Orienteering – the sequel

We have now completed our fourth orienteering lesson for PE and have built up our skills each time. Today was our final lesson before going out into the grounds and using the map symbols to orientate ourselves.

A ‘map’ was laid out in the classroom and each pair had to orientate themselves to it. The task today was even harder than before, as the specific corners or areas on the map were important – as Miss Eden had laid out many red herrings. Each child, one a time, had to move around the map – beginning on the red triangle – and record the letter they found. However, some of the letters were really close together, so close detail was needed.

We found it quite hard to begin with but really understood it by the end of the lesson. Miss Eden and Mrs Dwyer cannot wait to see how well they do on and around the yard next week!

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A historical puzzle

Having now built up our knowledge of using primary and secondary sources and how to use them to learn about the past, we used this skill again in a different context. Last week, we were trying to find out all about the Ancient Greek Olympics following our pictorial predictions the week before.

To begin the task, the children worked in groups to try and reform an Ancient Greek vase. From putting the image together we were able to immediately identify some events that took place. There was chariot racing, javelin, running and discus.

Reasoning

In maths today, after finding the area of a number of rectangles with a given area, we worked hard to solve three problems that combined our knowledge of area and perimeter. Each child attempted the problem independently or within a group. After, some brave children came to the front to share the process of what they had found out.

This was such a good task. Katy, A

melia, Chloe and Daiton were the four chosen today to stand and teach the class how they had attempted these problems. They used excellent reasoning and accompanied their reasoning with diagrams and working out! Better yet, the rest of the class were able to offer their own findings, add further information and complete or edit their own work. Well done Y5!

Orienteering – the beginning

We had an absolutely amazing PE lesson, this afternoon! We have begun our half term on orienteering in preparation for a visit to Hillsborough Park later in the year. Today the children recapped one of the main three skills of orienteering, which is being able to orientate a map. Each pair had to use the map to negotiate themselves around a laid out course. Whilst doing this they had to total up the values to check their accuracy. Every pair had great success.19.11 (1)19.11 (2)

Following that we learnt the new skill that was introduced, and will be built on in coming weeks through PE and geography, which is to use map symbols. Each group had to ‘run’ and grab a map version of their picture and create a whole map. We used the first task to have a go at matching the symbols. Then, a map key was introduced and we played again to see how fast it could be completed. 100% success was had here too!

Science in Y5

Each week, our Y5s have been having a weekly science lesson. They have been looking at materials and properties and the changes involving them. Yesterday, we thought about how we could create a fair and reliable test to see how the temperature of water effected how fast sugar dissolved.  We made predictions and related this to making a nice cup of tea with boiling water.

Here are some of the children in action:

More Spectacular Home Learning

Despite the half term only just beginning, we have had some more superb home learning brought in. Mrs Dwyer has been really busy adding it to our display, with Mark the caretaker’s help. We have had a shield that a legionary would use from Regan, a blood-tipped sword from Lucas, a detailed-handled sword by Shakeel and now a toga and stola and belt from Sabi!

Fantastic guys!

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Reading together

One of the ways we are evidencing and improving our reading aloud skills is by having weekly reading circles. This is nothing different or fancy – but we like it as we get to listen to so many different people read! To begin with, Miss Eden reads to the class, modelling intonation and discussing how something would be read differently. For example, the text said:

‘What shall I do?’ Repeated Coraline.

The children understood that this meant that when reading it out loud we needed to put emphasis on the ‘do’ as it was written in italics. They could also link it to what the author’s (Neil Gaiman) intention was by writing it like this. Jay picked up that Coraline was impatient as she hadn’t received an answer the first time she asked the question, and we all noticed that it was due to this one word that we could easily pick up on that tone.

Following Miss Eden reading, the children get into groups to do a ‘pre-read’ of the rest of the chapter. This allows everyone to read aloud and also learn any unfamiliar words and discuss anything we’re not sure about. Here are today’s groups in action:

Finally, we sit together as a class to listen and enjoy to the remaining part of the chapter being read by individuals chosen. And, more excitingly, we get to make a prediction about what might happen next and look at the next chapter illustration!