Welcome to the Summer !!!

Welcome back to the final term of this year. As always, we have lots to pack into a busy term, including the SATS. It is important that you are in school for all lessons as much as possible this term, so ask your parents try to make any doctors or dental appointments after school if at all possible. Also, we know that the lure of the light nights and football are a very tempting distraction, but do try to have some early nights over the next couple of weeks, just so you are tip-top shape when you come to show off everything that you know in the SATS!!

I also love this term, as we get to show off our acting, singing and dancing skills in our end of year production. We are mulling over lots of ideas at the moment for our production, but rest assured, it will rival any West End production. (We know that Andrew Lloyd Webber got the idea for the Joseph Saturday night show after hearing about our production last year!!)

This week’s blog, is to let you know what topics we will be covering over the term, so that if you want to get a head start on your research you can! Remember, you can put comments on this blog as well as the main school website.

History – Tudors

One of my favourite History topics...I can feel a Tudor dressing up day coming on, complete with Tudor banquet!!

In this topic, we will learn about the reasons for, and results of, exploration of the world by people in the sixteenth century and its impact on sailors, settlers and indigenous peoples. We will investigate in depth one of the explorers and the problems associated with settlement. The framework can also be used to investigate other explorers and their attempts at settlement and trade.

By the end of the topic, you:

MUST recognise some of the reasons for exploration and be aware of the achievements of named individuals; extract information from a small number of sources; recognise some of the similarities between exploration in Tudor times and today

SHOULD know and understand the reasons for, and events of, exploration in the Tudor period; use a range of sources to reconstruct aspects of the life of sailors and settlers; compare and contrast aspects of exploration in the Tudor period with today

COULD describe reasons for, and outcomes of, particular voyages of exploration and attempts at settlement; use their knowledge and understanding of Tudor exploration and settlement to make connections with other societies and periods; select and combine information from a range of sources to undertake enquiries and reach supported conclusions about the motivations and results of Tudor exploration.

There are so many web-based resources out there, I have only listed a few of them. Why not have a go at creating your very own webquest to give to other children? We could even post some of them on the website.

http://www.brims.co.uk/tudors/index.html

http://www.learningcurve.gov.uk/tudorhackney/virtualreality/tudh1.asp

http://www.tudorbritain.org/joust/

http://www.tudorbritain.org/

http://www.channel4.com/apps26/learning/microsites/E/essentials/history/units/tudorexpl_bi.shtml

http://www.channel4.com/apps26/learning/microsites/E/essentials/history/units/tudor_bi.shtml

http://www.channel4.com/apps26/learning/microsites/E/essentials/history/units/henry_bi.shtml

http://www.historyforkids.org/

http://www.historyonthenet.com/

http://www.pastexplorers.org.uk./fun

http://www.schoolhistory.co.uk/primarylinks/Tudortimes.html

http://www.snaithprimary.eril.net/tudors.htm

http://www.schoolhistory.co.uk/storyboards/olivercromwell.shtml

http://www.tudorhistory.org/

http://www.btinternet.com/~tony.poulter/links/tudors.htm

http://www.btinternet.com/~tony.poulter/cyberhunts/tudorhunt.htm

MUSIC

This topic develops children’s ability to sing and play music in two (or more) parts. They explore the effect of two or more pitched notes sounding together – harmony. They experiment with clusters of pitched notes and discover which combinations are ‘comfortable’ (concords), and which ‘clash’ (discords). They sing rounds and experiment with melodic ostinati to provide accompaniments. They play drones (think bagpipes!) and single note accom­paniments.
This will be fantastic to use these skills when we are learning the songs for our production. (Can you tell what I am looking forward to?!)

MUST hold their part in a two-part round with support; sustain a simple drone to accompany the singing

SHOULD hold their part in a two-part round with confidence, and appreciate the effect of the harmonies produced; sustain a drone or melodic ostinato to accompany the singing

COULD hold their part in a two-part round, singing solo and in a small group; appreciate the harmonies produced and work out drones and melodic ostinati and use them to accompany the singing

http://www.artsalive.ca/en/mus/index.asp

http://www.creatingmusic.com/

http://www.freeplaymusic.com/

http://www.shockwave.com/gamelanding/grooveblender.jsp

http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/index.shtml

http://www.bbc.co.uk/schools/communities/onionstreet/music/index.shtml


Science

Through this unit you will learn that there are many very small organisms called micro-organisms which feed, grow and reproduce and which may be harmful or beneficial.
Experimental and investigative work focuses on:
· making observations
· drawing conclusions
· suggesting explanations for conclusions, using scientific knowledge and understanding.
Work in this unit also offers you the opportunity to use scientific ideas to explain some causes of illness and decay, to relate micro-organisms to food production and to relate science to their personal health.

MUST recognise that very small living things can cause illness

SHOULD recognise that there are many very small organisms which can cause illness or decay or which can be used in food production and that these micro-organisms feed, grow and reproduce like other organisms

COULD describe evidence that yeast is living; explain how micro-organisms can move from one food source to another and how this can cause food poisoning

http://www.60secondscience.org/

http://www.sciencemuseum.org.uk/

http://www.exploratorium.edu/

http://www.exploratorium.edu/science_explorer/index.html

http://www.ehc.com/vbody.asp

http://www.nwnet.org.uk/pages/ict_curric/science/downloads/science_unit6b.ppt

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/micro_organisms.shtml

http://www.buginvestigators.co.uk/

http://archive.food.gov.uk/hea/711/english/part1.html

http://aggie-horticulture.tamu.edu/sustainable/slidesets/kidscompost/kid1.html

http://www.coxhoe.durham.sch.uk/Curriculum/Temp/Science.htm

Design and Technology

In this unit, you will learn about structures. You will learn that structures can fail when loaded, and the use of techniques for reinforcing and strengthening structures. They are shown the strength of tubes as a construction material and textiles as a suitable cover for a framework. The main outcome of this unit will be the design and construction of a framework-type shelter for an identified purpose. This can be a model or full-size structure. Maybe, we could even get involved in some of the playground remodelling with the current builders!

MUST have investigated at least one example of a shelter; have made a simple model shelter incorporating framework and a textiles cover

SHOULD have investigated several shelters; have made, used and recognised the use of tubes as a material from which to make a framework; have reinforced and strengthened frameworks using triangulation and carried out a fair test; have included in their designs drawings showing several alternative shelter ideas; have chosen to make an appropriate scale or full-size shelter for a specific purpose; have incorporated a framework and a textiles cover

COULD have investigated several framework structures including shelters and others showing a thorough understanding of materials used and methods of construction; have set out a step-by-step approach to how their shelter will be made and listed tools and materials to be used; have made their shelter using a wider range of materials and techniques; have been able to identify what is and what is not working well with their chosen shelter designs and modified their shelter as they went along

PE

Now that we have some fine weather, (I am looking out of the window at a lawn in desperate need of some TLC as I type this!) we are able to make more use of the field for our PE sessions.
We will be focussing on Striking and Fielding games. In this unit children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down.
In all games activities, children have to think about how they use skills, strategies and tactics to outwit the opposition. In striking and fielding games, players achieve this by striking a ball and trying to deceive or avoid fielders, so that they can run between wickets or around bases to score runs. When fielding, they try to prevent runs or points being scored.

MUST use a few skills with control and reasonable accuracy; hit a stationary ball and retrieve and throw it when fielding; use a small range of skills and tactics in games; come up with sensible solutions, given time to think about their actions; follow warm ups; recognise what happens to their bodies as they work; carry out practices to improve their work and understand why they are useful

SHOULD use a range of skills, eg throwing, striking, intercepting and stopping a ball, with some control and accuracy; choose and vary skills and tactics to suit the situation in a game; carry out tactics successfully; set up small games; know rules and use them fairly to keep games going; explain what they need to do to get ready to play games; carry out warm ups with care and an awareness of what is happening to their bodies; describe what they and others do that is successful; suggest what needs practising

COULD play games with speed and precision; hit a bowled ball with intent and force; collect, stop and intercept a ball with increasing efficiency; throw a ball well from a distance; play games well using a variety of skills and equipment; choose and vary a range of tactics; make good tactical decisions quickly, while remaining aware of what is going on around them; explain what happens to their bodies as they work, and how this varies from game to game; identify and describe successful play; identify parts of play that could be improved.

Favourites

Whilst these topics are really exciting, you still need to make sure to keep focussing on the essentials. I have included a few of our favourite websites, but do remember to keep scrolling down and looking in the archives for all of the links that have been provided over the year to help you.

http://del.icio.us/amworrall/numeracy You will have seen these links lots of times before in our class numeracy sessions. Remember to click on the links on the right hand side of the page, depending on which area of numeracy you want to investigate.
I am trying to use a site called ‘Delicious’ to sort out all the links we use in class, so they will be easier for you to navigate your way around. It works a bit like a huge bookmark and I can add sites to them as I come across them when I am planning your work. Hopefully, it should get pretty full by the time we get to the end of the year.

The links for this is http://del.icio.us/amworrall . Please let me have any websites you have come across which you think it may be good to share.

There will be lots of things going on this term, but please remember to ask your parents to keep checking and signing your diaries every week. This is particularly important for those of you who are in Year 6, as it will be good practice for you using the Journals from St,.Gregory’s next year.

Have a good week.

5/6 team.