2.5.2024 Positive or negative?

This week, in English, children impressed with their knowledge of our history topic, specifically their knowledge of the second wife of Henry VIII, Anne Boleyn, her trial and execution. Children  wrote interesting and engaging newspaper articles, by including key features and quotes,  avoiding to state their opinions and focusing on historical facts.

In History, they definitely expressed their opinions, while exploring the foods eaten by rich and poor Tudors. Children researched, made notes and identified similarities and differences between a rich and poor Tudor’s diet. They already knew about the royal, luxurious banquets from our classbook: the Treason. When evaluating the evidence, it was apparent that poor Tudors were actually healthier than rich Tudors, as they had much more variety in their diets.

In PSHE, children expressed their opinions, while looking at the areas of responsibility of local councils. Children used the ‘Diamond Nine’ technique, which involved them ranking and prioritising nine areas of responsibility, sharing different viewpoints and explaining why they believed that some areas have highest importance.


In our PE session on Tuesday children practised skipping and they further developed the straight, forward, straddle and backwards rolls into a sequence. It was fun, it was scary, but they tried rolls they were hesitant before. This week, they demonstrated greater confidence in their rolls.


In Art, children learnt about the positive and negative space in art. Positive space refers to the subject or the main area of interest in an artwork, whereas the negative space is the background or the area that surrounds the subject of the work.

In our science lessons, the focus has been on exploring the properties and changes of materials. In recent weeks, we have been learning about the separation of solutions, understanding mixtures, and understanding the concepts of reversible and irreversible changes. This week, we explored the changes caused by burning. First we looked at the Fire Triangle, which emphasised the need for fuel, oxygen, and heat for combustion. We then conducted some investigations. Placing a glass jug over a candle revealed not only the expected extinguishing due to the absence of oxygen but also allowed us to see and feel the steam produced by the flame. Further experiments included floating a tea light on water, covering it with a glass to observe the rise in water level after extinguishing the flame—a result of changing air pressure.  Our last investigation involved the mixture of bicarbonate of soda and vinegar, producing carbon dioxide. Pouring this gas over a candle led to the extinguishing of the flame, showcasing the impact of specific gases on combustion.


In our RE lessons, the Year 5 pupils have understanding stories from the Sikh religion. In the story ‘Milk and the Jasmine Flower,’ it revealed the message that goodness always finds a place in our world. Guru Nanak illustrated this wisdom with a bowl brimming with milk, symbolising goodness, and demonstrated that adding a jasmine flower didn’t cause it to overflow. There was room for more goodness. We made our own clay bowls and shared insightful discussions, exploring the important idea that there is always space in our world for qualities such as love, friendship, happiness, positivity, family, and hope.

In our music lessons, we have been studying the piece of music ‘Fanfare for the Common Man’ by Aaron Copland. Our recent weeks our focus has centred around the skills of pitch, rhythm, texture, and timbre. This week we ventured into composing our own fanfares, and using notation techniques.