Friday 15th February

French: - Ou habites-tu (Where do you live)?

-      J’habite a…(I live in…(+city/town/village)).

-      J’habite en…(I live in…(+country)).

-      Nous habitons a/en… (We live in…).

-      Venez a/en… (Come to…)!

-      L’Angleterre (England)

-      L’Ecosse (Scotland)

-      Le Pays de Galles (Wales)

-      La France (France)

-      L’Allemagne (Germany)

On Wednesday of this week we revised the above French phrases and then practiced them by playing a series of games in the hall. In one of the games we had to get into groups of 3 and 2 of us would sit facing the other 1 in our group. The 2 would then ask the 1 ‘Ou habites-tu (Where do you live)?’ and the 1 would reply with their choice of the 5 countries. For example, they might reply ‘J’habite en L’Allemagne (I live in Germany).’ and the 2 would then have to race to be the first to get to the mat with the German flag on it.

The second game was the same as this except everyone had to be in pairs as this time the reply to the question ‘Ou habites-tu?’ had to be ‘Nous habitons en… (We live in…).’

The final game involved us getting into groups, having one person selected out of our group to be taken to the corner of the hall where they would have to shut their eyes and the rest of the group would then have to move to a mat with a country flag on it. The group members positioned on the mat would then have to call out to their group member with their eyes shut ‘Venez en… (Come to…)’ followed by the French translation for the name of country whose flag they were standing near.

 

In today's maths lesson we played a game where each child got 3 dice. One dice (the 2-digit 9-sided dice) represented centimetres, another (the 1-digit 9-sided dice) represented metres and the last one (the 6-sided) represented kilometres.

We split the class in two and positioned each half at one end of the hall or the other. We then assigned one end of the hall as the side that the winners move to and the other end of the hall as the side that the losers move to.

The children then had to roll their 3 dice and work out who, between them and their partner, had the longest length. The child with the longest length moved to the winning side of the hall (or stayed at the winning side of the hall) and the loser moved to the losing side of the hall (or stayed where they were). The aim was to be positioned on the winning side of the hall by the end of the time.

We then adapted this into a team game by getting pairs to play against other pairs, adding what their partners rolled to what they rolled and comparing it to the other pairs’ length.

Our final adaption of the game was to turn it into a knock out game where two children were drawn against one another and the winner from each head to head progressed through to the next round.

Friday 8th February

To start off our science lesson this week, we learnt three new words: translucent (some of the light passes through it), transparent (almost all of the light passes through it) and opaque (none of the light passes through). We then tested our knowledge of these new terms using an interactive PowerPoint on the interactive whiteboard.

After learning these new words, we started to do some investigating as we tried to find out the answer to the question ‘How do you make shadows bigger and smaller?’ Having spent some time playing around with making some different shadows, each group concluded that to make a shadow bigger you have to move the object closer to the light source and to make a shadow smaller you have to move it further away. The final question we investigated in today’s science lesson was ‘Does the shadow of the object ever get smaller than the object itself?’ This provided some mixed answers from the class because sometimes the object’s shadows looked smaller than the object at different angles. However, when it was explained that the shadow can never be smaller than the object casting the shadow because no less than that amount of light can possibly be blocked out, everyone had to concede that this made sense.

Friday 1st February

In our French lesson this week we started off by revising all of the French words and phrases we have learnt so far. After that we added to our French language knowledge by learning how to ask our partner ‘How old are you (Quel age as-tu)?’ and by learning how to respond to that same question from our partner, ‘I’m … years old (J'ai ... ans).

Friday 25th January

In our Science lesson on Monday our learning objective was to become a better scientist by investigating how light is reflected by different surfaces and by investigating the nature of reflections in mirrors. To do this we completed two activities, they were...

...Mirror Writing

For this we had to write a short message, use the mirror to reflect it into mirror code and then copy the coded message. We then gave it to a friend to decode using another mirror! We learnt that a mirror is a highly polished, shiny surface and light reflects (bounces) off it at the same angle that it hits it. This means that when we look at it, we see the image of an object reflected, but the image is back to front, e.g. the mirror writing!

...Mirror Maze

For this we had to trace over an ‘up and down line’ whilst only being able to look at our hand in the mirror! It was very tricky because, as we learnt during the ‘Mirror Writing’ challenge, the image of our hand is backwards when we look at it in a mirror.

Friday 18th January

On Tuesday off this week we had a music lesson. We started the lesson by trying to identify the sound of the individually xylophone pieces that we had, trying to tune our ears into the pitch. After that we got into groups and wrote our own pieces of music using the same xylophone pieces. At the end of the lesson we performed.

On Wednesday we had a French lesson. At the start of the lesson we were given cards with pictures of classroom objects on them and cards with the French names for classroom objects on them. Our job was to try to match these up, first without having done any revision and then having been allowed to have a look at the answer sheet. To end the lesson, we played a game of ‘Qu'est-ce que c'est?’ (What is it?). In this game the children had to take turns drawing the classroom objects on the board and the rest of the class had to try and guess what they were drawing but give their answer in French.

Friday 11th January

Today we had a special bonus PE lesson because we had a visitor from Premier Sports come into school to teach us some fencing skills. We learnt that in fencing there are two different types of swords, one called a 'foil' and one called a 'sabre'. We also learnt that in order to fence you need to wear a mask and a vest and you need to stand in something called the 'En garde' position (with your strong foot forward, your weak foot back and pointing out, your weak arm behind your back and your sword should be in your strong hand ready to move forwards).

Friday 30th November

Below is the learning objective, success criteria and pictures from our maths lesson on Monday.

26/11/18 – LO: Today I will become a better mathematician by practicing my times tables. Each group will be challenged with times tables loop cards in this lesson. The aim with loop cards is to join the answer on ½ of one card to the question on one half of another. If the group has completed the loop cards challenge correctly then the cards should join up in a loop. Once a group has completed the ‘Good’ level loop, they should move onto the ‘Better’ level loop and then finally the ‘Best’ level loop.
Good – I know my 2, 5 and 10 times tables.
Better – I know my 3 and 4 times tables.
Best – I know my 6, 7, 8 and 9 times tables.