For the rest of term 3, we will be creating sculptures! We will be comparing two different artists (Emily Motto and Antony Gormley) and using their ideas and techniques to create our own sculptures. We will even be getting a visit from Emily Motto where she will share her inspiration and show us how she creates sculptures. We will work in groups to collect ideas, design and make our sculptures using recyclable materials and focussing on different ways of joining these materials to a wire armature. See our knowledge organiser below for more information.
First, we had a look at the work of Emily Motto and Antony Gormley. We spoke about the colours used, their methods when constructing their sculptures, the materials they use and what we like and dislike about their work. We discovered that Emily Motto uses every day materials as well as materials that change throughout the time her sculptures are on display, such as bread dough and play dough. Antony Gormley creates a lot of his sculptures based on himself and often makes casts of his own body parts to create them!
We had a brilliant day with Emily Motto learning all about her style of sculpting and taking inspiration from her to create our own sculptures. We used recycling and wire for our main base and added wool and paper for colour. We thought about different ways to join our materials and found that tying wool as well as using masking take was effective.
Here are our final sculptures that we created with Emily Motto!
Next, we took some inspiration from Emily Motto and Antony Gormley and chose materials we’d like to use to create our own sculptures to create a mood board. We then created a design of our sculptures using our mood board and thinking about the different ways we could join our chosen materials to our sculpture.
We started to create our wire armatures as our base for our sculpture. We all had a go at cutting the chicken wire, ensuring we were wearing gloves and goggles to stay safe! We then shaped our wire into a human shape.
Over the next couple of weeks, we are going to be looking at what different Christians believe about God. We will be using different sources to discuss beliefs and ideas about God and what God means to different people. We will also be looking at times when it may be difficult to have a faith but why faith is so important to some people. Have a look at our knowledge organiser for more information.
To start the new year, we will be looking at skeletons and muscles. Before delving inside the body, we will be learning about what keeps our body healthy and what we can eat to make sure our bones and muscles stay strong. Next, we will be looking at different types of skeletons across the animal kingdom and comparing them. After that, we will be taking a closer look at the skeleton of a human and the bones that make it up as well as how it is held together. Finally, we will be learning about the importance of muscles in our body. Take a look at the knowledge organiser below to find out more!
To start our learning experience, we looked at different types on skeletons. Did you know that some animals don’t have a backbone? These are called invertebrates and make up 97% of all animals! We then looked at where different animals’ skeletons are. Some animals have endoskeletons (inside their body), some have exoskeletons (outside their body) and some have hydrostatic skeletons (no skeletons at all!).
Next, we had a look at the human skeleton. We looked at the names of different bones in the human skeleton and where they were in our body. Did you know that an adult has 206 bones in their body, but a baby has 270! Babies bones fuse together as they get older. Once we’d built the skeleton, we decided to have a go at putting the bones in the correct places on us!
For the rest of this term, we are going to be learning about forces. First, we will explore different forces and how they work. We will then focus on friction and carry out an investigation into which materials create the most and least friction. We will then look in detail at magnets. We will discover that magnets have two different poles and look at how they interact with each other and other materials, comparing this interaction with friction. We will then investigate which materials are magnetic. Have a look at our knowledge organiser below!
First, we explored different objects and observed how they moved. We discussed that the objects were demonstrating how different forces worked. We discovered that objects with smaller surface areas did not have as much air and water resistance, objects that were light floated and rougher objects were harder to push along the table and so had more friction.
Next, we took a closer look at friction and how it affects different objects moving across surfaces. We conducted an experiment to find out which material would be best to go down a slide on. We were surprised to find out that a lack sack was better than a blanket, but decided it was because a black sack always completely smooth so must conduct less friction. The rubber mat had the most friction (in fact, we never got to the bottom of the slide!).
Next, we experimented with magnets. We wanted to see if magnets could attract other magnets through other materials and at a distance. We found they could, but if the material was too thick or if the distance is too great it didn’t work. We thought maybe if the magnet was bigger it may be more powerful so we’re going to test that another day!
After our last experiment, we wanted to know whether the size of the magnet affected its strength, so we tested to see how many paper clips we could make a chain with using the magnets! The longer the chain, the stronger the magnet. We found that the largest magnet was too strong to create much of a chain because it kept pulling all of the paper clips to it, so although it didn’t make the longest chain, we decided it was the strongest. We also fund that the smallest magnets held the most paperclips, suggesting they were the strongest, however we discussed that the shape of them may have made a difference.
The focus of this learning experience is the Romans. We will be looking at where in history the Roman Empire was and the chronology of major events during the Roman Empire. We will then bee looking at how the Roman Empire spread across Europe, including the invasion of Britain, as well as important military figures during this time. We will then have a look at what life was like as a Roman, including their jobs and where they lived. Finally we will be looking at how the Roman Empire in Britain has had a lasting impact on life today. Throughout this experience, we will be using a range of historical sources to look at evidence of the Roman Empire.
Take a look at our documents below.
To kick start our learning experience, we had a Roman day! First, we learnt about the timeline of the Roman empire, from when Rome was built by Romulus and Remus (according to legend) in 753BC, all the way to the fall of the Roman empire in 455AD. Next, we learnt about different Roman artefacts - did you know that the ancient Romans didn't have toilet roll and they used a sea sponge on the end of a stick instead? Yuk! Luckily, the artefact we had was only a replica! Then we learnt about how the Roman's worshipped different Gods. A lot of their Gods have the same names as planets, for example Mars (who was the God of war). We found out that later in the Roman empire they changed their beliefs and Christianity became the religion of the Roman empire. Next, we had a quiz to learn about different aspects of Roman life. We learnt that Romans lived in different buildings according to their wealth and that most houses didn't have a toilet or a bath (unless they were really wealthy), so they visited public baths instead. Finally, we learnt about the myth of Romulus and Remus (the twins who are said to have founded Rome) and we acted it out. We had great fun!
The focus of this learning experience will be Geography. To start, we will be looking at the continents and oceans of the world before zooming in to look at countries and cities in Europe. We will then be zooming in further to look at the countries, cities and counties in the UK and, in particular, London. We will visit London to explore and experience landmarks and look at physical and human features in the city. We will then turn our focus to Rome, look at the landmarks and features of this Italian city and do a comparison with London. Please look at the documents below for more information.
We used an atlas to help us locate countries in Europe and label them on a map. We then used the key on the map of Europe to help us locate the cities of the countries we labelled.
To learn about the landmarks in London, and in particular the ones along the River Thames, we built the landmarks and used a map to accurately place them along the River Thames.
We went on a trip to London! We drove to North Greenwich on the mini buses and got the tube to Waterloo. It was very noisy on the tube and we had to hold on tight, but we loved it! We then had a trip on the London Eye - we were so high up, we could almost see he whole of London! We spotted lots of landmarks from the top. Back on the ground, we had lunch and played in the park. Then, we went in a boat along the River Thames and learnt more about some of the landmarks. We had a brilliant day!
After learning all about London, we’re now hopping on a plane and learning about Rome, the capital of Italy. We had a whole afternoon being immersed into the Italian culture. We built the landmarks and placed them along the River Tiber, we tasted some Italian food and we learnt an Italian dance (the Tarantella). We had lots of fun.
For our new learning experience, we are going to be learning to sew! We will be learning different stitches and how to apply different designs and embellishments to our product. We will also be learning about how to decorate using batik and tie dye and comparing different artists and designers of these methods. Finally, we will be combining all of our knowledge to produce a pencil case or purse to sell to raise money for Macmillan.
First, we did some research into two different design techniques; batik and tie-dye. We found out that batik uses hot wax to create a pattern and that tie-dye requires tying areas of fabric to protect it from being dyed.
Next, we looked at different designers who specialise in either batik or tie-dye and we chose a designer to write about. Satish Ryali specialises in batik and Hugo Pineta specialises in tie-dye.
We have been practising different stitches! We learnt how to thread a needle, do a running stitch, a back stitch and a cross stitch. We learnt that running stitches are fairly easy and quick, but back stitch is stronger. Cross stitch is also strong and can make a good decoration too, but can be quite time consuming!
After practising the different stitches, we discussed when and why they might be used. We discovered that although running stitch is fairly easy to do, it isn't very strong and that back stitch is much stronger. We also found that although cross stitch looks pretty, it is quite time consuming.
We practised two decorative skills that we can use to decorate our final pencil case: batik and tie-dye. We found that we had to make sure the elastic bands were tied tightly enough to create a good tie-dye effect and that we needed to ensure we were applying enough wax to get a good batik effect. We can't wait to create our final pencil case with these newly learnt skills!
Here are our final pencil cases! We had a great time creating our final product. We applied everything that we learnt to sew together and then decorate it. We all either batik'ed or tie-dyed our fabric, most of us used back stitch to sew the sides together to ensure it was strong, some of us used cross stitch and running stitch to add decoration, we all added a button and a loop (which we used either a plaiting or twisting technique to make it look more decorative) and some of us added extra decoration in the form of beads and appliqué. We are really proud of them and we are excited to sell them to help raise money for Macmillan!
To kick start the new school year, we are going to look at how to use the internet safely and understand how to be a discerning consumer of information on the internet. We will discuss why we use the internet and the benefits of using it, but also look at the negatives surrounding internet usage, including online abuse and how to protect ourselves from this. We will look at the negative impact on wellbeing internet usage can have and how to protect our wellbeing whilst using the internet.
We looked at some scenarios about staying safe online and we discussed what we should do in each situation. We agreed that if we were ever unhappy with something we've encountered online, we should not respond to any messages sent, report, block and tell an adult.