On this page you will find information about how things work in Willow Class and some useful resources that you can use to help us with our learning. This page will be updated termly with information that may be of interest to you regarding projects, timetables, curriculum maps, videos, pictures and more. It will be useful to keep checking this page for any helpful documents that will keep you informed about this year. We have another exciting year ahead!
We have started our new class novel, ‘Oliver and the Seawigs’. Willow class were shown an image of some of the characters in the story and asked to predict what the story might be about:
“I predict that his parents go off to do activities and get lost. The boy goes looking for them and finds a gang of bullies and gets trapped.”
“I think there is a fisherwoman and a mountaineer. They have a son that is pretending to be a sailor.”
“I think the title is called, The Boy Who Got Lost.”
Willow Class have had an exciting start to the term. In writing, they were shown above advert and asked if they wanted to apply to be a member of Shackleton’s crew. They were presented with a choice – a chance to achieve fame if successful, but also a high risk of death. Willow Class were then asked to generate reasons for and against applying. Many of the class voted For! We used the drama technique, Conscience Alley’, one member of the class was asked to walk between two lines of children. Each line of children represented each side of the child’s conscience. Members of the class has to whisper reasons why they should or should not apply. This was their first time at this and they did a brilliant job!
This term in Science, Willow Class are learning about light. We carried out a light investigation using a cardboard box. They selected a few objects from the classroom and arranged them under the box, making sure an item was at each corner of the box. Next, they made a peep hole in the top of the box and were asked to describe what they could see. After that, they made some holes at the top and asked to look down through the holes and see if they could see any objects. Then, they tried making holes at the side of the box and asked if they could see objects from the side. Finally, we tried shining a torch into one of the holes and looked through the other.
We learnt the following from this investigation:
We have also learnt that the light we can see is called visible light and it is sometimes described as white light. White light is in fact made up of 7 different colours – red, orange, yellow, green, blue, indigo and violet. The colours are called the visible light spectrum. We carried out an experiment to show that a beam of light can be split into the colours of the spectrum by shining it through a triangular prism. The colours separate because each colour changes direction by a different amount when it travels through glass. This is called refraction. We have also discovered how rainbows are made. This happens when sunlight hits water droplets in the air. As the sunlight passes through the water droplets it is refracted (split) into different colours.e objects.
On Tuesday 17th November 2020, we enjoyed a fun filled morning of maths learning! In our first session we combined Maths with Music. Willow Class investigated common multiples through clapping. We started by counting together from 1 to 20, but clapping more loudly and speaking more loudly on numbers in the two times table. Then, we split the class in half, this time they had to clap the five times table up to 30, clapping loudly and speaking loudly on multiples of 5. Willow Class were asked to predict which numbers would be quiet and which number would be fairly loud and very loud. Willow Class challenged themselves by trying another pair of tables.
This term we have been learning our 3 and 4 times tables. Our next activity tied in nicely as it focused on factors and multiples. Willow Class were presented with a rhythm involving clapping and clicking. They had to listen carefully and think about how the beat number connected to the different actions (clap, click). They also had to identify repeating patterns. Then, they had to predict what would come next in the sequence. They did a brilliant job! Later in the session, they had the opportunity to create their own sequences using musical instruments and as a class we had to predict what come on different numbered beats. Some children challenged themselves and did two different rhythms at the same time.
Willow Class had the opportunity earlier in the term to experience Fir Tree forest. We were very excited as we were the first class to be picked! After going through the steps to a successful forest session we met Mrs Thatcher, the leader of the session. Here are some of our thoughts on the day:
To kick start our new topic on the Stone Age we have read the story Stone Age Boy by Satoshi Kitamura. In Reading, we have learnt how to make a prediction using the front cover and some words from the story to help us. In English, we explored the thoughts and feelings of the two characters. We used drama techniques to help us to step into the characters shoes. We worked on our facial expressions and body language. Also, we compared and contrasted the lives of the two characters. We explored how similar and different life is today than in the Stone Age times.
In English, we have been exploring the key features of a postcards. Inspired by the picture book, Stone Age Boy, we stepped into the boy's shoes and wrote postcards home explaining how life was completely different back then. We identified the key events in the story to help us with our writing. Here are some examples of our work below:
As part of our Stone Age project we researched Skara Brae, an important stone –built archaeological settlement from the Neolithic period. We worked in small groups to produce an information poster with our findings!
In Science, Willow Class have been learning all about rocks! We have learnt about the main types of rocks: sedimentary, igneous and metamorphic. We were given some rock samples and asked to carefully observe and sketch the samples. As a class we created a word bank to help us to label our samples.