Autumn Term - 2018/19
In Maths this term, we have compared and ordered numbers up to 10,000,000 and we have consolidated our understanding of factors, multiples, prime numbers as well as square and cube numbers (which we learned about in Year 5) by solving problems relating to these areas of Mathematics. New areas of learning we have completed include long division and using BIDMAS to calculate mixed operation equations. We’ve worked with fractions in a variety of ways: finding equivalent fractions, comparing and ordering fractions greater than 1, multiplying fractions by a whole number or another fraction, dividing fractions using the ‘KFC method’, adding and subtracting fractions and finding a fraction of an amount. We also explored the relationship between fractions, percentages and decimals (finding equivalences) such as 0.3 = 3/10 = 30%.
During the autumn term, we read Michael Morpurgo’s Kensuke’s Kingdom. As we read through parts of the story, we practised extracting relevant information when note taking. In the story, the main character (a young boy named Michael) is taken out of school to explore the world on the Peggy Sue (a boat) with his parents. We used PEE (Point, Elaboration and Evidence) to construct arguments for and against children being taken out of school to explore the world. A reason for could be that learning about different places and cultures would help develop a child’s understanding of the world whilst a reason against could be that missing out on education might impact on the child getting a future job. In other lessons, we closely examined passages of text from the story and made inferences about characters’ thoughts and feelings. We were then able to showcase all that we’d learned to write an engaging diary entry from the perspective of either Michael or Kensuke. The diary focused on the two characters’ relationship and how it changes at key moments during the story.
After reading Kensuke’s Kingdom, we moved onto Floodland, written by Marcus Sedgwick. The main character in the story is Zoe Black. Zoe is left behind on the island of Norwich by her parents and is forced to escape in order to survive as the area of Norwich is at threat of being flooded. After a long journey on her boat, she finds herself on a mysterious island called Eel Island. After analysing our Kensuke’s Kingdom diary entries earlier on in the term, we were able to identify what we’d done well; what we needed to do in order to improve our diary writing. From this, we were able to work with a peer and select our own success criteria. The diary entry was written as Zoe, explaining her emotions and the key events as she settled into living on the island, meeting lots of different people, but feeling unsure about who to trust.
In Science, we learned about ‘Living Things and their Habitats’. We looked at the characteristics underpinning each of the groups which animals are classified into (mammals, birds, fish, reptiles, amphibians, insects, arachnids, annelids, molluscs, crustaceans and echinoderms). We then investigated bacteria by setting up different conditions for slices of bread to grow in. From this, we were able to conclude that mould (bacteria) grows fastest in damp and dark conditions. We also looked at classifying leaves based on their features, including whether a leaf has teeth/ prickles. Using the information extracted from studying different leaves, we were able to create our own classification keys. We also learned about ‘Light’ in the autumn term. We were able to conclude that light travels in straight lines after studying the movement of light rays coming from a torch. We investigated how the appearance of an object’s shadow changes when a light source is moved closer to it. We concluded that the closer the light source is to an object, the bigger its shadow as more light is being blocked and shadows are formed when light is blocked. We also learned about the difference between reflection and refraction with a series of mini-investigations.
Linking to English, we created our own map of Kensuke’s Kingdom, labelling the key features we’d read about in the story. We learned about the eight compass points when locating different countries, capital cities and seas in and around the United Kingdom. We also learned about different coastal features and how they’re formed, such as arches, stacks and stumps. After learning about coastal erosion, we studied the Holderness Coast (Europe’s fastest eroding coastline as it’s made of soft boulder clay) and how living nearby the Holderness Coast has affected local people. We then discussed whether we’d like to live near the coast, reasoning our points of view. Linking to Floodland, we learned about the different factors which can lead to flooding. Using this knowledge, we analysed an image showing a fictional village, reporting on whether it would be at risk of potential flooding and why we thought this to be the case.