YEAR FIVE: SPRING TERM
OUR YEAR FIVE DURING SPRING TERM 2021
OUR CORE INTENTION IN ACTION
SPRING TERM 'WHEN I GROW UP...' THEME: AMAZON ADVENTURE
Spring Term 2021 was transformed in a heartbeat from the ‘norm’ to remote learning. Not a scenario we had desired to say the least! However, we were well prepared and ready to deliver Amazon Adventure in this new compromised format for our new Spring Term ‘When I Grow Up…’ theme. A Geography driver theme meant we could focus heavily upon: maps of the region; trade and land use; how the landscape emerged and is sustained. We also asked about the threats to the future of the Amazon. Our Science studied forces and gravity including the Earth, Sun and Moon. Whilst our History and Religious Education studies deliberately overlapped to consider aspects of Christianity, Islam and Sikhism from a modern and historic perspective.
We could continue with our planned studies upon rainforest inspired artwork by Henri Rousseau and Ruth Daniels. We were also able to complete the design phase for our multi-functional Amazon survival belt in Design & Technology. Our striking and fielding games work in Physical Education was replaced with a greater emphasis upon being active and personal fitness during the largely lockdown based term. We found that we had to make adaptations to our intended Music and Computing work to suit the remote digital learning however aspects of the Latin Jazz and spreadsheet work remained in our revised units.
Our English reading and writing work focused upon writing to entertain through narratives and poetry, whilst our non-fiction work centred upon writing to persuade through formal letters. In Mathematics we centred upon the four rules (addition, subtraction, multiplication and division) during the term and completed this by moving into decimals and percentages.
The short return to school prior to Easter took the shared ‘readiness, refresh, recover and prepare’ approach that we adopted across school as part our preparation for re-opening in early March. We completed essential pre-learning work related to the children's first themes and topics they would encounter, whilst spending significant time on ‘how we want to learn’ with refine and polish being central to this as we push for that progress within and between sessions by enabling greater independent reflection and improvement upon completed work. Skills ready for the term to come. Skills vital to lasting progress.