grattan are really impressed with some of the work that has been produced.
Classical music
This term, we are looking at Classical music. We have discussed why people may like this type of music. Children thought that this type was relaxing and may make people feel calmer. Most children said that they would like to listen to this type of music and would instead like to listen to pop music. 
To read and understand Map and atlases
To recognise symbols on a map

county is the name for a piece of land. It has a different meaning in different languages. Originally the word was for the land under a count (in Great Britain an earl). Today a "county" is often something between a larger state and a smaller town or district.

We used maps and atlases to identify and name the counties of England. We now know that we are based in the county of Yorkshire. 

In our music assembly, we are learning about classical composers. Today we found out about Beethoven and listened to his music. 

Ludwig van Beethoven was a German composer and pianist. He wrote nine symphonies. A symphony is a long piece for orchestra usually split into four sections known as movements.

His Symphony No. 5 contains one of the most famous motifs in musical history and has even been reused in pop songs!

Incredibly, Beethoven wrote this symphony when he was beginning to lose his hearing.

Some people think that the opening motif represents fate knocking on the door, Beethoven's fate sadly being deafness.

Worries and Anxiety 
To know that we all have worries and anxieties at times
To know how to cope with anxieties.
Today we had members from the educational psychology team come and talk to us about worries and anxieties. 

At some point in their lives, all children will feel anxious or fearful of something. Some children will experience these feelings more regularly or feel overwhelmed by the feelings of worry. This can have an impact on their wellbeing, and how much they can interact comfortably in school or at home. Sometimes, these feelings can develop into physical illness.

Thankfully, there are a variety of ways to help young people with anxiety. 

  • Stress & anxiety classroom resources for schools have been designed to help young people understand the nature of stress and anxiety. 
  • Once they understand what these emotions are, they will be better equipped to accept and face these difficult emotions through the use of positive coping strategies. 
  • Young people will learn to identify positive emotions and how they can experience more positivity.
Spanish days of the week.
To know and pronounce days of the week
We have been learning the days of the weeks in Spanish.  We have looked at how the letters make different sounds to what they do in English 
 lunes - Monday
 martes - Tuesday
 miércoles - Wednesday
 jueves - Thursday
 viernes - Friday
 sábado - Saturday
 domingo - Sunday
 la semana - the week
We have tried to learn the days of the week song. I am sure we will be more confident with it next time. 
Reading an 8 Point Compass
To read an eight point compass
We have been looking at using a  compass to follow directions. The four cardinal directions are north (N), east (E), south (S), west (W), at 90° angles on the compass rose. The four intercardinal (or ordinal) directions are formed by bisecting the above, giving: northeast (NE), southeast (SE), southwest (SW) and northwest (NW).
The children used the compass point to navigate to different areas. 
To use evidence in a text to support opinions
True, false, prove it
In reading we used statements about the text and children had to read the text and discuss if the statements were true or false. Children had to prove their answer by finding evidence in the text to support it. 
The children have enjoyed their first night at Ingleborough and are ready for their breakfast. Today is going to be full of fun activities. The children are excited to visit the caves and have a walk around Clapham. The visit will help them to compare the villages of Idle and Clapham.
The long walk
This morning we had a long walk around the local area near Ingleborough Hall. We compared the landscape to the landscape of Idle. It rained but it didn’t stop us enjoying the walk. We even got time to play in the local park. 
The children used hand eye coordination to aim the arrow in their archery session. Archery is the practice of using a bow to shoot arrows. Archery has historically been used in hunting and combat and has become a precision sport. A person practicing archery is called an archer, and one who enjoys or is an expert at archery is sometimes called an toxophilite.
We found out that light doesn’t move around corners. As we got into Ingeborough cave, we left all of the day light behind us. We used helmets with lights on to help guide us through the caves. It was wet and dark but a real adventure. 
Ingleborough Cave, in the heart of the Yorkshire Dales National Park, was first discovered in 1837 by brave Victorian explorers who drained away a lake and went on to discover 1/2km of previously unexplored passages delving deep beneath Ingleborough mountain with only candles to guide them! Today, the cave is well lit, and you can follow in the footsteps of those pioneers on an awe-inspiring voyage of discovery! A concrete footpath leads visitors past breath-taking stalactites, stalagmites and flowstones, as you are led by expert guides through a kilometre of passages brought to life by formations and artefacts dating back millions of years! The significant impact of the Ice Age is visible, and as recently as 2002 the tooth of a woolly rhinoceros, now long extinct, was discovered just beyond the show cave!
Fun and friendship
The children at Ingleborough have had a busy day of activities. Before doing the evening activities, the children have some free time in the beautiful grounds of Ingleborough Hall. 
Problem Solving 
We had to work as teams and use good communication skills to solve the problems around the grounds of Ingleborough Hall. 
Village Study - Clapham
To compare two contrasting villages in Yorkshire

Nestling below Ingleborough on the edge of the Yorkshire Dales National Park is the village of Clapham. As part of our Geography work on comparing localities, we compared the Idle Village and Clapham Village. Whilst both in Yorkshire, we found that the two villages are very different.

Visiting the village and the surrounding area for stunning walks, we found that this little village was worlds apart from our village of Idle. 

During the visit to Clapham, we did a traffic survey, and tally of the different building and looked at the landscape. 

Spanish - Days of the week
We have had another go at pronouncing the days of the week in Spanish. The children are getting much better at pronouncing the words more accurately. 
Contrasting locations - Clapham or Idle
Debating is a popular lesson in 5G, both as an extracurricular activity and as a teaching tool in the classroom. The format allows children to practise developing an argument, then support it with evidence and defend it against attack. It teaches the vocabulary and grammatical structures of making your point. It enhances critical thinking and active listening. It builds confidence in speaking and, if done regularly, the skills quickly transfer to written work. And most of all, it’s fun.
Today we debated whether it would be better to live in Idle or Clapham. Listen to our ideas. 
Rounding to 1,000,000
How do I round to the nearest 1,000 000?

To round to the nearest 1,000 000, look at the digit immediately to the right of the million place value position. If the number in the hundred thousands place is 5, 6, 7, 8 or 9, round up to the next multiple of 100 000. If the digit is 4, 3, 2, 1 or 0, round down to the last multiple of 10 000. 

We looked at rounding to 10, 100, 1000, 10,000, 100,000 and 1,000,000 by circling the number to right. 

Class Assembly 
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In Year 5, we ask that children read 3 times a week. Reading is extremely important in helping your child to make progress in a range of areas. By reading to children, you provide them with a deep understanding about their world and fill their brains with background knowledge. They then use this acquired background knowledge to make sense of what they see, hear, and read, which aids their cognitive development.
Well done to Zachary for being the first person to complete the level 1 reading chart by reading 40 times at home. 
Friendship Workshop
To understand how to communicate positively with others
Today we had a workshop to look at friendships during covid. Our visitors spoke about the features of friendships and we made recipes for good friends.  We looked at how our communication with our friends during covid times and how this has changed again since returning to school. We looked at rules for fostering good communication.  
To identify words which interest the reader 
We used the the activity - Don't judge a book by the cover, read the first sentence.
We all look at front covers of books and make a judgement. We often use the front covers to help us choose what we want to read, this may be by looking at pictures, titles or seeing our favourite authors. 
Sometimes we don't give great books a chance. Today children read the first sentences of some books and chose which one they wanted to read more about. When the children had chosen an exciting first sentence, they unwrapped their book. Some children were surprised when the cover didn't look like what they expected but everyone decided to read on to see if the rest of the book was as interesting at the first sentence. 
English - Room 13
to use language to show characters thoughts and feelings
In English we are reading Room 13 by Robert Swindells (our class author). We have looked at the first two chapters where the children are heading out on their first residential. We used our own experience to consider how the characters felt. 
We wrote a diary entry and the main character Fliss. Mrs Gould was really proud of the work produced. 
Zones of Regulation - Regulating Emotions
Today in our assembly Mrs Gould introduced the Zones of Regulation. We looked at the characters in the clips and worked out how they were feeling. We looked at the colours of the different moods and identified that we all feel these moods and emotions at different times and that they are all completely normal emotions to have. 
Back in class we discussed ways of regulating our emotions so that we can make good choices about how to react. 
The Zones of Regulation framework and curriculum teaches students scaffolded skills toward developing a metacognitive pathway to build awareness of their feelings/internal state and utilise a variety of tools and strategies for regulation, self-care, and overall wellness. This includes exploring tools and strategies for mindfulness, movement, thinking strategies, wellness, and healthy connection with others. 
English - Discussion.
We used the picture below as a discussion prompt. We discussed what the picture meant. Children agreed that History is a good way of learning. We discussed things in History which we have disagreed with such as discrimination towards black people but we know that this has happened and we need to learn from this. 
To recognise road safety features
The school council decided that they would like to look at the safety of the road outside school. Year 5 decided to help them. We found that our road was very busy and car travelled very fast on it. We looked at the safety features of the road to help protect our children but found that we had very little. We also found that in the last 12 months, our school fence has been hit twice and our very own crossing patrol man was hit with a car.
We decided to write to Bradford Council asking for help. We have posted our letters and hope to hear from them soon. 
Black History - Ruby Bridges
To understand what discrimination is.
To show respect and tolerance to others

At the tender age of six, Ruby Bridges advanced the cause of civil rights in November 1960 when she became the first African American student to integrate an elementary school in the South.

Born on September 8, 1954, Bridges was the oldest of five children for Lucille and Abon Bridges, farmers in Tylertown, Mississippi. 

Her parents were torn about whether to let her attend the all-white William Frantz Elementary School, a few blocks from their home. Her father resisted, fearing for his daughter’s safety; her mother, however, wanted Ruby to have the educational opportunities that her parents had been denied.

Ruby and her mother were escorted by four federal marshals to the school every day that year. She walked past crowds screaming vicious slurs at her.

As part of our learning, we watched the Ruby Bridges movies and show how badly she treated by adults and children purely because of the colour of her skin. The children in 5G were disgusted that this happened.


Art - to use shading 

We used half of a picture of Ruby Bridges and drew the other half. We used shading to add detail to the picture. They look amazing.