Year 3 D & T – Make

The children were very excited to bring in their own soft toy to make a tunic for. After taking careful measurements, they drew out their patterns and cut them out in preparation for sewing together.

 

 

They chose whether to use a running stitch or an overstitch to join the pieces of material together.

 

 

Year 3 D & T – Investigate

In D & T this term, the year 3 children will be making Iron Age clothing for their for their teddy bears. They have begun to look at what the clothing would’ve been like and how it would have been made.

They discovered that the staple piece of clothing would have been a tunic. This would have been made from cloth woven on a loom and coloured using natural dyes found in the local environment ( e.g. from grasses and berries). It might also have been adorned with decorative stitching, beads and brooches.

 

They looked at different types of fabric, discussing the various properties of each.

They continued their investigation phase by looking at modern-day fashion designers and the process that goes into making clothing.

Y4 RE: Saints and Heroes – What Makes A Hero?

As Theologist this term, we have been exploring the lives of faith members who have performed heroic deeds as well as those who have dedicated their lives to a cause to help others.

Firstly, we considered the individuals in our own lives who we considered to be heroes for the selfless acts they perform in putting the needs of others before their own…

Parents and Grandparents
Siblings and extended family members
Friends
Teachers and Teaching Assistants
The NHS
The Emergency Services
The Armed Forces

We then explored the life of Emperor Nero, which linked with our study of the Romans in History, and considered the effect he had upon those who followed the Christian faith.  The children were unanimous in their conclusion that Nero was definitely not a Saint or a Hero due to his selfish need to suppress the freedoms of those civilians who followed the Christian faith resulting in their persecution for his own entertainment.

The life and commitment of William Wilberforce, who hailed form Hull, was then explored in relation to how his determination and dedication to his cause had a significant impact upon the slave trade during is lifetime. The children unanimously agreed that Wilberforce was a true Hero and selfless man who put the needs of others before his own.  He demonstrated empathy for those who had been taken as slaves and was both brave and resilient in continuing his campaign even though it took 18 years for the changes to begin to be accepted by those in Parliament.

We then reflected upon the teachings of the four Patron Saints of the United Kingdom and considered the way in which their dedication to their faith helped others. The children agreed that Saint George(England), Saint Andrew (Scotland), Saint David (Wales) and Saint Patrick (Ireland) remained true to their Christian beliefs in their passion to help others and spread the word of Jesus. Did you know that an individual can only be given the title of Saint after they have passed away and as long as they have lived a holy life and done a miraculous deed? A fact worth knowing!

The children have also reflected upon the key events of Holy Week and considered why Easter is the most important celebration for Christians.  Upon watching the events of Holy week online, a class discussion allowed children to voice their opinions as to how key individual’s acted and felt at relevant points throughout the events of Holy Week:

Palm Sunday – People were overjoyed when Jesus travelled into Jerusalem
The Annointing – Jesus was telling people to respect one another and love one another
The Last Supper and Arrest – Jesus was aware of what was to happen; Judas was overcome with temptation; His friends left because they feared the Romans
The Crucifixion –  Religious leaders were jealous of Jesus; The Religious leaders pressured the Romans to vote for Jesus to be crucified; Followers of Jesus were overcome with sadness; Jesus was brave to sacrifice himself; the Roman soldier realised that Jesus was a special man and felt guilty for what was happening; Judas was remorseful
The Resurrection – Jesus rose again because he was the son of God; His followers were happy because he returned to them before going to Heaven.

I am sure you will agree that our children in Y4 have once again worked hard in R.E this term and have gained both knowledge and insight into what makes and individual a Saint or a Hero.

 

 

Victorian fabulous finish day

Year 1 had a fantastic fabulous finish day being immersed into the world of the Victorian era and what it was like for children in the past. 

As soon as the children arrived into the class they were greeted with a new Victorian name (unless they already had one) and a very strict teacher.

The children were shocked to learn that children used to have punishments that were not very nice:

If a child answered a question wrong they used to wear a Dunce cap to embarrass them in front of the class!

Lottie pretending to be in trouble and receiving the cane from her teacher.

 

The children also practised writing without a pencil and paper. Victorian children would use slate to write with.

We all agreed that we much prefer how schools are today! The children were so excited to go tell their grown ups what they had learnt.

Year 1 loved being Historians by putting themselves into the shoes of Beatrix Potter to find out what life was like her for during the Victorian Era. We know to be successful Historians we need to look at different sources of evidence. We discovered that she was taught by her very own governess at home by looking closely at a painting. Using this piece of evidence the children asked lots of questions and came up with their own conclusions:

Millie- But when did she play with her friends?

Olivia- That would be so boring!

Teddy- Would they be as strict as Victorian schools?

We then had fun acting out a day in the life of Beatrix Potter. Here are some of the things we learnt:

She was woken up by her maid/governess using candles if it was dark.

She would then be served breakfast prepared by servants which was a huge meal consisting of ham, bacon, eggs and fish!

 

 

 

 

 

 

 

 

 

 

 

 

Cup and ball.

Beatrix Potter had toys such as a skipping rope.

We then compared this life to ours in the 21st century.

IMG_0995[1] – Eric telling us who wakes him up and what he uses instead of a chamber pot!

IMG_0998[1]– Layla explaining what she has for breakfast compared to Beatrix Potter.

 

 

Year 5 Anglo Saxon and Viking Workshop

Today, Year 5 had a visit from Adam from Historic Workshops. Adam told us lots of stories about the Anglo Saxons and Vikings and then we took part in a range of different activities.

We tried on and held lots of different Anglo Saxon and Viking artefacts.

We used metal detectors and magnifying glasses to decide if artefacts were from the Anglo Saxon and Viking time period or another time period.

We learned about battle tactics, used shields to take part in some team games and then formed a shield wall.

We translated some runes that were etched onto a helmet into English and then decided if the helmet was Viking or Anglo Saxon.

Finally, we took part in some archery practice.

Year 3 trip to the Hull and East Riding Museum

Our year 3 children took a journey back in time to the Stone Age today at the Hull and East Riding Museum. They learned about what life would have been like in that time, including how we know what we know about this time period. As historians, they used their skills to guess what certain artefacts might have been used for. They learned about the type of foods that would’ve been eaten, clothing and everyday life. They then journeyed forward through the Bronze and Iron Ages, learning about the changes that occurred and reasons for this.

One of the highlights of the trip was their first glimpse of the Wooly Mammoth!

Over our past couple of history lessons, Year 5 have been examining both primary and secondary and both written and pictorial sources of evidence to come to conclusions about what happened when the Vikings raided Lindisfarne. We inferred that the Vikings travelled to Lindisfarne by boat, set fire to the church on Lindisfarne, stole valuable items from the church, attacked and killed the priests and monks and even took people as slaves. While examining the sources, we also questioned the reliability of the sources, discussing whether any of the sources were fully reliable or not and why.

We then used our inferences and our discussion to answer this question: “What can you conclude about what happened at Lindisfarne?” Here are some of our outstanding responses.

We are historians!

This week, Y5MEA have been historians! The children examined a range of sources of evidence linked to the Viking raids at Lindisfarne to come to conclusions about the events.

The children answered these big questions:

  • What can you conclude about what happened at Lindisfarne?
  • How reliable is each source of evidence?
  • Is it a primary or secondary source of evidence?

After examining a range of sources of evidence linked to the Viking attacks on Lindisfarne, the children created a conclusion about what they think happened during the attack.