We were set the challenge of making a structure that could support the weight of a hardback book, using only cocktail sticks and midget gems. The display shows all of the successful structures.
In Literacy, we have been discussing the features of myths and legends and how they differ. Our main focus has been to study the Legend of Robin Hood. We have two displays: one inside the classroom showing class work and one outside the classroom showing some of the wonderful homework that the children have completed. (Click on the pictures to see a larger version that you can read.)
We used different sources of evidence to find out information about Robin Hood and whether these suggested if he was real or not. We used our information to write a report titled ‘Robin Hood – fact or fiction?’
We looked at the features of a diary and wrote three diary entries written from the point of view of Robin Hood.
The children wrote a detailed description of a forest setting focusing on using ambitious vocabulary and a range of figurative language.
Congratulations to Jacob Hodgkinson for being our latest mystery writer, for his diary of Robin Hood.
Not only did he include all the necessary features of a diary, he also included many of the areas that we had been working on in class, such as: relative clauses; fronted adverbials, modal verbs and adverbs to show degrees of possibility; and apostrophes for contraction and possession. His use of vocabulary was mature and well chosen throughout. Keep up the hard work, Jacob.
Should the Elgin Marbles be returned to Greece?
We have produced some fantastic, informative writing about whether the Elgin Marbles should be returned to Greece, linked to our topic ‘A Night at the Museum’. We looked at how the Elgin Marbles came to be in the British Museum and considered views from both sides of the argument, before forming our own opinions. Both Ms Gilmour and Mr Bailey were very impressed with the standard of our writing! Examples of our writing can be seen on the displays outside our classroom.
As part of our ‘Great Britain’ topic, the whole school has been involved in researching famous landmarks in London and making large models of these. These will all be put in the hall on Friday afternoon for the children to explore ‘London’. Year 5 children have all been involved in making Big Ben and the Houses of Parliament, and the London Underground. A massive thank you to Mrs Swift and Mr Keeling for all their hard work with the children.
Here is our model of Big Ben and the Houses of Parliament.
This is our model of the London Underground.
For homework, children also made their own models.
1.) Ellie’s jigsaw model of Big Ben.
2.) Emilie T’s model of Big Ben.
3.) Justin’s model of Big Ben and the Houses of Parliament.
4.) Isabel’s lego model of the London Underground.
Welcome back! We hope you all had a wonderful Christmas and are all refreshed ready for the new term. Here is an overview of the term ahead.
Fractions and decimals will form a large part of this term’s maths. This will include the following areas: calculating fractions of amounts and using these to solve problems; finding equivalent fractions and simplifying fractions; comparing and ordering fractions and decimals; and adding, subtracting and multiplying fractions (including those with different denominators).
The geometry aspects will focus on regular 2D shapes and quadrilaterals; translating and reflecting shapes using co-ordinates; and recognising, measuring and calculating angles. For measurement, the focus will be on converting units of measurement; reading scales; and calculating the area and perimeter of shapes. For statistics, we will revise how to read and interpret bar graphs and learn how to find the range and the mode.
We encourage the children to practise their multiplication tables regularly (at home and at school) to increase the speed and accuracy of their calculations. We will continue with our Beat the Clock challenge to monitor progress. We also ask that children complete a minimum of 3 Mathletics activities each week.
To link with our topic of ‘Great Britain’, much of our Literacy will be based around British myths and legends, such as Robin Hood and King Arthur. This will include the following writing activities: reports; diaries; news reports; descriptions; and planning and writing their own legend.
The grammar and punctuation focuses will be: direct and reported speech; showing degrees of possibility by using adverbs or modal verbs; apostrophes for contraction and possession; and using punctuation for effect.
Weekly spellings (based on a particular rule or pattern) will continue to be sent home on a Wednesday and we ask that the children practise these regularly. For homework, the children are to use the words in interesting sentences, paying particular attention to sentence openers and the correct use of punctuation. The children will be tested on these words every Monday in the spelling/dictation test. Please also encourage your child to continue to learn the Y3/4 key spellings (and in some cases the Y5/6 spellings). The children can use Spellodrome to practise their spellings in a fun and interactive way.
We’d like to take this opportunity to congratulate Emilie Todd for being our last mystery writer of 2016. This was for her narrative writing based on the short film ‘Alma’. She showed excellent characterisation and built up the suspense throughout. Her writing included many of the features that we had been focusing on in class: relative clauses; subordinate clauses and varied sentence openers. Well done, Emilie.
Congratulations to our next mystery writer – Katie Bebb.
Katie was chosen for her writing which described a character from a short video clip. Not only did she include well-chosen adjectives and adverbs, she also used onomatopoeia and personification. Her sentences were accurately structured with a wide range of fronted adverbials and correct punctuation.
Well done to Holly Streets and Seth Garratt, who were chosen as our mystery writers last week.
The task was to describe a scene from a music stimulus, suggesting what they thought was happening, the atmosphere that it created and how it made them feel. Not only did they both describe it in detail, they also used the areas of grammar and punctuation that we had been working on in class: adverbials of time; subordinate and relative clauses; and accurate use of commas.
After completing a piece of writing, one child’s writing will be chosen as an excellent model for this particular style of writing. Their work will be shared anonymously with the class for them to discuss what they like about it and to pick out excellent techniques used. The class then get to find out who wrote it.
Well done to our first mystery writer – Curtis Kasza.
He was chosen for his story based on the ‘Night of the Museum’. Description, action and dialogue were interwoven throughout, and characterisation was shown clearly. He has a lovely style of writing and used varied vocabulary and phrases for effect.