Welcome back to what will be a very busy Summer Term. We hope everybody had a lovely Easter holiday and is looking forward to a great term.
For Year 6, we have the small matter of S---- ( I didn't say it!) starting on the 14th May, which everybody has been working hard to prepare for. We have also lots of new learning to be done and some great sports and drama activities planned. We are also taking part in the Countryside Day in Harrogate in June, which we all enjoyed last year.
For more details of what we are learning term, please click on the newsletter below.
Welcome back to the Spring Term 2018. We wish you a Happy New Year!
Mr Sands and Mrs Crook will continue to work with Year 5 and 6. We will also be assisted by Mrs Poole who will work with us in the afternoons.
PE will be on Monday and Wednesday afternoons. On Mondays the children will be improving skills in Tennis. On Wednesdays the children will be doing Sport to the Beat for the first half term and working with Leeds Rhinos in the second half term.
Please make sure the children have their indoor and outdoor PE kits in school at all times.
To help protect our carpets from mud over the Autumn and Winter, please provide your child with a spare pair of shoes, trainers or pumps to change into.
If you have any questions, please feel free to drop in after school on any day except Wednesdays.
The children will have new spellings to learn on Mondays. Normally they will be tested on Fridays.
Maths or English homework will be given out on Fridays to be handed in by the following Wednesday.
Please sign your child's Home School Record Book every week and encourage him/her to read.
Tadcaster East is a Reading School! We want our pupils to enjoy the pleasure of reading so we have lots of books to choose from.
January's Author of the Month is Jim Smith, author of the Barry Loser books. Previous Authors of the Month include Liz Pichon, Anthony Browne and David Walliams. Their books will be on display for the children to borrow along with hundreds more in our Reading Corner. We also have a Book of the Week and lots of picture books, 40 of which were bought by our lovely Friends of Tad East.
Please scroll down to find details of what the children will be doing this term.
Neptune Class are having a special World War 2 activity day to link with our Learning Challenge topic this term.
It would be great if the children could be dressed in the style of 1940s children.
Last time we did this topic, one of the children, whose Dad collects wartime memorabilia, came in a uniform. Hint, hint!
If parents have any WW2 uniforms, photographs or objects, it would be fantatic to see them. We promise that we would look after any objects you lend us.
Any photos of wartime Tadcaster would be great to see.
If any grandparents have memories from the war told by their parents or grandparents, it would be great if you could come in one afternoon this term to share them.
Scroll down to see older posts about the 2015 -16 Neptune class for a taste of some of the activities we did in school.
2016 SATS have come and gone. All of the staff are proud of our Year 6 children.
You have all worked hard on all of your tests and have done your very best. That's all we can ask of you. Thank you too for the Year 5s in Neptune Class who supported us by working hard alongside us. The results will arrive in July and be shared with you as soon as possible.
Sumdog: The children's Sumdog logins are still valid so please remind them to practise their mental maths using this fantastic website.
Neptune class have been investigating light. We have learnt that light travels in straight lines and that opaque materials block light to create shadows. We carried out our investigations to determine the effect on the shadows of changing the distance of the object from the light source or the screen. We found that the nearer the light source to the opaque material the bigger the shadow. As we moved the object further from the screen, the shadow became larger but more blurred. This was because light was travelling from other angles creating new shadows and making the existing shadow less sharp and clear.
We also learnt that light enters the eye through the pupil and is focused onto the retina by the lens. The eye sees the image upside down at this point but a signal is transmitted to the brain through the optic nerve and the image is righted so we can see it correctly.
We learnt about concave and convex lenses and how they are used to correct long and short sightedness.
We also learnt about the light spectrum and actually made our own rainbows!
We know that light is made up of all the colours of the rainbow. We see light as white because when we see all the colours mixed up together they look white to us.
When light waves go through the water the light waves are bent and then they separate. This is called refraction. When this happens we see the bent and separated light waves as the different colours of a rainbow.
Rainbows appear when sunlight travels through water. We see rainbows when it is raining and the sun is shining at the same time.
Poetry Text Map based on It Ain't What You Do, It's What It Does to You by Simon Armitage
We imitated the text of the poem using a text map and actions to help us memorise the words and rhythms. Then we wrote our own versions using expanded noun phrases to add detail and interest.
The poem is about the big things in life that we haven't done and the small things that we have done with our friends and families that are special to us.
Look at the text map, the original poem and some examples of great writing below:
Innovating the Text
This is the second stage of a Talk for Writing unit . The children use the structure and content of the text we have imitated as a model for a new text. Sometimes we include extra details, sometimes we focus on text features or in this case we change the details.
We looked at some photographs of different incidents and roleplayed asking and answering questions in role as Witnesses or Detectives. We used these as the basis for writing our innovated texts.
We aimed to use the following features in our writing:
Formal language, the past progressive and simple past tenses, cohesive conjunctions descriptive language to describe the people involved and relative pronouns.
Next week, we will invent our own Witness Statements based on the mysterious events which happened on Tuesday.
It is very challenging to use formal language in Witness Statements, but they enable us to practise some grammar and work with our Critical Friends devising questions and acting out interviewing witnesses. Using the language in speaking is a great rehearsal for writing.
We text mapped and imitated a fictional Witness Statement based on a real accident which took place around the corner from the school in November 2014.
The accident really happened but the Witness Statement is pure fiction!
SPAG Can be fun!
We're trying to hard to learn punctuation rules including when to use apostrophes. Lots of adults struggle too so we're trying to make it more fun so we can hopefully remember to use SPAG correctly.
Here's a great example of when not to use an apostrophe.
PLEASE SEND US A PHOTO OF ANY SIGNS YOU SEE WITH EXAMPLES OF BAD SPELLING OR PUNCTUATION.
SCIENCE INVESTIGATION: WHICH IS THE BEST SUBSTRATE FOR YEAST?
As part of our Living things topic in Science we planned a fair test to find out which is the best substrate for yeast.
In order to ensure we carried out a fair test we kept all the conditions the same and only changed the substrate. The children chose 3 possible substrates from sugar, salt, flour, crushed, digestive biscuit or milk powder.
Using clean, empty water bottles, we added warm water and equal amounts of substrate and yeast, placed a balloon over each and observed what happened. From our bread-making we knew that yeast becomes active when warm water and a substrate is added and produces carbon dioxide.
Some of us predicted that sugar would be the best substrate. We planned to measure how much the balloon would inflate. We reasoned that the better the substrate, the more active the yeast would be. The balloon that inflated most would be the one with the best substrate. We used string and a ruler to measure the inflated balloons.
Most groups -but not all - found that the sample with sugar produced the most gas, shown by a more inflated balloon.
We learned that we need to repeat tests many times to achieve reliable results. We needed to be careful when measuring quantities to ensure fair testing.
On the 1st December Critical Friends Groups worked together to begin an investigation over time. We wanted to find out which were the conditions needed for moulds to grow.
Moulds are fungi - one of the 5 Kingdoms we have learned about in our Living Things topic.
We had already discovered that moulds reproduce through spores that are all around us in the air.
Thinking about where we have seen moulds growing, in places like shower rooms or bathrooms, we predicted that moulds would grow best in warm, moist conditions.
We placed toasted bread, moist untoasted bread and fruits like orange segments in a warm place near the radiator or in a colder place and made observations over time. Naturally to avoid breathing in spores from mouldy foods, we placed our samples in foil containers and covered them in clingfilm.
Our prediction was proved correct. As you can see from the photo, mould did develop but only on the moist bread and the other moist materials such as the orange segments. No mould grew on the dry toast or on the samples left in cold conditions.
From the different colours and textures of moulds you can see on the photo, we also observed that there are different species of mould.
We learned about useful micro-organisms like yeast, which we know is a type of fungus.
We were lucky enough to see yeast in action in one of our science lessons when we made bread.
A big thank you to Mrs Hill who came in for the afternoon to guide us in the Bread-making process and to Mrs Churchman who helped too. I would like to say a big thank you to Mrs Hill for introducing us to bread heaven in the form of Chocolate bread which she made for us to try!
We are also designing an investigation to find out which is the best substrate for yeast and our bread-making provided a useful clue.
We learned that yeast is a living thing and when warm water and substrate are added, it becomes active. We observed bubbles which made the dough rise. The bubbles were as a result of the gas carbon dioxide produced during respiration.
Biodiversity in the Tadcaster East School Grounds
As part of our Living Things topic we spent 3 lessons investigating organisms and their habitats in our school grounds. Although it wasn't the best time of year, we still found an impressive variety of living things. We found species from 3 of the Five Kingdoms we have been learning about: Animals, Plants and Fungi. We also found a range of habitats including pond, tree, hedgerow, woodland, log pile, managed grassland (the field!) and even a leaf!
We used 25cm x 25cm quadrats to investigate plants growing at 2m intervals, we set humane traps to catch small animals and we used a net and large cardboard sheets to catch falling living things after we shook trees and hedges.
One of our best finds was a newt which was caught in one of our traps and then released unharmed after close observation. We also found beautiful examples of centipedes, millipedes, ladybirds, a caterpillar, snails, spiders, wood lice, a vivid green Katy Did, a Daddy Long Legs, a bee and lots of true worms. We found evidence of mole hills and observed crows who regularly visit the field. We found daisies, dandelions, a sprout plant, a small apple tree with a ripe apple and some wild mushrooms.
Enjoy the images above but please come and see our other photos in our books on Showcase Day on March 22nd.
In the Summer term we plan a similar survey to compare our finds.
The Language of Persuasion: Gaga Fashion Fortnight
In English we are learning about the language of persuasion. We've mapped an advert for clothes from the Gaga Fashion Range and highlighted the features of persuasive language. We've found that effective adverts include the following persuasive features:
Tempting descriptions of benefits.
We've done cloze activities, looked at word clines to find out which adjectives are most persuasive and done roleplays as estate agents selling some desirable and not so desirable properties. For Big Write we are writing persuasive adverts for dresses from the Gaga Fashion Range. Look out for a clip of Neptune class talking the text and for photos of our class at work.
Talk for Writing: Talking the Text
In Talk for Writing, we talk the text. First we imitate the text. This involves learning a short text by heart using the type of language and sentence structures that we want to learn or improve. We draw text maps and create actions to help us to "internalise" the text.
Click on the file below to see Neptune class in action.
How was the game of "pok a tok" played by the Mayans?
After researching the rules of the Mayan game of pok a tok, we played our own version. The Mayans played in larger teams but the object of the game was the same: to get the ball through the hoop without using hands or feet. Knees, elbows and heads were allowed. The children enjoyed the activity and unlike the Mayans we didn't sacrifice the members of the losing team!
On the whole I think we'll go back to benchball and basketball!
Autumn Learning Challenge: Who were the Mayans and what have we learnt from them?
A big thank you to Mrs Hill for her preparation and teaching us about Mayan foods and to Mrs Churchman for her help on the day.
Neptune class experienced baking foods that originated in Central America. In an action-packed afternoon, the children mixed and baked Mayan Chocolate Sparklers that were a celebration biscuit that the Mayans used to celebrate births and weddings. They have little cracks in them that look like a volcano erupting. Inspired by ingredients used by the Mayans we added a pinch of chilli powder to the cocoa and other ingredients.
The children also made tortillas and Mrs Hill modelled how to make Guacamole and Dog Snout Salsa, the world's most colourfully named salsa - xni pec in Mayan. Xni is Mayan for dog, pec for snout. Guacamole is an avocado based dip that was first created in Mexico, the South of which was part of Mesoamerica where the ancient Mayans lived.
The children followed the instructions carefully, showed lots of skills in teamwork and mixing the ingredients and above all really enjoyed the practical tasks.
We also learned about healthy eating. The colour and aroma of the salsa were divine! Mrs Hill introduced some ingredients that were new to some of the children like coriander, chillis and avocado and I was really impressed with how open everyboby was to trying new types of food.
The children so enjoyed their Mayan feast that they didn't complain once about missing afternoon playtime!
We hope you like the photos!
In Neptune class, the children sometimes work in groups of three with their Critical Friends.
Critical friends support each other in a group or pair discussion by sharing ideas, uplevelling each others writing and helping each other to be successful learners.
Being a Critical Friend sometimes involves working with someone who isn't a close friend which means that the children all experience building positive relationships with people who are often very different and have different interests. We think this is an important life skill. This worked really well last year and seems to be working well in our new class.
Text Mapping The Lion and Albert
In English we have been reading different types of poetry including raps and other performance poems which helped develop our skills in speaking and performing. A good performance, we have decided, includes the following features: expression, actions and movement, fast or slow pace, variation in volume, a good rhythm and sometimes even sound effects.
We have done some writing based on the Lion and Albert, learning about dialect, formal and informal language and noun verb agreement. We read a letter of complaint from Mr and Mrs Ramsbottom to Wallace asking for compensation for their distress. We replied in formal language and explained that Albert really wasn't quite the perfect child and probably deserved to be eaten. Also lions don't really have the money to pay compensation!
We have mapped part of the poem and learned it by heart. We are using the structure and style of the poem to write our own modern versions of Albert or Alberta and the ...
Please look at our text map below!