Thanks so much to all who baked, bought, donated and helped out! Our Bake Sale was a huge success!
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Today, the children in Year 4 explored, discussed and debated a range of photographic sources of evidence with the aim of identifying the significance of historic coronation events for British citizens of the past.
We first explored the Timeline of British Coronations over the last 200 years and utilised our mathmatical skills to determine the length of each British monarch’s reign.
In teams, we then explored, discussed and grouped our sources of evidence in a range of ways:
Photographic evidence
Paintings and portraits
Black and white photographic evidence
Colour photographic evidence
Celebratory images
Comparisons were made in relation to the validity of photographic evidence with that held within paintings of a monarch’s coronation. From this, the children deduced that paintings of historic coronations may not be a true representation of the event as some of the detail could have been enhanced or omitted by the artist; whereas the more modern photographic evidence provides a truer representation of each event due to it being recorded instantly.
Further observations of the ways in which British citizens celebrated historic coronations as a nation over time allowed the children to identify that each celebration was similar in that people dressed smartly, a special feast was shared and that communities were decorated with flags and bunting to honour the monarch of their time.
To complete our lesson the children then created a group mindmap to identify ways in which they will celebrate the coronation of our monarch – King Charles III on Saturday 6th May 2023.
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- Wear red, white and blue
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- Street parties and Barbeques
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- Bunting and Flags
From this, we were able to infer why the upcoming coronation of King Charles III continues to be an important event within British society today and deduced that it is an event which many British citizens continue to take pride in celebrating as a nation just like the historic celebrations of past monarchs were for our ancestors.
This afternoon, four children from Mr Morgan’s class represented Christopher Pickering in the school’s first every chess fixture.
After studying chess every Tuesday afternoon for the last term, we have now entered into the Hull District Junior Chess League. This afternoon was our first fixture against Hymers College. The games should be held remotely from schools, but as this was our first time playing online, Hymers were kind enough to invite us down to their school to help us get to grips with the online game system.
It was a steep learning curve for our children against some talented Y6 players from Hymers. Unfortunately, apart from one draw, our children lost their games. However, they were enthusiastic and showed real resilience and willingness to improve.
Thank you to the children of Hymers for being so supportive and kind to our Y4s – we hope to play you again soon!
Y4 Chess Team: Eden F, Rebecca G, Cael W & Eden T.
After being cancelled due to terrible weather last term, Y4 finally got to complete their outdoor sketching this afternoon! We visited Queen Victoria Square in the City centre to sketch examples of Roman inspired architecture.
The building surrounding this square all encompass some of the iconic designs developed by the Romans and still used to this day. Children completed a variety of sketches including overall drawings of the whole building or more detailed studies of specific parts of the building such as pillars, arches, vaults and domes.
Overall the children had a fantastic time and it was a great experience to spend an afternoon sat in the sun practising drawing. Well done children!
Children getting comfortable for a sketch of the town hall.
Rebecca focused on the domed finnial of this building
Feren’s Art Gallery was a popular building to draw – children really focused on the typically Roman entrance facade.
Enjoying the weather, happily sketching!
This term Year 2 have built their art work up to create a final piece portrait of Samuel Pepys.
We began by looking at painting of Samuel Pepys so that we could sketch our own version.
We continued by drawing on our ability to create secondary colours with paint. We used the influence Julian Opie, who we have been looking at this term, before block filling our sketches.
Our portraits of Samuel Pepys look very much like the pop art that Julian Opie is famous for creating. We have completed our final piece of art work by adding pen detail. This had made our portraits more detailed and we have added texture to the final portrait.
We are very proud of our work and we held a walking exhibit for our peers to view all portraits that were created.
Year 3 have completed our Design and Technology unit this week. We have had great fun creating an iron age tunic for our teddy bears.
Investigation
We begun our D&T by investigating about patterns and how these are made. We looked at different clothes designers and discussed how all of their designs differ from each other.
Focused Practical
We used two pieces of material to create a pocket. We had to sue different stitches, one of these was easier than the other. We practised using a running stitch, we found this one was the easier of the two. We then practised using an overstitch, lots of u found this one hard.
Design
Once we had practised our sewing skills we thought about the patterns we needed to create to help us. We had to take measurements of our teddy bear to ensure our pattern was the correct size before we could create our pattern with paper.
Make
In order to make our tunics we pinned our pattern to some hessian before carefully cutting around it. We then decided which stitches to use to join our tunic together. Most of us chose a running stitch as we found this one easier to do.
It took lots of patience and we had to be careful when we sewed our tunic together.
Evaluate
When our tunics were finished we put the on our teddy bears. Some were a little tight and some of us had to cut the front to get them on so we created jackets.
We completed an evaluation of our finished tunic and thought about the things we did well and things we would change if we made a tunic again.
This term Years 3 and 4 have been exploring the events of Holy Week from different aspects of events within the Christian celebration.
Year 3 explored why the cross is a significant symbol for Christians and what Jesus’ sacrifice taught the world. Through many discussions, we identified the ranging emotions that the followers of Jesus felt throughout the events of Holy Week (Palm Sunday – Happiness and Joy; Maundy Thursday – Solemness and Guilt; Good Friday – Bravery and grief; Easter Sunday – Confusion, Great Joy and wonder) which further showed how important Jesus was, and continues to be for the followers of Christianity. We also learnt that Jesus sacrificed himself on the cross to show the world that we should not be afraid of death and from this created our own El Salvadore Crosses to depict our own ‘Crosses of Hope’. To conclude this unit of learning, we explored the symbolic meaning of the traditional Easter ‘Hot Cross Bun’ before sampling…Yum!
Year 4 explored the symbolic meaning of the Bread and Wine shared by Jesus with his disciples at the Last Supper on Maundy Thursday as well as the meaning of the Paschal Candle which is lit in Christian churches around the world on Palm Sunday. Through discussion, we identified that Jesus knew he was going to die, which is why when sharing the bread Jesus described it as ‘his body which was soon to be broken’ and that the wine was ‘his blood that would be shared out for the followers of Christianity’. We then concluded that Christians continue to recognise that Jesus is the ‘Light of the World’ which is demonstrated by the lighting of the ‘Paschal Candle‘ throughout the Easter celebration of Holy Week.
We also explored the concept of ‘Betrayal and Guilt’ in light of ‘Judas’ betrayal of Jesus’ on Maundy Thursday as well as the ‘Denial of Peter’ on the same day. This brought about some interesting discussions and conflicting opinions with the conclusion that these two individuals only did what they thought what was right at the time. After viewing ‘Peter’s Denial’ through various artforms, the children worked collaboratively to re-enact this scene through role play in which we aimed to convey the emotions of ‘guilt, shame, despair and confusion’.
Super work this Term Years 3 and 4 and a Happy Easter!
Anyone for Tennis?
Throughout the Spring Term, Year 4 have thoroughly enjoyed building upon their knowledge of Tennis whilst developing strategies in order to win a game against an opponent. Through practice, the children have been perfecting their control of the racket whilst demonstrating their forehand and backhand techniques. as well as developing their knowledge of space and where best to serve the ball in order to score points against their opponent opponent.
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- Waiting in readiness for the ball being served
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- Forehand technique being developed
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- Adopting the stance serve and receive the ball
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- Making our opponent move in the direction the ball is served
Mindful Yoga
We have also thoroughly enjoyed our weekly Yoga lessons with Liesel in our Drama studio and perfecting the moves which we learnt in Year 3, as well as learning and practicing new skills and moves. Liesel helped us to adopt a better understanding of our core strength and energy fields and also taught us breathing techniques that we can adopt and utilise in any given situation such as square breathing, shark breathing and star breathing. The Havering Touch was a new technique that the children learnt this term, which is another strategy that we (children and staff) can draw upon to make us feel calm, relaxed and safe. In total, the children have learnt 34 Yoga moves which they have been happy to share and demonstrate and in doing so are well on their way to becoming Yoga experts!
Thank you and Namaste Liesel!
Year 2 have continued with practising our notes on the glockenspiel this week in music.
We have listened to a piece of music called ‘All Around the World’ and we have tried to replicate the beat with the notes we know.
We began by appraising the piece of music before discussing how it made us feel. This piece of music was calm and soothing and made us feel relaxed. We talked about how we could gently tap the notes on the glockenspiel to accompany the piece of music in a calming manner.
We liked this piece of music because it was soft and made us feel a little sleepy.
Year 3 have had lots of fun this week completing our end of term history and geography quizzes.
We could recall lots of facts about what happened in history during the period spanning from the stone age all the way through to the end of the iron age. We remembered what hillforts are and why they were used along with why Stonehenge was built and what it was used for. We also remembered lots of information about ‘The Cheddar Man’ and ‘The Amesbury Archer’.
We used our geography knowledge to answer lots of questions including ones about the 8 points of a compass, human and physical features and the different types of land use we witnessed on our field trips.
Some of us were very happy that we got great scores.
