Single-Clause Sentences

7th November 2024Laura Hamill

On Monday, Crew Hamill moved their grammar to the next stage as they began looking at single-clause sentences. We looked at what a clause was (a group of words that include a subject and a verb) and then used our prior knowledge of identifying subjects and verbs to figure out where our single clause sentences were. We followed our script, identifying the first verb in the sentence. One we had this, we identified the subject of that verb. We repeated this until all our of verbs and subjects had been identified and then asked ourselves when the verb ended so that we could put a full stop as we had a full, independent clause with a subject and a verb. We could the go back and add in capital letters.

XP Outdoors

6th November 2024Tracy Haddock

Crew Hamill were working on their team building skills today where they did loop de loop and lilly pads. In loop de loop they all joined hands in a circle and then they had to get the hola hoop round the circle without breaking hands. Then in lilly pad they were split into 2 teams where they had 6 rubber spots and they had to get their team from one side to the other without falling off.

Friction experiment

6th November 2024Olivia Fox

Today we experimented with friction! We used a range of materials (wood, tea-towel, silk and a cushion) to test out the question, ‘How does the texture of a surface affect the amount of friction?’ We used a ramp and a car and covered the ramp with different textures. We found out that the rougher the surface, the more friction. The smoother the surface, the less friction.

Subject and verb

30th October 2024Ruth Shields

As our do now, we consolidated our learning about regular and irregular verbs as this was an area from out touchdown on verbs that we need to continue drip feeding into our learning.

We have now moved on to new learning in grammar where we need to understand the subject and verb within a sentence. We used a script to help us identify the verb and then who or what was doing the action.

For example: The skull protects the brain.

What is the first verb?
Protects
What protects? Who protects?
The skull
Therefore the skull is the subject of the sentence.

This script helped us focus and find the subject.

When we moved on to the subject as a pronoun, we struggled with this so we had a practical lesson where we could form a sentence that made sense then identify the verb and who or what did that action. This helped us understand more and this was evident when children went back to purple pen their exit ticket from the previous lesson and got it correct.

Roles of men and women during Wartimes

30th October 2024Ruth Shields

In history, we explored the roles of men and women during wartimes. Children learned that everyone played a vital role towards the war effort whether that was on the frontline or on the home front. Children then completed an exit ticket to explain the job they would want and explain why. Teddy gave a great explanation for why he’d want to be making bombs.

Testimony of Evacuees

30th October 2024Ruth Shields

In our history lesson, we explored further the experiences of children during wartimes and what life was like as an evacuee. This required us to use our reading skills so we could skim and scan the text before making inferences. Once we had read and understood the text we completed some details about each person. We discovered that some children had positive experiences during wartimes but unfortunately there were children who had quite negative experiences as an evacuee.