Should children be allowed to work?

We have a class full of future lawyers and politicians in Year 5- we just love debating!

After we had a debate in a history lesson and the children responded fantastically, we had a go in English in order to organise ideas for writing.

In our text, the children have been offered a job to work on a sky- ship. Should they get the job?

We considered the conundrum in the context of the story as well as using evidence to support our arguments. We looked at the United Nations Conventions for the Rights of the Child, some Christian Aid literature around child work vs. child labour and looked at some significant historical figures.

After we had collected our information and organised it into ‘for’ and ‘against’, we wrote a discursive argument. It was important that we used our PEVEX (point- evidence- explain) technique to make our writing suitable for purpose.

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Making a basic recipe

As part of our energy bar design, we needed to make and taste a prototype. This would allow us to achieve a number of things:

  1. We could familiarise ourselves with a basic recipe.
  2. We could demonstrate our ability to work safely and hygienically.
  3. We could begin to decide how we would like to modify our recipe.

We were all able to create a clean, safe space; follow a recipe by measuring accurately; and use heating equipment appropriately.

 

I wonder what you will choose to add to your energy bar? How will your choices make it more suitable for the consumer?

My Very Easy Method…

…Just Speeds Up Naming Planets

We blasted off our new topic by making a scale model of our solar system. We used toilet roll and everyday objects to help us to visualise the sheer size of the planets and the spaces between them. Once we had learnt the planets in order, we found out some information about the characteristics of each planet: which are gas and which are rocky? Is it s cold or hot planet? Is it a large or relatively small planet?

We then created some artwork to show the differences between how the planets look. We used sand for rocky planets and shaving foam for gas planets. We can’t wait to create our space display!img_9350img_9351img_9352img_9361img_9363img_9364img_9365

New arrivals…

We have been working so hard to ensure Year 5 is always a safe, happy, supportive place to be and have been rewarded for our hard work with….

Some class pets as a Christmas gift!

The fish will arrive next week but, until then, we have been working hard in preparation. We have been budgeting and calculating with money; writing detailed instructions (while trying to use parenthesis); and even calculating the volume of regular and irregular shapes!

 

Gyro-copters

In science, we have been thinking about forces and how to work scientifically.

We investigated air resistance by planning and carrying out a fair test with gyro-copters. We timed the fall of a ‘copter and then changed the surface area of the wings. We recorded out results and talked about the relationship between surface area and air resistance. We could even explain this is terms of particles!

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All kinds of numbers!

This week, we have been concentrating on different kinds of numbers.

First, we used cubes to make squares. We worked systematically and recorded our findings in order to spot patterns. We can recognise the notation for square numbers and calculate them.

Then, we extended this learning into cube numbers. We made cubes from unifix and explored how to find out how much unifix we would need to make a given cube. We found out that a cube number is the same number multiplied 3 times (how tall the cube is x how wide the cube is x how ‘deep’ the cube is).

Finally, we thought about prime numbers. The rules for a prime number are:

Prime numbers are greater than 1.

Prime numbers are whole numbers.

Prime numbers are only in the 1 times table and their own times table.

We used hundred squares and our knowledge of times tables to find some prime numbers. Can you remember any?

Shakespeare School Festival

Well done, Year 5! You exuded confidence, maturity and passion throughout the whole of yesterday (even though it was a long day).

We started with a tech run. This is something that even professional actors find tricky as we run ‘cue to cue’ instead of scene by scene. Then, we did our final run through for Ponteland School before getting the chance to watch their performance.

After our rehearsal time, it was back to school forĀ  a late lunch and some SPaG work.

Instead of going home, we then watched Wonder and ate our packed tea. A big thank you to Mrs Wood and Mrs Rochester because we also got some pizza, garlic bread and biscuits too!

Then, it was back to the Northern Stage for an utterly amazing performance!

I could burst with pride!

Peter J Murray

Today, we got to meet Peter J Murray which we found very exciting. He told us all about his Mokee Joe books. It was interesting to hear an author talk about writing horror stories as it is not a genre we experience as much as others.

Peter told us all about how he developed the character of Mokee Joe and what inspired him to write. (He used to play ‘Mokee Joe’ with his children when they were little.)

He explained how the adventures take place all over the world and showed us some pictures of his research trips. From marshmallow eating crocodiles to the tallest building in the world, we are certainly intrigued by the settings of the stories.

We are looking forward to meeting Peter again on Friday so that we can ask him some questions and maybe get a book signed.