Class 4

Class 4 is a mixed year 5 and year 6 group. They are currently taught by Melissa Pinfield, the Deputy Headteacher.  Mr Hunt works with the class on Monday, Tuesday and Wednesday afternoons teaching Art, Topic, Science and RE.   They are supported by teaching assistant Heather Thomson.

Information from the teacher

Childline Schools Service

Here is the weekly timetable for class 4. Here is the topic web to explain about the topic of growing this term.

Although PE is timetabled for set days, please ensure your child has their PE kit in school at all times as inclement weather can effect our timetabling.

Please feel free to contact me on mpinfield@harrowbarrow.cornwall.sch.uk

Homework 15.6.18

1. Reading at least 3x to an adult and 2x to yourself. Reading logs will be checked on Thursday. Please make sure that your reading log is in school.
2. Work on your 11x table and related facts. Questions are on the Class 4 webspage to work on.
3. Put your homophones into a piece of writing. This week we have been looking at writing poetry. You could use your homophones in a poem.  You could also think about using personification, noun phrases and prepositions.  This could give you some ideas:

Under the mustard-yellow sky

The weak stems of the nasturtium

With its pale green leaves

Reaches up, up with

Tiny green hands

To the sky.

Preposition = under

Homophones = weak, pale

Noun phrase = the weak stems of the nasturtium with its pale green leaves

Personification = reaches up with tiny green hands

Here are the  homophones. if you can not find them although feel free to use ones not on the list.

Visit to Kernock Park Plants May 2018

Many thanks to Mrs Cocking for showing us how to plant out our tubs.

The plants are going to be judged on sports day by Richard.

The girls here have chosen different plug plants to grow.

Fruit and Veg tasting session with Tesco

We have been planting out seeds in the polytunnel.  The beds really needed some TLC.  Luckily Mrs Thomson was here to help!  Our plants have now really started to grow.

Writing inspired by Mortal Engines by Philip Reeve

Here is some of the great writing from this week.

It was a shadowy afternoon; the sun had started to set.  I looked up to the marshmallow clouds that were slowly fading away in the misty sky.  The mountain tops were festooned with milky white snow, the blood-red fire and the smoky grey mist.

Me and my older sister, Alex, started to get scared as night struck.  Then Alex had a good idea (she never has good ideas).  “How about we find some shelter?” Alex asked

“’K,” I replied.

Alex stood up and turned 360 degrees looking for shelter.

“THERE!” Alex shouted, “I found shelter.”

We made our way towards the shelter.  Suddenly a twig snapped behind my back.  The wind started to get cold; I could hear faint whispers in my frozen ear.  My heart started to pound.  Alex, who was unaware what was happening, went to the stream right next to us, gathering whatever to put on the fire.  Crows suddenly screamed overhead.  They made me jump with a jolt.  Backing up cautiously, I tripped over a stone.  I screamed in horror.

“What?” Alex rapidly turns round.

“We need to pack up!” I say.

Kasia Pethick Year 6

It was a midnight black evening in winter.  On the horizon, the tops of the mountains were like sheets of paper of top of papier mâché project.  The misty fog numbed your sight of direction and the branches on the skeleton trees were standing out.

One this night Joe felt something that he had never felt before.  His stomach had butterflied and he knew that something was going on out in the darkness.  Joe (who did not fear the dark) was scared that night.  Although he had walked down that road all his life, he was still worried about something. What that something was he did not know yet.

A twig snapped and Joe started to head in the direction of home.  He heard a very faint chuckle and began to run in the dark.  Into the dark alleyway he went, but his shoe got caught in a puddle.  In a blink of an eye, Joe glanced behind and saw a figure festooned in darkness.  The figure, whose body was a sky black colour, looked instantly strange and peculiar to Joe.

Joe was extremely alarmed at this point and could see lights on in his house.  Will he make it?  Or will he have to face whatever is following?  Itching his neck, he headed back to his house lights.  His heart was beating out of his chest like a tiger trying to get out of a cage.  He turned around not knowing why and there it was.

Blake Tancock Year 5

Darkness fell.  Matt was shivering as the biting wind swirled around him.  The sun had set a blood red a few hours ago and all that was left was the dismal, muddy terrain with the ominous sky looming above.  The trees stretched out their skeletal fingers out towards Matt as if there were about to grab him.  What had had he hid that rat in her bag?  Now he had to walk home alone, in the dark.

Although Matt had never been afraid of the dark before, he could feel his heart thumping out of his chest.  Matt (who didn’t believe in ghosts or myths) felt danger – but was too late.

Ravens screamed.  Pines cracked.  Matt glimpsed behind him a pine black creature stepping out from the shadow.  His claws as sharp as a Great White’s Tooth.  His face a cloud of misty like smoke.  Matt’s head spun.  He turned fully around.  A flick of a cloak, a tap of a shoe and the creature was gone.

A letter drifted silently to the ground.  Snatching up the letter, he ran.  He ran until he could run no longer.  By the time he reached civilisation he was sweating badly and his legs ached as if he had run a marathon.  He raced through his house.  Matt slumped on his bed, too tired to notice the glinting red in the corner of the room…..

Erin Lynch Year 6

Meet the Teacher 

Please find all the information from the PowerPoint here.  For those people interested in CGP books, you can find the range for KS2 here https://www.cgpbooks.co.uk/School/books_ks2. For these people interested in Singapore maths more information can be found here https://mathsnoproblem.com/en/the-maths/what-is-singapore-maths/

Want some ideas for homework?

http://www.topmarks.co.uk/Flash.aspx?f=MovingDigitCards

Here is another good game for converting units of measurement

http://www.bbc.co.uk/skillswise/game/ma22leng-game-build-a-shed

Writing

Here are the expectations for writing.  Here are some the writing maths for Year 5 and Year 6.

Supporting your child with maths

Following the meeting with parents, here are some resources that might help you support your child with maths.  Here are the maths targets for Year 5 and Year 6 to give you an idea of what is covered during the year.  Here are the expectations for pupils wanting to achieve a level 5 or 6 in maths.  Here are the different methods for working out addition, subtraction, multiplication and division questions.

Here are some good websites for games

http://www.counton.org/

http://resources.woodlands-junior.kent.sch.uk/maths/

Supporting your child with writing

Technical terms that might help you

Determiner – tells you who much, how many and which one about a noun so it could be words like: two, each, the, an, a every, no

Prepositions – describes a relationship between things in a sentence e.g. over, under, behind or below

Adjectives – describe a noun.

Superlative adjectives – words like largest, most frightening which shows the greatest degree

Comparative adjective – compares one thing to another e.g. larger, more scary

Embedded clause – is a subordinate clause in the middle of a sentence e.g. The trenches, a hell hole of mud and fear, were loathed by the soldiers.

Conjunctions – are words that join sentences or parts of sentences together.  You can have subordinating conjunctions such as although, whenever, wherever or co-ordinating conjunctions such as and, but or.  Subordinating conjunctions introduce a subordinating clause or phrase which is normally the part of the sentence without a main verb. With the co-ordinating conjunctions the two parts of the sentence have equal weight.

Adverbs – describe a verb and can be adverbs of time, place or manner e.g. yesterday, over here or quietly.  An adverb also describes an adjective e.g. the very cold wind

Subordinate clause – a part of a sentence that does not have a main verb and so can not stand on its own e.g. Standing alone, I could see the mortar bombers in the distance.

Simile – compare something to something else using as or like e.g. the fire crackled like tissue paper

Metaphor – compare something to something else without using as or like (try and use the 3 step approach by listing characteristics of an object and then finding something else that has that characteristic e.g. bombs – loud/bright/destructive – think of something bright = sun so the bombs are miniature suns exploding in a fiery blazes

Personification – a type of metaphor where something inanimate is compared to a person or animal e.g. the crowd swarmed through the streets

Supporting your child with spellings

Here are some ideas on how to help with spellings each week.

The Real Pirates of the Caribbean docudrama

To conclude their learning about Edward Teach, a real pirate of the Caribbean, Class 4 has made this docudrama. The children wrote the scripts, drew the pictures, created the props and performed the drama scenes; we hope you enjoy it.

Click to view film

Bloodhound Race for the Line Rocket Car Competition

Following several weeks of designing and building rocket cars the children finally got to find out how fast they could travel. On Thursday 23rd March 2017 we joined Callington College A Level students and the British Army to fire our rocket cars down a short track between timing gates. Well done to the team who designed the Fire Boss 2000 as they achieved the fastest time of 26.32 metres per second. Click on the rocket car name below to see a video of that car.

The Red Demon

Hyper Venom Phantom 3

Water Walker

The Fire Boss 2000

Rainbow Flash 2000

Lolly 604

The Flame Thruster 2000

Sonic Boom

Rocket Blaster 101

Rocka

Staying safe online

Do you know how to keep yourself safe online? Do you know what to do if you feel unsafe? To find out more, click on the Think U Know logo.

new