Friday, 2 July 2010
Tuesday, 29 June 2010
Thursday, 17 June 2010
Do it yourself...
Snakes n ladders is usually boring but great fun if you have made the board yourself from scratch!!
Tuesday, 8 June 2010
Photo frames sell a bundle
There was a run on photo frames today so we had to re-order from our suppliers really quickly...
Thursday, 27 May 2010
TASC : production opens on our bracelet line
It's fiddly threading bracelets
But we soon get to work
And begin to fill our display stand
But we soon get to work
And begin to fill our display stand
Wednesday, 26 May 2010
DT : designing a track game
We started to make a track game by planning it on squared paper
We used the photocopier to enlarge our work then added colour
We used the photocopier to enlarge our work then added colour
Tuesday, 25 May 2010
Science : connex challenge
Mr Bates came from Sheffield Hallam University to introduce this year's Connex challenge
Today's challenge is to build a windmill.
Today's challenge is to build a windmill.
DT : embroidery
You can't make a cake without breaking eggs (more about cake later) and you can't do cross stitch without getting into a tangle now and again...
Monday, 24 May 2010
Time to take stock...
Whilst long ongoing activities are taking place we are slowly completing the organisation and filing of the gears output
Some are working on items for enterprise project, others sewing
Some are working on items for enterprise project, others sewing
TASC : letter writing
The final dreaft of the letter asking for the donation of prizes has been completed and is ready to be typed up and reproduced
Thursday, 20 May 2010
TASC : English : letter writing
Today we reviewed all the group letters that were assembled in yesterdays lesson. Each group looked at all the output and marked and corrected it before giving it a NC level between 3C and 5C.
Finally each group attempted to make a composite from the four selected letters
The best will be typed up for repro and dispatch.
Finally each group attempted to make a composite from the four selected letters
The best will be typed up for repro and dispatch.
Wednesday, 19 May 2010
DT : various projects
Those recently taught to do cross stochastic continued to sew their designs
As others finished paper designs they were taught to sew
Last few finished on paper
Some students attempted a friendship bracelet in string
Others considered naming our enterprise project and creating suitable publicity.
As others finished paper designs they were taught to sew
Last few finished on paper
Some students attempted a friendship bracelet in string
Others considered naming our enterprise project and creating suitable publicity.
DT : embroidery
Those who have finished their cross stitch plan continued to transfer their design to bunker and commence to sew
Most others completed their design stage on paper during this session.
Most others completed their design stage on paper during this session.
Art : drawing : pastels
The children were introduced to the use of pastels for drawin
They learned how to blend colours by smudging them together
Each pupil created a representation of a tropical fish
They learned how to blend colours by smudging them together
Each pupil created a representation of a tropical fish
TASC : English : letter writing
We worked in groups.
Each member of the group brought the letter they had written in previous lesson. We read each others letters and selected the best bits of each to assemble into a composite letter which we will present to the whole group tomorrow.
Each member of the group brought the letter they had written in previous lesson. We read each others letters and selected the best bits of each to assemble into a composite letter which we will present to the whole group tomorrow.
Tuesday, 18 May 2010
ICT : graphical modelling
We used the computers in the ICT suite to create graphical models of our cross stitch plans so that we can try different options easily.
TASC : English : letter writing
We began to compose a letter to local business explaining our enterprise project
We explained about our annual end of year trip and how expensive it has become so expensive and so we are intending to work hard to earn money to contribute to the cost
We explained how our targets could help by offering free stuff or vouchers
We explained about our annual end of year trip and how expensive it has become so expensive and so we are intending to work hard to earn money to contribute to the cost
We explained how our targets could help by offering free stuff or vouchers
DT : embroidery
We continued to plan out the positions of the stitches to create our cross stitch piece. We Addad colour.
Monday, 17 May 2010
ICT : databases : TASC
We took our lists ans spent two sessions in the ICT suite researching the addresses for our target companies as well as trying to determine a contact name.
We created a database from the data that we gathered.
We created a database from the data that we gathered.
DT : embroidery
Today we began to plann our annual end of year cross-stitch design
Each student planned out on a piece of paper the position of the stitches to put on to the binker
Each student planned Name, "010 & Bankend as well as including a frame to surround the whole piece
Each student planned out on a piece of paper the position of the stitches to put on to the binker
Each student planned Name, "010 & Bankend as well as including a frame to surround the whole piece
TASC : planning our client list
We spent the first session of morning brainstorming and listing the businesses that we might target to donate prizes for our forthcoming fund raising event.
Thursday, 13 May 2010
Wednesday, 12 May 2010
SATs : Maths paper A
Today we did the first part of our SATs maths test and our mental
arithmetic test
arithmetic test
Tuesday, 11 May 2010
SATs : English : writing
This morning we are doing the long writing piece.
This afternoon will be the short writing, handwriting and spelling.
This afternoon will be the short writing, handwriting and spelling.
Monday, 10 May 2010
English : revision : text level
This afternoon we worked through all the possible genres that might crop up in tomorrows writing papers - we listed them and went through their main features.
We created a list of things we need to remember to get right or incluse in our writing in tomorrows tests.
We planned a narrative rriting piece called "Trapped"
After break we wrote the piece and were given times to pace writing
We created a list of things we need to remember to get right or incluse in our writing in tomorrows tests.
We planned a narrative rriting piece called "Trapped"
After break we wrote the piece and were given times to pace writing
Friday, 7 May 2010
Wednesday, 5 May 2010
English : revision : instruction writing : play scripts
Attempted short writing task from a real SATs paper - "Joes Boots"
three subheadings given - we bullet pointed instructions on
- how to use
- warnings
- how to care for
Went on to look at a play script long writing exercise from a previous SATs paper "Can I Stay UP?"
three subheadings given - we bullet pointed instructions on
- how to use
- warnings
- how to care for
Went on to look at a play script long writing exercise from a previous SATs paper "Can I Stay UP?"
Tuesday, 4 May 2010
English : revision : play scripts
Students worked in groups to create play scripts for a number of scenarios
- Gang Wars
- Lost and found
- Gang Wars
- Lost and found
ICT : databases
We continued to research our group of 60 animals and complete our individual databases with a view to merging all the information and learning how to interrogate the data set
Maths : revision : problems in words
We looked at a variety of two stage word problems from a number of Previous SATs papers and talked about how to extract the sum and a variety of ways of approaching the calculation including sketching it out
English : comprehension
Finishing off any incomplete and outstanding comprehension work from Key Comp 3
Friday, 30 April 2010
English : complex sentences
Working with
Although
Despite
In spite of
Because of
Whilst
And similar sentence beginnings
Rhetorical Questions
We completed a number of exercises in which two sentences were brought together as main and sub-ordinate clauses separated with connectives or flipped to be separated with commas
Although
Despite
In spite of
Because of
Whilst
And similar sentence beginnings
Rhetorical Questions
We completed a number of exercises in which two sentences were brought together as main and sub-ordinate clauses separated with connectives or flipped to be separated with commas
Maths : Problem Solving
We continued to work our way through a number of increasingly difficult one and two stage problems involving number but set in words.
Monday, 26 April 2010
English : Comprehension
Unit 31 Key Comp - Road Rage
this is a piece of persuasive writing. Note the sub-headings
We read through this piece as a group then went through a substantial amount of vocabulary
we completed the formal comprehension task
this is a piece of persuasive writing. Note the sub-headings
We read through this piece as a group then went through a substantial amount of vocabulary
we completed the formal comprehension task
Friday, 23 April 2010
Maths : data handling : mean mode median range
Today we spent our time completing the practice work in NHM pp 113 - 115.
Those children that completed the work in the text book began to create an exercise of their own in the style of the text book, making sure that the numbers worked...
Those children that completed the work in the text book began to create an exercise of their own in the style of the text book, making sure that the numbers worked...
English : word level : moving adverbs about
We created a number of sentences in groups of three and moved the adverb about so that it was at the beginning (with a comma), in the middle and at the end.
Students completing this task began a project to create a 15x15 wordsearch using adverbs from a given list
Students completing this task began a project to create a 15x15 wordsearch using adverbs from a given list
Thursday, 22 April 2010
English : complex sentences
Because of issues raised during this mornings lesson.
Short sentences are great for effect but we also need to do complex sentences.
Work on the position of adverbs and moving them from next to the verb to the beginning of a sentence with a comma.
Short sentences are great for effect but we also need to do complex sentences.
Work on the position of adverbs and moving them from next to the verb to the beginning of a sentence with a comma.
Science : Adaptation to the environment
Today we are beginning to look in more detail at the way a number of different creatures are adapted to their particular environments.
The desert rat
Has large ears to keep cool
has thin fur
has long tail and big toes to help moving about in sand
is active at night so has good hearing and eyesight.
The Seal
has a streamloned body
has small ears to reduce heat loss
has layers of fat
has webbed feet
has oily fur
The fish
has sensitive areas to 'smell' food
has a streamlined body
has fins
picks up vibrations from the water
breathes water
The frog
has protruding eyes and nostrils
has a wide mouth and sticky tongue
has areas sensitive to vibration
has lungs for fast breathing but also absorbs oxygen through its skin
has webbed feet for swimming
has powerful back legs for swimming and leaping
The worm
has soil coloured skin
absorbs oxygen through its skin
has bristles on its undersise for grip
has a pointed head
has no need for eyes
The woodlouse
has a flat body to crewl under stones
has antennae to detect vibrations
has protective 'armour' to stop it drying out
can curl into a ball
The desert rat
Has large ears to keep cool
has thin fur
has long tail and big toes to help moving about in sand
is active at night so has good hearing and eyesight.
The Seal
has a streamloned body
has small ears to reduce heat loss
has layers of fat
has webbed feet
has oily fur
The fish
has sensitive areas to 'smell' food
has a streamlined body
has fins
picks up vibrations from the water
breathes water
The frog
has protruding eyes and nostrils
has a wide mouth and sticky tongue
has areas sensitive to vibration
has lungs for fast breathing but also absorbs oxygen through its skin
has webbed feet for swimming
has powerful back legs for swimming and leaping
The worm
has soil coloured skin
absorbs oxygen through its skin
has bristles on its undersise for grip
has a pointed head
has no need for eyes
The woodlouse
has a flat body to crewl under stones
has antennae to detect vibrations
has protective 'armour' to stop it drying out
can curl into a ball
Maths : data handling : mean
We recapped terminology from previous lessons - range, mode, median.
We introduced the concept of the mean and learnt that it can also be known as the average.
We learnt how to calculate the mean of a group of numbers by adding them up and dividing by the number of numbers you started with.
We practised this on the whiteboard with examples of pets, goals scored, etc..
We worked the example questions in NHM orally to make sure we all understood.
We completed p 114 of NHM and went on to the work on means o115.
Finishers created questions in the style of NHM questions for others to do.
We introduced the concept of the mean and learnt that it can also be known as the average.
We learnt how to calculate the mean of a group of numbers by adding them up and dividing by the number of numbers you started with.
We practised this on the whiteboard with examples of pets, goals scored, etc..
We worked the example questions in NHM orally to make sure we all understood.
We completed p 114 of NHM and went on to the work on means o115.
Finishers created questions in the style of NHM questions for others to do.
English : revision : narrative writing
Today we have dissolved into groups.
Each group looked at their pieces of work and compared them to the list we created earlier in the week.
The purpose of the exercise is to learn to recognise errors in the writing and to make suggestions as to how a piece of work could be improved.
we need to learn to use description to expand our narrative; adding in adverbs and adjectives, opportunities for the use of similes... etc.
We dealt with the writing one paragraph at a time and slowly improved the whole piece.
The new piece was re-written for comparison and presentation before moving on to the next student's piece of work
Each group looked at their pieces of work and compared them to the list we created earlier in the week.
The purpose of the exercise is to learn to recognise errors in the writing and to make suggestions as to how a piece of work could be improved.
we need to learn to use description to expand our narrative; adding in adverbs and adjectives, opportunities for the use of similes... etc.
We dealt with the writing one paragraph at a time and slowly improved the whole piece.
The new piece was re-written for comparison and presentation before moving on to the next student's piece of work
Wednesday, 21 April 2010
Science : Adaptation
Today we learnt that although humans can live in any environment from desert to arctic, plants and animals are uniquely adapted to the environment in which they live.
We looked at the features that a number of plants and animals and the specific traits they have developed to cope within their habitats.
We looked at features of the otter, birds, frogs, squirrels, and cactuses
Students created an eight panel comic style page recording and depicting the information we have been considering
We looked at the features that a number of plants and animals and the specific traits they have developed to cope within their habitats.
We looked at features of the otter, birds, frogs, squirrels, and cactuses
Students created an eight panel comic style page recording and depicting the information we have been considering
Maths : data Handling : calculating the mean
We reviewed hoe to calculate the mean of a group of numbers by adding the numbers together and dividing by the number of numbers that there are.
We did several examples together as a class and then went on to complete p 114 of NHM 6 for prectice
We did several examples together as a class and then went on to complete p 114 of NHM 6 for prectice
English : Revision : Narrative writing
Yesterday we begun to write a narrative piece about an Easter Adventure.
This morning we have completed that piece.
We tried to take into account all of the skills and techniques that we listed yesterday and use as many of them as appropriate.
This morning we have completed that piece.
We tried to take into account all of the skills and techniques that we listed yesterday and use as many of them as appropriate.
Tuesday, 20 April 2010
DT : research and presentation
As this Friday is St Georges Day we have researched the story of George and the Dragon, created collaborative images and produced text for display materials with a view to presenting our findings in whole school assembly.
ICT : researching and making a database in Excel
Today we began the first stage of creating a searchable/sortable
database in MS Excel.
We created a table detailing a number of the different attributes that
we could consider in animals including name, habitat,weight, colour,
class(reptile, mammal etc),blood,food,young, length, height, skin,
legs, wings and lifespan lifespan
We used the All About Animals by Northumberland NGfL to research the
details of a large group of animals
database in MS Excel.
We created a table detailing a number of the different attributes that
we could consider in animals including name, habitat,weight, colour,
class(reptile, mammal etc),blood,food,young, length, height, skin,
legs, wings and lifespan lifespan
We used the All About Animals by Northumberland NGfL to research the
details of a large group of animals
We found that some of the information we needed was not in AAA so we
used Google to top up our information
We saved and named our work to continue at another Time
Maths : Data Handling : range, mode, median
We recapped the methods for discovering the range, mode and median of
a group of numbers
a group of numbers
We completed the exercises on pp114 of NHM6
English : Revision
We created a class list and reviewed all of the things we have learnt
about that will help us to improve our weiting including:
about that will help us to improve our weiting including:
Stuff to remember when doing 'long writing'.
Level 2
Capital letters and full stops.
Level 3
Nouns with adjectives separated by commas
Strong verbs and adverbs
Paragraphing
Inverted commas used sometimes correctly
Question marks
Exclamation marks
There , they?re and their
Was and were
Capital letters for proper nouns
Commas
Correct use of tenses and persons
Level 4
Similes
Good paragraphing
Inverted commas used correctly
Apostrophes used correctly
Ellipses
Brackets
Pun
Level 5
Metaphors
Colon
Semi colon
Hyphen
Monday, 19 April 2010
Maths : revision
We worked through SATs Paper A from 1998 explaining all the tricks
traps and pitfalls and verbalising the ways in which each question
might be tackled.
Emphasis was aced on Reading the question thoroughly and making use of
concrete operations where appropriate.
Reiterated that questions could be read aloud if requested and that
there is time if you don't panic!!
traps and pitfalls and verbalising the ways in which each question
might be tackled.
Emphasis was aced on Reading the question thoroughly and making use of
concrete operations where appropriate.
Reiterated that questions could be read aloud if requested and that
there is time if you don't panic!!
Maths : data handling range, mode, medial
We learnt that the
Range is the difference between the largest and the smallest number
Mode is the most common number
Median is the middle number
Range is the difference between the largest and the smallest number
Mode is the most common number
Median is the middle number
Working on the interactive whiteboard. The students did a survey on
the number of pets they have.
We took the numbers and rewrote them in order,
We looked at the largest number and the smallest number and subtracted
to find the range.
We then looked to see which number appeared most often to find the mode
We then crossed numbers off each end of our list until we were left
with one number in the middle to find the mode.
For practice we did NHM6 pp113
English ; Comprehension
Key Comp 3 Unit 30 - Sam
We read the passage individuly then re-read it for vocabulary.
We answered all the questions orly and from memory.
We spoke about questions where a simple yes/no answer seems to be
required, but in fact both answers can be right depending upon point
of view - expressing your point of view well is what gets marks awarded
Stus
De ts completed the questions
We read the passage individuly then re-read it for vocabulary.
We answered all the questions orly and from memory.
We spoke about questions where a simple yes/no answer seems to be
required, but in fact both answers can be right depending upon point
of view - expressing your point of view well is what gets marks awarded
Stus
De ts completed the questions
Work with a thesaurus needed
Thursday, 1 April 2010
Tuesday, 30 March 2010
ICT : Grids
Following up on our work on symmetry and tha making of worksheets we
have decided to produce more sheets but this time with the aid of our
computers...
have decided to produce more sheets but this time with the aid of our
computers...
We used the Drawing tools in MS Word.
We turned on the Grid and adjusted it to 1cm by 1cm
We snapped the objects to the grid
We found that the gridlines did not print so we needed to create the
boxes and grids for the symmetry work.
We used the box tool to create boxes and made grey grids inside them
Made the lines of the shapes bolder to make them stand out on the page.
We learnt how ro recognise and overcome issues on our computers by
thinking about ways to get round the issues using what we know our
computers will do - workrounds
Maths : Symmetry
We looked at reflective symmetry and practised identifying lines of symmetry.
Those completing all the set work created symmetry sheets to be
completed by others.
ICT : Completion of Projects
As our classroom chairs were used for the Easter assembly we took the
opportunity to go to the ICT suite to make sure all of our open
projects were completed and saved
opportunity to go to the ICT suite to make sure all of our open
projects were completed and saved
Monday, 29 March 2010
Science : Classification : Keys
We looked at the way unknown creatures can be identified by following the yes/no rout through a key.
We completed an example distingushing between a number of vertebrates including a mammal, a fiss, a reptile, a bird and an amphibian.
We completed a second example distingushing between a number of invertebrates
In our final example we used a selection of invented creatures to secure the principle.
Our next step will be to create keys of our own
Maths : Percentages
We recapped the method for calculating percentages of numbers.
We completed a number of practice sums to secure the method both paper and pencil and with a calculator
English : comprehension
Students are all now working independently on a variety of the
remaining units in Key Comp 3
All comprehensions marked immediately on completion and immediate
feedback is given
remaining units in Key Comp 3
All comprehensions marked immediately on completion and immediate
feedback is given
Wednesday, 24 March 2010
English : Biography
From a former SATs paper students attempted to create a fictitious biography for Pip Davenport.
All the features of a biography were discussed.
3rd person
Chronological order
We also discussed needing to
All the features of a biography were discussed.
3rd person
Chronological order
We also discussed needing to
Tuesday, 23 March 2010
Maths : Problems with words (2)
Continuing with the document we created using Test Base which contained all of the Level4 questions from all the old SATs papers.
We brought each question up in turn and completed it on an individual basis
Once we all had an answer we would consider the method used to solve
the problem.
We discovered that the actual maths was quite simple once we had unravelled the problem.
The problems were often in two steps.
We pointed out more of the tricks and traps used by the testers to misdirect pupils.
English : Comprehension
Unit 25 - Rosie and the Boredom Eater
Students continure to work collaboratively in their reading groups.
Students continure to work collaboratively in their reading groups.
Re-read the passage and reviewed all questions answered to date.
Continued to discus and collaborate to assemble a group response to
each question.
Once complete group answers are submitted then students return to
their places to complete the activity individually
Monday, 22 March 2010
Science : Classification : Plants
Continuing from last weeks work on animals we considered the world of plants.
We divided plants initially into two categories.
Flowering and non-flowering.
We further sub-divided these categories
Flowering
Grasses
Cereals
Shrubs
Deciduous trees
Non Flowering
Algae
Conifer Trees
Ferns
We discussed the difference between deciduous and evergreen
We linked to deciduous teeth in babies...
Students created an illustrated A4 revision guide as a mmory aid to remind them of these classifications
Maths : Problems in Words
This has been identified as being a problem area during recent assessment.
We created a document using Test Base which contained all of the
Level4 questions from all the old SATs papers.
Together we brought each question up in turn and completed it on an
individual basis
Once we all had an answer we would consider the method used to solve
the problem.
We discovered that the actual maths was quite simple once we had
unravelled the problem.
The problems were often in two steps.
We pointed out some of the tricks and traps used by the testers to
misdirect pupils.
English : comprehension
Unit 25 - Rosie and the Boredom Eater
Students read this piece collaboratively in their reading groups.
After sufficient reading one student adoped the role of teacher and
led discussion about the question, recording group answers in full
sentences
The role of "teacher" could be rotated.
Once group answers had been completed students returned to individual
desks, each to complete the exercise in his/her own book.
Students read this piece collaboratively in their reading groups.
After sufficient reading one student adoped the role of teacher and
led discussion about the question, recording group answers in full
sentences
The role of "teacher" could be rotated.
Once group answers had been completed students returned to individual
desks, each to complete the exercise in his/her own book.
Friday, 19 March 2010
Maths : Probability
Completed probability exercises that were worked through and discussed yesterday.
English : Complex Sentences
Some examples given of what constitutes a simple sentence and what constitutes a complex sentence
Modelled how to convert a simple sentence into a complex one by
- adding more detail (clauses)
- "flipping"
Using the words listed yesterday construvted a complex sentence for each word.
finishers to consider Key Comp Bk 4 Unit 1 - harder comprehensions
Modelled how to convert a simple sentence into a complex one by
- adding more detail (clauses)
- "flipping"
Using the words listed yesterday construvted a complex sentence for each word.
finishers to consider Key Comp Bk 4 Unit 1 - harder comprehensions
Thursday, 18 March 2010
Science : Classification : Invertebrates
We talked about the way that scientists group living things into groups.
We talked about a number of groups following on from our ICT lesson,
We considered invertebrates
Insects - 6 legs, three body parts
Arachnids - 8 legs, body parts
Molluscs - slimy foot, sometimes have a shell
Students created an A4 revision guide for these classifications
Science : Classification : Vertebrates
We talked about the way that scientists group living things into groups.
We talked about a number of groups following on from our ICT lesson.
We considered
Fish - breathe with gills, eggs in water, fins and scales, cold blooded
Amphibians - born with gills, develop lungs, eggs in water, damp skin, cold blooded
Repitles - lungs, eggs on land, dry scaly skin, cold blooded
Birds - lungs, feathers, hard shells on eggs, warm blooded
Mammals - fur hair, lungs, live young, warm blood, milk
Students created an A4 revision guide for these classifications
Maths : Probability
Reviewed all the information we learnt yesterday about the language of
probability....
probability....
Impossible, unlikely, even chance, likely, certain.
We talked through a number of scenarios and discussed them in terms of this vocabulary.
We found that some things that were likely for some people were unlikely for others.
We talked about putting a numerical value to probability.
Examples we used initially were a coin toss, dice, playing cards.
We continued to divine a method based on fractions to express the probability. eg if there are 2 possible outclmes and one actual outcome the probability is 1 in 2 or 1/2 - also expressed as 0.5 or 50%
We applied this method to dice and playing cards
We looked at a variety of different scenarion snd as a class discussed number of word problems including questions on probability
English : complex sentences and the suffix '-ful'
We have noted that words ending in - ful are often mis-spelt by the class.
We started off by identifying a list of rootworfs that can take the suffix -ful
We made a ass list on the whiteboard.
Each student chose a root word in turn and added the suffix before verbally placing it in context in a sentence.
We considered the instances where the adding of the suffix altered the spelling of the root word.
We modes the "flipping" of simple sentences to turn them into complex sentences and introduced some useful phrases of relation and causality
Although....
Because ...
Whilst...
So that....
We started off by identifying a list of rootworfs that can take the suffix -ful
We made a ass list on the whiteboard.
Each student chose a root word in turn and added the suffix before verbally placing it in context in a sentence.
We considered the instances where the adding of the suffix altered the spelling of the root word.
We modes the "flipping" of simple sentences to turn them into complex sentences and introduced some useful phrases of relation and causality
Although....
Because ...
Whilst...
So that....
Wednesday, 17 March 2010
Design Technology : Boxes and Cards
Students are finishing off the construction of the hexagonal boxes to be used to hold Easter eggs as a gift.
Students completing their boxes can line them with tissue.
Students completely lining boxes started on the design of a suitable card to give to a loved one.
Students completing their boxes can line them with tissue.
Students completely lining boxes started on the design of a suitable card to give to a loved one.
Maths : Probability
Full mental maths test.
Completion of work on probability begun yesterday
NHM P 122
Finishers attempted to create probability questions in the style of the text book for others to do. Pupils worked in pairs and discussed the answers.
Completion of work on probability begun yesterday
NHM P 122
Finishers attempted to create probability questions in the style of the text book for others to do. Pupils worked in pairs and discussed the answers.
English : Narrative writing
Before we did any writing we discussed again all the features of
writing that are displayed at a variety of levels 2-5
We discussed paragraphing
Students were given a story beginning and asked to develop it, based
on an Easter theme
Whilst tjestudents were writing they were caled individually in turn
to receive feedback on yesterdays comprehension.
writing that are displayed at a variety of levels 2-5
We discussed paragraphing
Students were given a story beginning and asked to develop it, based
on an Easter theme
Whilst tjestudents were writing they were caled individually in turn
to receive feedback on yesterdays comprehension.
Tuesday, 16 March 2010
ICT : Creation of a paper database
We created and populated a paper database with six fields and 30 records.
Each database has to have
10 mammals
5 birds
2 amphibians
2 snakes
4 fish
6 insects
2 arachnids
Each database has to have
10 mammals
5 birds
2 amphibians
2 snakes
4 fish
6 insects
2 arachnids
Anyone completing this can then list animals in alphabetical order
ICT : Databases
We opened Excel and began a list of animals
We are using 6 columns
Each column contained different data:
Animal - Group - Limbs - Skin - Birth - Blood
We did some work on classification identifying the characteristics of each animal group
Mammals - hair/fur milk live young warm blood..
Birds - feathers, eggs, warm blood..
Amphibians... slimey skin, eggs, cold blood...
Snakes... scales eggs no legs...
Fish... scales eggs cold blood
Arachnids... eight legs...
We printed the list for distribution
We are using 6 columns
Each column contained different data:
Animal - Group - Limbs - Skin - Birth - Blood
We did some work on classification identifying the characteristics of each animal group
Mammals - hair/fur milk live young warm blood..
Birds - feathers, eggs, warm blood..
Amphibians... slimey skin, eggs, cold blood...
Snakes... scales eggs no legs...
Fish... scales eggs cold blood
Arachnids... eight legs...
We printed the list for distribution
Maths : Probability
We introduced the language of the concept of probability
Impossible -> unlikely -> likely -> certain
We discussed a number of scenarios suggested their probability.
We introduced the concept of even chance
We learnt that probability expressed as a number can be be a
ratio 1:5
fraction 1/5
percentage 20%
NHM Pp 122, 123
In passing we revised the following vocabulary
Prime numbers
Square numbers
Triangular numbers
Factors
Multiples
English : Comprehension
Unit 24 : Bad News
Students read the piece in their reading pairs and threes.
They identified any difficulties they were having with vocabulary and
we discussed them.
There are many apostrophes in this piece - we considered each one and
developed strategies for deciding whether each one was an apostrophe
of possession or omission.
We considered each question as a group - questions now contain higher
degrees of inference and deduction - we asked "how do you know..."
whensver appropriate.
Students completed the formal comprehension.
Wednesday, 10 March 2010
RE : The Easter Story
In a question and answer session we reconstructed the Easter story from the fragments that were remembered by the class
We read an account of the story together
We discussed Easter customs and the Easter calendar including Palm Sunday, Good Friday, Easter Sunday ans Ascension Day as well as Easte symbols such as the egg being a symbol of new life
We read an account of the story together
We discussed Easter customs and the Easter calendar including Palm Sunday, Good Friday, Easter Sunday ans Ascension Day as well as Easte symbols such as the egg being a symbol of new life
SATs countdown 28 days to go
Today we completed a formal comprehension in an examination environment in the school hall.
The students had 15 minutes to read the scripts than 45 minutes to clmplete the answer booklets
The students had 15 minutes to read the scripts than 45 minutes to clmplete the answer booklets
Design Technology : Cards and boxes...
Students worked to complete their mothers day cards for the weekend (ssh don't tsell mum) and continued to produce their gift boxes ready for Easter
Maths: SATs countdown 28 days to go
Mental arithmetic test deployment and recording of results
We looked at the feedback from the results of the 2009 test administered this week
we discussed individual targets for the real tests
Many childre have moved on and progressed well in excess of expeccted progress and we celebrated their success
We looked at the feedback from the results of the 2009 test administered this week
we discussed individual targets for the real tests
Many childre have moved on and progressed well in excess of expeccted progress and we celebrated their success
Tuesday, 9 March 2010
SATS countdown 29 days to go
Worked through all of the questions in the Maths 2009B paper.
Explained easy methods that were not obvious when using a calculator.
Will deal withatters arising in subsequent lessons.
Informed students of results
The vast majority of students have made between 1 and 3 sunlevels
progress since December
This represents 8 to 24 months progress made in three months.
Congratulated class on their efforts and discussed final targets for
May's tests.
Re focussed target groups online wit current attainment
Today was a good day.
Explained easy methods that were not obvious when using a calculator.
Will deal withatters arising in subsequent lessons.
Informed students of results
The vast majority of students have made between 1 and 3 sunlevels
progress since December
This represents 8 to 24 months progress made in three months.
Congratulated class on their efforts and discussed final targets for
May's tests.
Re focussed target groups online wit current attainment
Today was a good day.
ICT : basics of animation
Students created their own version of the kiss animation.
Once basic animation sequence was complete the students experimented
by adding dialogue in speech bubbles and changing backgrounds.
Once basic animation sequence was complete the students experimented
by adding dialogue in speech bubbles and changing backgrounds.
ICT : basics of animation
Using PowerPoint we demonstrated how to create a form of stop motion
animation using auto advancing of slides and a variety of transitions
We created a film called the kiss - two circles move towards each
other and as they touch a heart appears and floats out of the top of
the screen. The stage then fades to black.
animation using auto advancing of slides and a variety of transitions
We created a film called the kiss - two circles move towards each
other and as they touch a heart appears and floats out of the top of
the screen. The stage then fades to black.
SATS countdown 29 days to go
This morning students were gathered on the school hall to atempt the
2009 maths paper B
2009 maths paper B
Papers will be marked and note will be taken of issues arrising and
these will be addressed in an ongoing programme of revision between
now and when the real tests are administered in May.
Monday, 8 March 2010
SATS countdown 30 days to go
Early afternoon was spent exchanging old desks for new ones arrived today.
Once we finally got down to work we looked at each question in turn and debriefed wrong answers pointing out where mistakes had been made
All students had more than one instance of misreading or misinterpretation of the questions.
Most agreed that by being careful they could have increased their scores significantly
Once we finally got down to work we looked at each question in turn and debriefed wrong answers pointing out where mistakes had been made
All students had more than one instance of misreading or misinterpretation of the questions.
Most agreed that by being careful they could have increased their scores significantly
SATS countdown 30 days to go
Mental arithmetic SATs tesst from 2009
We began to consider the questions from the 2009 SATs A test completed earlier
Major problems with careful reading of the questions
Pointed out that the maths was simple once you had actually extracted the sums from the text.
Pointed out the tricks and traps that examiners use to catch you out
We began to consider the questions from the 2009 SATs A test completed earlier
Major problems with careful reading of the questions
Pointed out that the maths was simple once you had actually extracted the sums from the text.
Pointed out the tricks and traps that examiners use to catch you out
SATS countdown 30 days to go
This morning students were gathered on the school hall to atempt the
2009 maths paper A.
2009 maths paper A.
Papers will be marked and note will be taken of issues arrising and
these will be addressed in an ongoing programme of revision between
now and when the real tests are administered in May.
Issues arising:
Factors
Parallel lines
Reading Scales
Translating fractions into a linear mode
Reading questions carefully
Increase decrease
How many more
Carelessness
Friday, 5 March 2010
Maths : Co-ordinates
Continuation of work on co-ordinates in 4 quadrants
Students were presented with an exercise in which shapes were drawn by plotting co-ordinates then joining them using straight lines
On completion of the exercise students were charged with reverse engineering the worksheet to understand how to create one of their own
Shapes were drawn onto a grid
The positions of vertices were plotted for each shape and recorded
The grid was emptied leaving only co-ordinates
Students were presented with an exercise in which shapes were drawn by plotting co-ordinates then joining them using straight lines
On completion of the exercise students were charged with reverse engineering the worksheet to understand how to create one of their own
Shapes were drawn onto a grid
The positions of vertices were plotted for each shape and recorded
The grid was emptied leaving only co-ordinates
English : Addressing a few points arising from written work
Apostrophes
Omission - recap use and give examples where apostrophe is NOT used
- pain't, wi'll... Etc
Posession - confusion arising from pluralisation of nouns:
Dog
Dogs
Dog's
Dogs'
Dealing with the dropping of the second s when a word ends in s -
either plurals or nouns that end in s - Jesus'
Wh words
Who
What
When
Where
Why
Which
Whatever
Whenever
Etc....
Omission - recap use and give examples where apostrophe is NOT used
- pain't, wi'll... Etc
Posession - confusion arising from pluralisation of nouns:
Dog
Dogs
Dog's
Dogs'
Dealing with the dropping of the second s when a word ends in s -
either plurals or nouns that end in s - Jesus'
Wh words
Who
What
When
Where
Why
Which
Whatever
Whenever
Etc....
Thursday, 4 March 2010
Science : Healthy Living
Each student used the information discussed in the previous lesson to create an A4 revision guide covering the topics we have mentioned
Science : Healthy Living
Today we touched on the subject of drugs.
We learned that a drug is a substance that alters the way in which your body functions
We discussed drugs that are legal and drugs that are illegal.
We discussed the fact that drugs can be beneficial or harmful.
We talked about four major drug groups:
Tobacco
Alcohol
Solvents
medicines (including illegal substances)
We discussed each of these in turn and spoke at length about the effects that taking each of them would have on your body and whether the effect wouls be beneficial or harmful
We learned that a drug is a substance that alters the way in which your body functions
We discussed drugs that are legal and drugs that are illegal.
We discussed the fact that drugs can be beneficial or harmful.
We talked about four major drug groups:
Tobacco
Alcohol
Solvents
medicines (including illegal substances)
We discussed each of these in turn and spoke at length about the effects that taking each of them would have on your body and whether the effect wouls be beneficial or harmful
Maths : Co-ordinates
We introduced the concept of four quadrants
We identified the axes - x and y
We remember which is which by remembering that X is a cross (across!!)
On axes from - 7 to 7 on the x adis and from -6 to 6 on the y axis
place and plot the positions of the letters of the alphabet.
We identified the axes - x and y
We remember which is which by remembering that X is a cross (across!!)
On axes from - 7 to 7 on the x adis and from -6 to 6 on the y axis
place and plot the positions of the letters of the alphabet.
Students completing this task create a worksheet for others by
creating q similar document from scratch then adding instructions on
how to plot the letters.
English : Comprehension
Unit 22 - Loll's first day
This unit was read aloud by the students initially.
We went through the passage a second time picking out vocabulary
thrust
rabble
rodeo
smouldrring
veteran
ruthless
The story hinges on a pun.- a play on words.
The word in the text that has two meanings is 'present'
We explored the two meanings of present and how the confusion had
arisen.
We discussed puns in general and gave many more examples before the students completed the formal comprehension
This unit was read aloud by the students initially.
We went through the passage a second time picking out vocabulary
thrust
rabble
rodeo
smouldrring
veteran
ruthless
The story hinges on a pun.- a play on words.
The word in the text that has two meanings is 'present'
We explored the two meanings of present and how the confusion had
arisen.
We discussed puns in general and gave many more examples before the students completed the formal comprehension
Thursday, 25 February 2010
Maths : Long multiplication + decimal subtraction
More practice and help on the above - many more now "remembering" the methods with pencil and paper
Decimal subtraction - importance of place value and inserting place holders
Decimal subtraction - inverse operation
Decimal subtraction - importance of place value and inserting place holders
Decimal subtraction - inverse operation
English : Speaking and Listening : Comprehension
Unit 22 - The longest journey in the world
We initially read the poem through together then children were allowed 10 minutes to re read individually.
After this we paired up re read and discuss the questions, appropriate answers and where in the poem is the text that informed answers.
In pairs students role played being the "teacher" and the "pupil" mirroring the question response techniques we have modelled in previous sessions.
After 10 - 15 minutes the groups merged to compare answers and discuss further.
After this process was complete the groups split up and began the formal answering of the questions in writing.
During this process children were seen individually and yesterdays diary work was considered, children were told an approximate grade and mentored as to how to improve their writing.
Issues Arising...
Paragraphing
homophones (again!!)
Concentration issues
Purpose and Organisation - ie FINISHING IN TIME
We initially read the poem through together then children were allowed 10 minutes to re read individually.
After this we paired up re read and discuss the questions, appropriate answers and where in the poem is the text that informed answers.
In pairs students role played being the "teacher" and the "pupil" mirroring the question response techniques we have modelled in previous sessions.
After 10 - 15 minutes the groups merged to compare answers and discuss further.
After this process was complete the groups split up and began the formal answering of the questions in writing.
During this process children were seen individually and yesterdays diary work was considered, children were told an approximate grade and mentored as to how to improve their writing.
Issues Arising...
Paragraphing
homophones (again!!)
Concentration issues
Purpose and Organisation - ie FINISHING IN TIME
Wednesday, 24 February 2010
Design Technology :
We are beginning to design and create a box with a lid that can be filled with small chocolate eggs used as a present for Easter... shhhh!
Maths : Emergency Revision of Long Multiplication!
All students had their weekly mental arithmetic test.
During follow up work it became apparent then the technique of long multiplication had been "lost" by a number of the group.
We recovered the technique, explaining how two separate sums were combined into a single paper and pencil method.
We completed a number of examples then students practised individually.
Anyone wanting to do more at home click here for more sums (with answers, Mum!!)
During follow up work it became apparent then the technique of long multiplication had been "lost" by a number of the group.
We recovered the technique, explaining how two separate sums were combined into a single paper and pencil method.
We completed a number of examples then students practised individually.
Anyone wanting to do more at home click here for more sums (with answers, Mum!!)
English : Diary Writing
We briefly recalled the various genres we have already covered - non chronological report, chronological report, narrative, letters, instructions, etc.
Introduced genre of diary writing.
We listed the features of diary writing
Writtin in first person
Chronological
May express feelings or opinions
We looked at a former SATs paper in which students were asked to write two conflicting diary entries for a brother and sister attending the same event. In liked it and one didn't.
We discussed a method of approach which would enable us to represent two differing points of view.
Students were ginen the statutory ?SATs 45 minutes to complete the task - focus on Purpose and Organisation
Introduced genre of diary writing.
We listed the features of diary writing
Writtin in first person
Chronological
May express feelings or opinions
We looked at a former SATs paper in which students were asked to write two conflicting diary entries for a brother and sister attending the same event. In liked it and one didn't.
We discussed a method of approach which would enable us to represent two differing points of view.
Students were ginen the statutory ?SATs 45 minutes to complete the task - focus on Purpose and Organisation
Tuesday, 23 February 2010
ICT 2 : Using the internet to search large databases and to interpret information
Students were given free reign to use any internet resources available.
They found that a single search failed to provide them with all of the information.
They needed to use a combination of search tools and refine their search terms in order to access all the information available
Some of the tools used included:
Google.com
Wikipedia.com
Answers.com
Wikianswers.com
Bing.com
Yahoo.com
They found that a single search failed to provide them with all of the information.
They needed to use a combination of search tools and refine their search terms in order to access all the information available
Some of the tools used included:
Google.com
Wikipedia.com
Answers.com
Wikianswers.com
Bing.com
Yahoo.com
ICT 1 : Using the internet to search large databases and to interpret information
We began by identifying all the continents of the world on a map.
We marked North America, South America, Europe, Asia, Africa, Australasia and Antarctica on an outline map on our interactive whiteboard.
the students were told that their task would be to look at rivers in the world and to find the five longest rivers for each continent except Antarctica (all frozen!!)
For each river students are required to find the following data
Name
ContinentCountry of Source
Counntry of Mouth
Length in Km
Length in Miles
Sea it flows into
On the interactive whiteboard we created a spreadsheet ot store the data and created a template so that we could all populate our own individual datamase with the information we found.
We marked North America, South America, Europe, Asia, Africa, Australasia and Antarctica on an outline map on our interactive whiteboard.
the students were told that their task would be to look at rivers in the world and to find the five longest rivers for each continent except Antarctica (all frozen!!)
For each river students are required to find the following data
Name
ContinentCountry of Source
Counntry of Mouth
Length in Km
Length in Miles
Sea it flows into
On the interactive whiteboard we created a spreadsheet ot store the data and created a template so that we could all populate our own individual datamase with the information we found.
Maths : Percentages - decimals - fractions : converting
We tried to get across that fractions, decimals and percentages are
simply a way of expressing the same thing - ie parts of a whole.
To do this we converted fractions to decimals to percentages
To convert a fraction to a decimal:
numerator divided by denominator = decimal
To convert the resulting decimal to a percentage
decimal x 100 = percentage
Thi8s was trialled on a calculator and we completed a sheet of
fraction conversions ranging from 1/2 to 7/8
Extension : those completing the sheet with a calculator attempt the
same exercise without a calculator!!
English : spelling : homophones
We looked at some commonly confused homophones
by bye
write right
blew blue
sea see
by bye
write right
blew blue
sea see
We placed the words on our whiteboard and decided what kind of word
they might be - noun,verb, adjective (and 1 preposition)
We constructed definitions for each of the words to clarify their
meaning and associate the meaning with the spelling
Students constructed two sentences for each of he words to demonstrate
their grasp of the subject matter.
Those that completed went on to attempt ex 20 & 21 from learning
targets for literacy.
Extension work - write a short paragraph containing all the target words.
Monday, 22 February 2010
Science : healthy eating : designing a healthy menu
The students were asked to create a labelled, graphical representation
of a menu for one whe week.
Each plate has space for a main course, a starter and a drink.
All the food groups must be represented on each plate.
No individual food may be used more than once in the week.
of a menu for one whe week.
Each plate has space for a main course, a starter and a drink.
All the food groups must be represented on each plate.
No individual food may be used more than once in the week.
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