Central Idea: Shelters, for humans and animals, is a basic need.

What a week!

The children in Team RM have supported Trevor, our wonderful site manager, to create a shelter. They carefully talked through their plans with Trevor, thinking of any difficulties before setting to work. All children, worked together brilliantly. They talked about their ideas and supported one another to achieve their shared goal. It really was a joy to see.

As the week has gone by the shelter has been transformed into a cosy cottage for the three little pigs. Erwin, Jack and Teddy have used the large loose parts to make furniture too.

Lucy, Gabrielle, Ivy Rose, Eyad, Molly and Boo spent lengthy periods using the shelter while reenacting the story. Lucy said:

"Loads of pigs, loads of pigs.... LET ME IN!"

Central Idea: Shelters, for humans and animals, is a basic need.

This week, Team RMC, have been looking closely at the text 'The Three Little Pigs' to support learning. Through class discussion, the children felt it was unkind of the wolf to blow down the pig's houses because they need them to stay warm and dry.

Later in the week, they received a letter from the police asking them to make wanted posters. Together, the children thought of ways to help the wolf be a better friend AND not blow down the houses of others.

Team RMC have talked about what he looks like before putting their phonic skills to good use when writing a character description.

Central Idea:

1M learning update

An exciting week in 1M has been had! We took part in Science week that was run across the school. 1M investigated which was the best biscuit to dunk. We had messy fun finding out. We looked through magnifying glasses to closely observe what the biscuit looked like before dunking in order to predict which would be the best one.

We have been learning about the Wright brothers. This week we learned very interesting facts about them, we wrote a fact file about them. We were so interested in the plane that we made our own model plane using lollipop sticks.

We have planted our sunflower seeds and are eagerly waiting for them to grow. Watch this space!

Central Idea: Finding out about the past helps us to understand our place in time.

Please remember outdoor learning clothes on Monday 14th March.

After researching about the Maidstone fossil that was found, the children applied the facts they had collected by creating a newspaper report. They have discovered the world famous paleontologist Gideon Mantell and the important role he played in identifying the fossil as an Iguanodon. We have used our prior science knowledge to find out that the Iguanodon was a herbivore. They have gone for a antique look with their newspapers and tea stained them for an aged effect. They look awesome.

As part of Science Week 2022 we have taken part in 'The Biscuit Bonanza' and investigated the question 'Which biscuit makes the best dunker?'. As well as having great fun we were developing our science skills of observing, predicting, testing, measuring and recording data. We even got to taste some! I hope the children enjoy telling you about our findings. Perhaps they can talk about which biscuit was the triumphant dunker and why!

Central Idea: Our lives and histories are journeys.

A reminder that it is outdoor learning on Monday for the class!

This week, we began looking at our next era in history on our own journey through time by focusing on the Gunpowder Plot of 1605. Our work so far has led us to explore the origins of the plot by considering the split in religion between Catholic and Protestant (caused by Henry VIII wanting a divorce and creating the Church of England) and exploring how each religion, especially the Catholics, were treated badly. We then focused on one of the conspirators of the plot, Guy Fawkes, and considered, by writing as him, how he would have felt and why he would have wanted to do something so drastic as to blow up the Houses of Parliament.

We also enjoyed our biscuit investigation as part of science week, and were delighted to discover that many of us were correct in our predictions by stating that we felt either the digestive or hobnob would be the best for dunking. Mr Dix was distraught that our investigations showed that custard creams, sadly, were a poor biscuit to chose if you wished to dunk it!

Central Idea: Evidence of past civilizations can be used to make connections to present day societies.

In inquiry we have started to look at our second line of inquiry 'An inquiry into the connections between past and present civilizations.' We have specifically focused on Ancient Egypt and the children have enjoyed researching and creating timelines on the key events, as well as suggesting some of the Egyptian's pivotal developments.

In maths this week we have continued to look at dividing 2 digits by 1 digit, specifically word problems to apply our skills to questions and real life circumstances. The children used lollypop sticks to practically explore division, as well as understanding remainders.

In science the children thoroughly enjoyed taking part in the biscuit challenge. The class were amazing at planning, investigating and concluding our big question. Our afternoon was full of discussions, questioning and laughter of course! The children ensured they had a fair test and it was lovely to see them working so well together.

We have had a great turn out for home learning the last couple of weeks, however we have not quite reached 100%. The children are more than welcome to use their Chromebooks on a Tuesday lunchtime for them to access their home learning. Please keep reading, and using TTrockstars, Edshed and languagenut. Thank you for your continued support.

Over the next two weeks if you happen to have any pringles tubes at home (or anything similar) please could you send them in with the children? This is for the children to use towards the end of term.

Central Idea: Exploration can lead to discoveries, opportunities and new understandings.

We have been busy scientists this week; from our scientific investigation into the best biscuit for dunking in tea to classifying plants.

In our PYP unit we have finished our first line of inquiry: an inquiry in the ancient civilisation of China. We look at a range of key achievements made during this period of time. Looking at these inventions, we will now be studying the early development of trade out of China and the opportunities that arose from this.

Maths has see us continuing on our journey of fractions. We have been counting in fractions and placing them on a number line. We have also begun to add with fractions.

Central Idea: The legacies of Ancient Civilisations may influence modern Britain.

Science week started with a 'biscuit challenge' which saw us creating an experiment looking at how the temperature of a liquid affects a dunking biscuit. The class were fantastic at hypothesising, discussing fair tests and drawing conclusions from their results. They demonstrated great teamwork skills too (and there wasn't even any sneaky biscuit eating.) They could not believe how many different skills they used throughout the day alongside their scientific skills.

During this week's States of Matter lesson, the children conducted a fair test to see which liquid would move the furthest in 30 seconds down a slope. We used yoghurt, baby shampoo, water, milk and sunflower oil. After a discussion about what a fair test was, the children made sure that the only variable that they changed was the liquid and they kept the time, distance, the amount of liquid and the height of the slope the same each time.

Fractions, fractions and more fractions in maths this week. Finding fractions of quantities/amounts.

On Thursday, the children had great fun during their cricket PE lesson. They really enjoyed working in batting pairs to hit the ball and run together whilst the other children fielded. The children showed good teamwork, determination and strategy for scoring as many runs as possible.

We have been looking at Greek myths and what features they include. We have designed our own mythical creature and have started writing our own myth.

We were so impressed that 100% of the children completed their home learning last week! We haven't quite made 100% this week but are very close. If the children have struggled making time for home learning tasks in the week or are struggling for computer access we do allow them to use Wednesday lunchtime if needed. Daily reading and times tables still needed to be completed at home. Many thanks for your support with this.

From now on we will be dismissing the class from the classroom door. We started this on Thursday and it has worked much better. Please walk to the classroom door that leads onto the KS2 playground where you will meet your child. Thank you.

Central Idea: Migrants both influence, and are influenced by, the world around us.

5DK update:

Maths - This week we have continued to investigate fractions, working out how to change the numerators and denominators in order to establish which fraction is bigger or smaller. We have continued to make links to multiplication and division, realising it's important to do the same to the numerator as you do to the denominator in order to keep the value of the fraction the same.

Inquiry - This week we have started to consider the Viking influence on Britain, concentrating in the first instance on the Viking raids on Lindisfarne. We looked at the geographical location of Lindisfarne and why this made it vulnerable to the Viking raids from Scandinavia. Furthermore, we looked at what we know about the raids on Lindisfarne and analysed the positives and negatives of different sources of information. Towards the end of the week, we have then begun planning newspaper reports, looking at the features these need in order to be successful.

Science - During science week, we have undertaken different science experiments including working out which biscuits were best for dunking. We ensured we had a fair test, took measurements and made predictions and then analysed the results of the experiment. Do ask your children what biscuits would be best to buy to ensure the 'perfect dunk'!

Central Idea: Migrants both influence, and are influenced by, the world around us.

Update:

Maths - For maths we have continued our learning on fractions this week. We are understanding the order of fractions and the rules we can use to support our learning. By understanding that we can order fractions in an increasing or decreasing order, along with finding a common numerator or denominator is supporting not only our knowledge on fractions but our knowledge on multiplication and division.

Inquiry - Our inquiry has taken us onto creating a timeline and researching the different Viking raids that have taken place. This week we have looked at the Viking raid on Lindisfarne which was then renamed to the Holy Island and what the causes of this were. This has now led us on to create a newspaper report regarding the contents of this raid and who the Vikings were.

Skills - This week in skills we have identified what a newspaper report is and the key features that are required to create a newspaper report. Our skills lesson is supporting us in creating an impressive piece of writing for our inquiry.

Science - As this week was British Science Week, we have had an additional science learning opportunity. Year 5s were required to identify what factors contribute to a biscuit for it to be the best for dunking. Children had to create a scientific experiment by identifying the independent and controlled variables and by identifying the features of each biscuit, such as the weight, amount of layers, size and so forth. They then had to work scientifically by creating a prediction for the biscuit they thought was the best and why. After completing the experiment, they had to write their results and discuss what they would do differently if they were to repeat this experiment.

We also continued our learning on forces by identifying what a lever and pulley is. Children were able to identify different examples such as a seesaw or a water well where these are used. From this, we spent time creating our own lever and experimenting what changes as the fulcrum moves places. The identification of different forces that were in action was impressive across the class and this is a great indicator that they are retaining and using their knowledge throughout the term.

Central Idea: Exploration leads to discoveries, opportunities and new understandings.

Inquiry - We have begun our third line of inquiry this week, which involves considering the impact and consequences of exploration. We have been deepening our knowledge and making connections between the reasons for exploration and how this impacted the growth of the British Empire. Children responded with a piece of writing which allowed them to voice their knowledge, thoughts, feelings and opinions - particularly in relation to some of the negative consequences of imperialism. We are currently digging deeper into the Transatlantic Slave Trade and communicating our research in the form of a report and creative recount.

Science - This week has been science week at school and we have very much enjoyed the practical investigation to find out whether better quality biscuits are better for dunking. I am sure you can imagine the discussion we have had in class about the texture, crumbliness, thickness, size and shape of the biscuits. In fact, it was wonderful for the children to be able to plan their own investigations and explore what patterns they found as a result.

Maths - Our focus this week has been problem solving using ratio and proportion but also using our skills of multiplication, division and identifying and using patterns and relationships. We have needed to ensure accuracy of calculation but also checking our answer makes sense in the context of the question - particularly for multi-step problems.

• Your child may have already coped with big changes in the past and can do it again (remind them of their previous successes).

• Not everything is going to change – some routines will stay the same (remind our child about what these will be e.g. they will still be going to football/gym club).

• There is always someone to talk to if they are worried; this could be a teacher, a sports coach, a parent or a relative. It may be an idea to talk with your child and name the adults who they could potentially approach.