Changing the ‘Zelda’ story

Year 5 have been looking at ‘Zelda’ – the tale of fear written by Pie Corbett. They have loved learning the story off by heart and have changed various elements of the story to make it their own. They can now recite the story simply by looking at the pictures. Next week they will be changing the story completely and applying the skills they have been taught, such as simple short sentences and personification.

Photosynthesis using microscopes

To begin their photosynthesis topic in Year 5, we discussed what we already knew about leaves. Year 5 had lots of really good ideas.

We then used our microscopes to examine different leaves. We did get a bit carried away and we found lots of other interesting things to examine under the microscope!

Overall, Year 5 had a very good lesson and worked really hard to produce some good sketches of what they could see on the leaves.

Take a look at how they looked under the microscope!

Times table tests

Year 5 started Wednesday morning by performing brilliantly in one of their regular times tables tests. The class have shown a massive improvement in their recall of their tables facts and knowing the inverse (division). Children’s scores have gone up significantly over the year and the speed of recall from some is incredible. Well done to all of the children for making such good progress!

Art Week – Using selection tool

As part of Art Week, Year 5 Kestrels have been learning how digital software can changed or manipulate an image.

They used program to manipulate an image of Westminster to edit the sky and the windows of the Houses of Parliament.

The children learned about the wand tool – a tool that cleverly selects parts of image based on its colour. They also used the selection tool and the fill tool.

Here’s the original image which Kestrels manipulated.

Joshua T’s manipulated imaage

Fabian’s manipulated imaage

Carley’s manipulated imaage

Henry’s manipulated imaage

Anti-social behaviour

Kestrels have been learning about anti-social behaviour and the consequences of crime.

The children developed their understanding of different types of anti-social behaviour and sensibly discussed the negative impact that each type of behaviour could have and upon different parts of the community.
Ranking a range of anti-social behaviours proved challenging but also enabled are broad debate in which children were encouraged to fully articulate their reasoning and respond directly to points made by others.

Following the debate the children voted to create an overall class order. Do you agree with them?

Religious symbols

In RE, the class looked at how religious symbols can be expressed and represented differently in other cultures / countries around the world.

The children discussed a collection of varied representations of Jesus and decided that the actual image of Jesus wasn’t important – the importance is in what Jesus stands for and people’s religious beliefs associated with his image.