WW2 Evacuation

8th October 2024Laura Godley

Today we explored evacuation in our expeditionary learning, building on the knowledge we already had acquired during hook week. We imagined we were evacuees living in London and how we and our families would feel going on a journey we had no idea how it would end. We had to think carefully about the items we would be able to take and how to transport these. We concluded that our gas mask box and gas mask would be the most important items to ensure we were able to protect ourselves in case of a gas attack.

Our first task was to design a net for a gas mask box, we created miniature gas masks using clay. We thought about how we could make these attractive for younger children to wear, using bright colours. This will be our next task. Our designs are coming along lovely. Watch this space for the finished product.

Challenge crew in MI

8th October 2024Stacey McClare

Today we worked in mini crews to create a paper chain in a set period of time. The mini crew who created the longest paper chain were the winners! To start with, children discussed what they would do, they thought about job roles and what equipment they would use. There was lots of great collaborative working, children discussed ideas together and encouraged each other as the time was ticking! In our debrief we discussed who did which role in each mini crew and which skills were needed to make the challenge a success.

Roles of women in WW2

7th October 2024Stacey McClare

Today we looked at the roles of women in WW2, a lesson we really enjoyed 🙂 First of all we started to think about the expectation of women before WW2. We realised that women were seen as ‘housewives’ and looked after the family. We explored a variety of pictures which showed this. The activate part of our lesson was watching a video clip, which we all enjoyed. There were a few shoulders bopping up and down as we watched! We thought about notices and wonders the first time we watched then the second time, we used our whiteboards to record some of the jobs women had before the war then during the war. We shared our ideas in mini crews and built a whole class anchor chart. We then took part in a collaborative task, a mini reading comprehension based on the clip! There was even some grammar in there on the subject! We then moved onto watching another two clips, again thinking about the roles of women but then thinking about how the war actually changed women’s lives. We demonstrated our learning through a venn diagram task, working in mini crews to sort the jobs of women before and during the war. Our exit ticket will come in tomorrows lesson where we will complete a piece of writing to explain how the experiences of women changed because of WW2. This will also help us to answer our guiding question.

Single-clause sentences in MI

7th October 2024Stacey McClare

Today we consolidated our learning on single clause sentences. We recapped the terms clause, independent clause and single-clause sentence. In order to do this we rewrote a series of sentences showing where the verbs and subjects are in the sentences then we had to decide on where the punctuation needed to go. We explained why the punctuation was needed in the different places in the sentence using the vocabulary full independent clause, subject and verb. We took part in a series of consolidation activities before moving onto building single-clause sentences with a focus on pronouns. We highlighted nouns and noun phrases that had been repeated and used other pronouns to replace these. Our activity allowed us to demonstrate our learning so far where we identified single clause sentences which used pronouns. We will continue to build on this tomorrow 🙂

Book talk in MI

7th October 2024Stacey McClare

To activate our lesson we looked at a variety of photos and thought about what we knew from looking at the pictures. We thought about who the pictures were, what the people are doing and how they are feeling. We tried to give reasons for our ideas and thought about how they relate to the story we have just read. We then looked at our text for the lesson, recapping fiction and non fiction and how this text was different to the story. We used a partner read, a read around the robin and an independent read. We unpicked the language as we read, text marking unfamiliar language. Our reasons to read allowed us to demonstrate our understanding of the text where we texting marked as we skimmed and scanned the text. Our exit ticket allowed us to consolidate our learning through a summarising question. We ensured we text marked as we ordered each statement.

Regular Verbs – Doubling the Consonant

4th October 2024Laura Hamill

To activate our learning today, we looked at a picture of ‘Where’s Wally?’ Our job wasn’t to find Wally though! We had to see what was happening in the picture and identify as many verbs as we could – swim, laugh, sunbathe, burn, throw, sail, float etc. Then, we continued looking at regular verbs and discussed turning them into past tense verbs by adding the -ed suffix. However, we soon noticed that we couldn’t just add -ed on the end to all regular verbs, some of them required you to double the end consonant before you did. For example, the word march can be turned into past tense by simply adding -ed -> marched. However, the word wrap would need the final consonant (the p) doubling before we added -ed -> wrapped. We identified that any regular verb that has a short vowel sound (a, e, i, o or u) followed by a single consonant would need the final consonant doubling. However, regular verbs with a longer vowel sounds (ay, ee, ie etc.) would just need -ed adding to the end.

Rounding to the nearest 1000

4th October 2024Laura Hamill

Crew Hamill have worked really hard this week to round numbers to the nearest 10, 100 and then 1000. We began by identifying the multiple of 10, 100 or 1000 that was before and after our number. For example, if our number was 1235, the thousand before would be 1000 and the thousand after would be 2000. We then had to decide, using a number line to support, which multiple it was closest to and therefore which number we would round it to. We then learned a rounding rhyme to help us solve this more easily:

  • Find the place (which place you are rounding to)
  • Look next door (look at the column to the right)
  • 5 or bigger? +1 more
  • 4 or less? Let it rest

Regular Verbs and Verb Phrases

4th October 2024Laura Hamill

Crew Hamill continued their grammar lessons by deepening their understanding on regular verbs, focusing on how the suffix that is added to them changes their tense (e.g. if you ad -ed, it becomes past tense – walk, walked and if you ad -ing, it is present tense – walk, walking). We then spent some time working in mini crews to write down as many regular verbs as we could think of. Following this, we linked our new knowledge of regular verbs with our previous learning of ‘to be’ and ‘to have’ verbs and began to identify verb phrases which are made up of two verbs together (e.g. are swimming).

Feudal system

4th October 2024Lauren Marsh

Now we have finished all of our castle jobs we have been able to finish the feudal system in a castle – we hated being servants but loved being kings and queens.