Bike and run at the Brownlee Centre
The Brownlee Centre is a great facility on our doorstep.
These bike and run sessions, run by the Brownlee Foundation, are open to all children, any ability, aged 8-14. Why not give it a tri?
Chariot construction
With our chariot designs complete, it was time to begin to build them. The children used clamps and saws carefully and safely. Accurate measuring and sizing proved a little tricky at times. During our lesson, I saw some superb teamwork, lots of resilience and impressive DT skills.
Super writing
Year 4 have been busy writing their very own recipes. All of the children have worked hard to structure their work according to the purpose. It is always great to see children using their learning environment (walls) and dictionaries to aid their writing.
Mr Owen and I have also given the class the choice of a pen or pencil to write with. Some of the class have a preference and we have seen such an improvement in handwriting and presentation.
Keep up the good work, Year 4!
Active travel winner
To mark International Walk to School month and our recent promotion of the Park and Stride site at Marks and Spencer, we are running a prize draw every week in October.
All children who make an active journey (bike, scoot, walk or park and stride) every day for each week are entered into a prize draw.
Each Friday in October, we will select a winner at random to win a £10 Love2Shop gift voucher.
Here’s our first winner. Keep up those active journeys to be in with a chance to win the next prize.
Designing Roman Chariots
Part of the Year 4 expectations for Design and Technology is that children are able to research design criteria to inform the design of functional, appealing products.
Also, children need to be able to generate, develop and communicate their ideas through discussion and annotated sketches.
With all this in mind, Year 4 set about designing Roman chariots. Continuing on with our travels through history, exploring transportation, the next stop – the Romans.
As a class, we discussed the difference in transport for pleasure and transport for industrial purposes. In the Roman Empire, chariots were not used for warfare or work purposes, but for chariot racing, especially in circuses, or for triumphal processions, when they could be drawn by as many as ten horses or even by dogs, tigers, or ostriches!
- Following lots of research, work began on our very own chariots. The children worked hard to annotate their sketches while thinking about a design criteria.
- can move
- can hold a person (Lego)
- pulled by horsepower (toy)
- move over rocky terrain
There are some superb designs below.
More cave paintings
Below are some more of our recent cave paintings. The children worked very hard to create pattern, detail and texture.
The History of Britain workshop
Following the performance, Years 3 and 4 took part in a History of Britain workshop on Thursday afternoon.
The workshop started with everybody warming up their bodies, faces and voices.
Then the children went on to create statues out of each other. The challenge was to theme their statues on historical figures that they learnt about from the play. This included Winston Churchill, Thomas Farriner, Cavemen, Romans and Vikings. Which historical characters can you spot in the pictures below?
The statues then formed a museum, with the artists stepping away. We discussed rules for our museums:
- One child said: ‘Statues have to stay still!’
- Another added: ‘No talking if you’re a statue!’
- To everyone’s amusement, one statue asked: ‘Is it OK to breathe?’
The pupils were then put into groups of six and were challenged to make a freeze frame of a given time in history that they witnessed during the morning’s performance.
Harman explained: ‘A freeze-frame is like creating a portrait with ourselves.’
The first freeze-frame was to recreate Queen Boudica warring with the Romans.
The next freeze-frame was to show scenes from the Victorian times. Children were specifically fascinated with the forced jobs children had to do at this time.
When asked, Sam said: ‘I wouldn’t have liked to be alive during the Victorian times as I wouldn’t like to work in a dangerous factory. I might lose a limb!’
Brilliant acting, Year 3 & 4! Well done!
The History of Britain performance
On Thursday, Key Stage 2 were treated to a performance from Hobgoblin Theatre Company: The History of Britain.
The journey started 800,000 years ago where we were introduced to ‘super hairy man’. We learnt that these men hunted with flint.
Then came the Ice Age, 120,000 years ago. This was when the land we now call ‘Britain’, separated from Europe to become an island. We found out that this was when the English Channel was created. We learnt people continued to hunt with flint tools and this was when the boat was invented.
The journey continued to 4000 BC, the Stone Age. This was when Stonehenge was created. Farming and clay pottery both became an organised trade in Britain.
We zoomed forward to 800 BC, where people built hill forts, began to trade with Europe and make jewellery.
60 AD saw the Romans control of Britannia for 70 years. Queen Boudica revolted against the Romans.
Did you know Colchester was the capital of Britain at this time?
Then, it was 878. We met King Alfred and the Vikings…
We learnt that there was a lack of a British army and ships to fight the Vikings invading Britain at this time. Did you know King Alfred’s decedents went on to unite all the British tribes under one King?
Fun facts:
1. Vikings didn’t actually have horns on helmets!
2. Many Viking words influence our language. Wednesday, Thursday, market and street are all Viking words!
We flashed forward to 1066: the Battle of Hastings. William the Conqueror brought Britain out of the dark ages. Children learnt that William came from Normandy of France to beat King Harold in battle.
We sped forward to 1348 and saw an interview with an early victim of the plague. The victim said he was infected as he was preparing for the feast. A flea from a rat, stowed away on the ship, had carried the disease to Britain.
We learnt that the symptoms of The Black Death included a high temperature and vomiting. Victims died within a couple of days. Soon, half of the population of Britain died.
The play then went to 1215, when the Magna Carta was introduced. Children learnt that this was when an official parliament was formed and people in charge of the country had to listen to he opinion of the people.
We then traveled to 1558 and met Queen Elizabeth I.
The children learnt that the Great Fire of London took place in 1666, in the form of a well-known cookery show! Children saw how the fire started in a baker’s oven and spread, engulfing a large portion of London.
Can your child remember where tea, initially shipped to the UK, was from? How did it travel to the UK?
Can they remember the vocal warm up tongue twister?
During the Victoria times what major form of transport was invented?
The play ended with an appearance from Winston Churchill. We learnt that Churchill was voted as the most important British historical figure as he was the Prime Minister during the Second World War.
Well done, Key Stage 2! Fantastic audience participation.
Reflection
LO: Reflect and Remember
What does reflect mean?
To reflect think deeply or carefully about.
synonyms:
think about, give thought to, consider, give consideration to, review, mull over, contemplate, study, meditate on, dwell on, brood on/over, agonise over, worry about, chew over, puzzle over, speculate about, weigh up, revolve, turn over in one’s mind
As part of our 8Rs for learning, today we thought about reflecting.
What does it mean to reflect? “Take some time to sit and think.”
What can you reflect upon? “I can reflect on the choices I make.”
Does reflecting help you to think about your next steps? “Yes, because I can change things.”
Bounce into basketball
