As part of our work on 2D and 3D shape, we carried out shape investigations. We split into groups for 3 different learning activities.

1. We used modelling materials to create 3d shapes and identified the properties of each using correct mathematical vocabulary.
2. We identified the properties of 2D shapes including parallel and perpendicular lines, right angles and acute and obtuse angles. We then used these properties to sort our shapes using a enn diagram.
3. We investigated nets of 3d shapes by recognising the number and shape of faces. We discovered that there are many different ways to draw the net of a cube.

As part of our workon shape, we carried out a number of shape investigations.

1. We used modelling materials to create 3d shapes and described their properties using correct athematical vocabulary.
2. We identified the properties of 2D shapes including parallel and perpendicualr lines and right, acute and obtuse angles. We then soretd the shapes using a Venn diagram.
3. We identified 3D shapes from their nets. We discovered that there are many different ways to draw the net of a cube.

Year 5 have had an interesting start to their new science topic- the life cycle of plants and animals. They began by sharing ideas and sorting statements to order the reproductive cycle of a flower. They then used magnifying glasses to investigate the structure of a flower in more detail and identify the female and male organs. By the end of the lesson, they had dissected a flower and were able to identify each part using their new scientific language.

Year 5 have had a great start to their topic of stargazing.

The moon is a central part of myths across different countries and cultures as people seek to explain the wonder of day and night, the changing shape of the moon and the array of stars and constellations. Children read the Chinese legend of Chang-e, the Inuit myth of Annigan, the moon god, and the Aztec myth of Tecciztecatl and discussed what they might be explaining. This helped the children to then write their own moon myths.

As part of this study of the moon, the children created moon pictures using both chalks and paint to represent the surface of the moon.

The results are amazing and an inspiring start to our topic.

This week Year 5 have been working hard to prepare a Remembrance assembly. Children not only prepared speeches explaining the history of Remembrance Sunday and the significance of the poppy, but also took the school back in time to meet characters from WW1. In this way, they were able to help children think more deeply about the effect of war and the impact on real lives.

It was a thoughtful occasion and the children did incredibly well, learning their speeches and poetry and presenting their work with clear and confident voices.

Last week was Book Week and the focus was non-chronological reports. In year 5, we decided to write about Egyptians, but in the style of Horrible Histories. After reading a range of information texts to retrieve facts, we wrote our own reports using headings and sub-headings. We chose our favourite section to redraft and added  illustrations.

Did you know Egyptians often fed the brains of bodies they were mummifying to the cat? Crazy, but true.

Have a look at our finished writing and art work.

This week, we continued our work with forces in science by investigating water friction.

In teams of 3, we created tinfoil boats with 3 different shape fronts; flat front, round front and triangular front. We used a fan to provide wind and timed how long each boat took to sail across our ‘lake’. The slower the boat, the greater the water friction.

When we had gathered our results, we decided on the best design for a boat.

This half term, Year 5 are writing warning stories. To help with this, there has been a lot of drama, exploring characters , reading warning stories and talking as they get to know the text. Today, children worked in groups to act out the story, using a narrator to add their descriptions. I am sure their written work next week will reflect the hard work they have put in.