WELCOME TO ELM CLASS!
Elm class team: Mrs Buckingham (Mon-Wed) Mrs Byard (Thurs and Fri) Mr Bailey (Wed am) Mr Pritchard (Mon-Fri) and Hayley Harris (Mon-Fri am)
must bring a PE kit for PE lessons. It would be helpful to keep your P.E. kits on your peg in the classroom.: The children
Reading: Children are expected to regularly change their reading books to read at home. Please encourage children to read with you every night and make sure the organisers are signed at least three times a week. Children have the opportunity to change their books daily and will visit the school library once a week.
Spellings: Spelling tests will take place every Friday. New spellings will be given out on the same day. Spelling patterns will be revised in class along side handwriting practice. Children are responsible for learning their spellings at home in preparation for their test.
Homework: Homework is handed out every Friday and expected back in the following Wednesday. It usually consists of one piece of written work, linked to the History/Geography or Literacy topic, one piece of grammar or punctuation work and one piece of Maths work. We also expect times tables to be practiced every week.
Shackleton's Journey is a unique visual re-telling Ernest Shackleton's landmark expedition crossing the Antarctic from one pole to the other. William Grill's impeccably researched and informative illustrations celebrate the 100th anniversary since the historic exploration by Shackelton and his crew on Endurance . Children will learn about the differences between information and fiction texts. They will explore dilemmas empathizing with characters. They will produce a range of writing to respond to text through role play and dramatization. They will discuss and evaluate how authors use language, including figurative language, and the impact on the reader.
Term 2 - Rose Blanche
We will be looking at life in Britain during the first and second world wars. The children will understand the situation the country found itself in and how people coped with loosing family members going off to fight. They will learn about ‘the front line’, ‘trench foot’ and ‘no-man’s land’. They will discuss how powerful and influential Hitler was and learn who Britain’s enemies and allies were. They will find out about the leadership and direction of Winston Churchill and recognize the British spirit that kept the country going. They will learn about different jobs for men and women and where the children were evacuated.
To write a letter as a soldier during the war.
Analyse art depictions of the war.
Analyse and interpret historical material and text.
Watch and discuss videos about the wars.
Use drama to portray the way of life during the war.
Term 3 and 4 - The Vikings
Who were the Vikings? - The Viking age in European history was from about AD700 to 1100. During this period many Vikings left their homelands in Scandinavia and travelled by longboat to other countries, like Britain and Ireland.
How did the Vikings fight? - Viking warriors fought using long swords and axes. A good sword was handed down from father to son, but Vikings also buried weapons with their owner when he died. Did they win any wars?
Viking travellers and explorers. Who were they? Where did they go?
The Norman Conquest - When Edward the Confessor died without leaving an heir in 1066, it set in motion events which would lead to the end of the Anglo-Saxon era in England. Find out more....
Learning Objectives: to write an information leaflet about the life and times of The Vikings.
We will learn about:
· Viking raids and invasion and find Danegeld.
· The resistance by Alfred the Great and Athelstan, first king of England
· Anglo-Saxon laws and justice
· Edward the Confessor and his death in 1066
Describe the changes as humans develop to old age
Recognise that living things have changed over time and that fossils provide information amount living things that inhabited the Earth millions of years ago.
Identify how animals and plants adapted to suit their environment in different ways and that adaption may lead to evolution.
Term 3 and 4 - The Solar System and Evolution
Term 1 and 2 - Online Safety and Spreadsheets
Term 3 - Writing for Different Audiences and Databases
Firstly, making Zeotropes - creating a 3D object that spins. Followed by Info. graphics - creating an information poster to contain graphics and text. Both pieces are linked to our Literacy text and will portray the trials and tribulations that the expedition faced along the way.
Linked to our topic and Shackleton's Journey. The children will create an illustrated book about the adventures of Shackleton. They will learn how to create atmospheric landscape paintings using watercolor. llustrator William Grill weaves a detailed visual narrative of Shackleton's journey to Antarctica. His beautiful use of coloured pencils and vibrant hues effortlessly evokes the adventure and excitement that surrounded the expedition. His impeccably researched drawings, rich with detail, reproduce the expedition. Children will love examining the diagrams of the peculiar provisions and the individual drawings of each sled dog and packhorse.
Term 2 - Images of War
The children will study an artist working at the time of WW1. In particular, John Singer Sargent and Paul Nash. They will study war landscapes and discover how these artists recreated the scenes of devastation using paint. They will draw a portrait of a soldier in charcoal with a camouflage mixed media background.
Term 3 - Viking Art and Design
The Jelling style (start of the 10th century.)
Stylistic animals; S-shaped and intertwined animal designs, with profiled heads, spiral hips and pigtails.
Viking and Norse Mythology – symbolism. Oil pastel seascapes.
Children will understand how to recognize a metre of 2,3 and 4 through singing and playing instruments. They will learn to sing songs from our musical heritage. They will be writing song lyrics. Also, develop accompaniments using obstinate and invented and improvised rhythms.
The Tunbridge Wells Singing Festival - Year 5 will learn songs to perform at The assembly Halls.
The class will use a storyboard to structure sound and learn about the use of sound effects in movies. They will compose sound effects to perform to a movie clip. Then evaluate and refine their musical compositions.
Solfa is a method of learning and reading music. In music we will introduce what SOLFA means and how it represents the distance between notes. Starting with Mi and So, we will be singing ‘Doe, a deer’ using hand signs to match the sounds. The children will learn other songs with Soh and Mi, then also La and Do. Because Solfa focuses the attention on pitch relationships and functions within a tonal system, it is an excellent way to train the musical ear for real musical tasks like playing by ear and improvising.
Term 5 – Keeping Healthy
We will be exploring beat at different tempi and singing syncopated melodies. The children will develop rhythm skills through singing, playing and moving. In groups they will sing and play scales and chromatic melodies. The children will learn to read grid and staff notation to play a bass line. They will also be using a score to notate and guide selected elements of a performance.
The children will listen with attention to detail and recall sounds with increasing aural memory. Appreciate and understand the tradition of African drumming. Create rhythm patterns on the djembe drums. Learn to effectively manipulate sound and thoughtfully compose using a digital resource.
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