Our second week on non-chronological reports started with practising writing sentences with a formal tone on creatures we had researched last week. We then worked on creating our own creatures that would fit within a Grecian myth, basing them on the infamous monsters we'd already researched. We planned out the work and then spent two days writing a non-chronological report, based around appearance, traits and special features.
This was our second week on statistics. We started by solving problems using our knowledge of line graphs. We then looked at a range of tables, from two-way tables to timetables. We used this new knowledge to fill in gaps, calculate answers and create our own problems.
Our final week on the Ancient Greeks was a chance to put everything we've learnt into practise. We created our own deities, deciding where there was a gap on the Olympian council. First we planned out our the powers and symbols of the new god / goddess, before presenting the information in a poster. Finally, we reflected on all our learning, judging what our favourite and finest pieces of work were.
Next half term:
English - Looking into the tales of 1001 Arabian Nights
Maths - Multiplication and division - multiples, factors and prime numbers
Topic - Exploring the human and physical features of China.
After completing two days of assessments, we started a new unit on non-chronological reports. Starting looking at an Ancient Greek report, we discussed the features that make up an information text. We then researched certain Grecian monsters, before grouping the information into relevant sections, ready to write on Monday.
We started a new unit this week on statistics. First of all we looked at how different charts give us information, comparing the differences between bar graphs and pictograms. We then learnt how to use the charts to calculate and compare data. For the rest of the week we focused on line graphs, noting how they showed continuous data instead of discrete.
At the beginning of the week we investigated whether solids dissolve. We initially started by putting soluble and insoluble solids into water to see the process of dissolving. We then planned our own investigations, trying to work out variables that sped up the process. On the Tuesday we extended our investigation. After noting that temperature was an important part of speeding up the process, everyone's starting temperature was a lot higher. We then investigated whether it was surface area, agitation of the water (stirring) or adding additional solutes (e.g. sugar or coffee) that could speed up the process.
In Art and Design Technology we've been working hard to build a 3D minotaur head. This has involved using a range of skills including cutting, scoring and precise sticking.
We have also practised and recorded our dances for the interhouse competition on Monday.
English - Writing a non-chronological report on our creature
Maths - Statistics - reading information from a range of tables
Topic - Creating our own deities
We reached the end of Odysseus' journey this week as he returned home to Ithaca. However, it was the not the homecoming he had planned as suitors had taken over his hall; feasting, drinking and planning to take over the kingdom. Building on our characterisation, we took on the role of Odysseus, rewriting the tale in first person.
We have worked on rebuilding our skills on addition and subtraction over the past week. This week we worked on applying our knowledge using estimation, approximation and the inverse. Finally, we looked at two step operations, working out the important information and the operations that were needed.
After looking at the hero Theseus last week, we broadened our understanding of Greek heroes. Starting with Heracles (or Hercules as the Romans later called him), we then compared him to Perseus and Atalanta. We then used the Google Chromebooks to research and create our own PowerPoint around Grecian heroes.
English - Non-chronological report on Grecian creatures
Maths - Statistics including line graphs
Topic - Science experiment (Do all solids dissolve) and Pandora's box
Odysseus' journey this week saw him face off against a range of monsters including the Sirens, Charybdis and Scylla. We took on the role of Odysseus, struggling with the choice of braving the whirlpool of Charybdis and maybe losing every crew member or definitely losing six of his men to the dragon Scylla. We planned our extract, before spending three days writing and editing it. At the end of the week, we followed Odysseus home and then sequenced the 19 years of his journey.
After working through place value, this week we started looking at addition and subtraction. Starting with the addition of four digit numbers, we looked at how when any column reaches over nine, it then exchanges. So 12 ones becomes 1 ten and 2 ones. We extended our work into calculations with more than one exchange, working out missing numbers from clues in the calculations. Finally, we worked on the inverse (subtraction), considering that exchanges work both ways.
We have looked at two famous Grecian myths this week, the Trojan Horse and The Minotaur. Both have roots in history, but we tried to separate fact and fiction. The palace of Knossos in Crete is considered the location of the labyrinth where the Minotaur roamed. We investigated the difference between a maze and a labyrinth and designed our own twenty-first century Minotaur trap.
English - Finish the Odyssey, writing the return of Odysseus to Ithaca
Maths - Subtract numbers, use inverse operations and rounding.
Topic - Further explore the story of the Minotaur
Continuing our odyssey this week with the Ithacan crew returning from Troy, we encountered King Aeolus, the mad king who roamed the seas in a bronze tower. He gifted a sack of wind, stolen from Poseidon to Odysseus, encouraging him to use it when he returned home. However, a greedy crew member opens the sack early and sends the crew wildly off course. Practising our description of a setting, we used adventurous vocabulary to bring the storm to life. After escaping from Circe the sorceress, Odysseus and his crew travel to the Land of the Dead, a voyage we described using free verse poetry. Finishing the week, we looked at the next obstacles to overcome, the Sirens and Scylla, the six headed dragon!
Finishing our week on Place Value, we compared and rounded numbers to 1 million. Whilst investigating how to read numbers in a variety of ways, from words to pictorial representations, we noted that to compare numbers, we read from the largest column first. We then looked at how negative numbers work, applying them into the context of temperature, height and buildings. Finally, we investigated how Roman numerals work, all the way up to over 3000.
We explored the lives of the Ancient Greeks this week, first contrasting the fortunes of the rich and poor. Although they held similarities, more was different than the same. Next we tried to understand why Alexander, the King of Macedonia, was nicknamed 'The Great'. By comparing him to other famous Greeks: Aristotle, Plato, Pythagoras and Archimedes, we tried to prove that others deserved the title. Finally, we explored the 'phalanx', the Greek army. Built around the Hoplite, we compared the different soldier styles, noting both positives and negatives.
An interesting Wednesday - due to a leak in the roof we had to vacate into the library!
English: Writing in role
Maths: First week of addition and subtraction
Topic: Investigating the story of Theseus and the Minotaur.
This week in English we started looking at a famous Greek story called the Iliad. It focuses on the trials of Odysseus, King of Ithaca, who struggles to return home after the Trojan War. We first looked at the prologue to the Iliad. This involved the Olympian immortals and choice over the fairest goddess, with the repercussions of the decision affecting all of Ancient Greece. Next we focused on the character of Odysseus and the family he left behind, writing a heartfelt letter to Odysseus’ wife and son. We then moved into building our setting description based on the Cyclops’ cave, first with sentences then editing a class copy to improve cohesion and nuance.
Continuing our look at place value this week, we started with representing numbers to 100,000. As well as place value counters and dienes blocks, we used Roman numerals to create these numbers. After comparing and rounding these numbers, we then built on understanding to create numbers up to 1,000,000. Finally, we looked at counting in powers of 10 (10, 100, 1000, 10,000, 100,000) and how this can affect a number.
We explored Grecian myths this week, focusing on Icarus and Daedalus, the inventor of the labyrinth used to trap the minotaur. King Minos did not want anyone to know the secrets of his maze, so trapped the inventor and his son in a tower. Using their ingenuity, they built wings from feathers, belts and wax and escaped, only for Icarus to fly too close to the sun and crash into the sea. We plotted the journey from Crete (the island they were held on) to Sicily (where the aimed to get). After exploring the myth, we wrote in role as Daedalus, trying to capture either the nervous excitement before he escaped, or the heart breaking sorrow of losing his son.
English – second week on the Odyssey focusing on setting and character description
Maths – last week on place value, comparing, ordering and rounding numbers to a million, using negative numbers and consolidating the whole unit
Topic – Exploring the contrasting fortunes of the rich and poor Greeks, discussing famous Greeks and understanding the different roles in the Greek military.
This week, across the school, we have all been focusing in on a text by Oliver Jeffers - Here We Are. We have used it to explore what unites us as a community, from the planet we live on to the type of people we are. Using poetry as a vehicle for describing settings and expressing feelings, we have looked at the range of landscapes the Earth can offer as well as the contrasts it provides. As well as this, we have looked at the environmental impact of the lockdown, how there have been positive environmental affects and how we as a society can ensure this impact is sustained.
We have recapped elements of place value, including representing numbers up to 10,000 using place value counters and dienes blocks. In addition, we have looked at how our understanding of place value can help us with mental calculations (i.e. 3+7=10 / 30+70=100). Towards the end of the week, we investigated rounding numbers to the nearest 10, 100 and 1000. Firstly by deciding what two possibilities the number would round to, then using the rule of 4 and less goes down and 5 and up rounds up.
A divine start to topic! We have explored the Ancient Greek gods; starting with Zeus the Ruler to the other Olympians, we all agreed that the mythology surrounding the deities is pretty creative! We have compared the Ancient Greek city states of 'Hellas' (original name of Greece) to the modern country. We have ordered a timeline of important Greek events and tried to discover more information about the society by observing, sketching and discussing some artefacts.
English - Developing setting description using the Iliad by Homer
Maths - Compare and order numbers to 1 million
Topic - Diary entries on the story of Icarus and Daedalus.