As part of their World War Two focus, children have been learning about air-raids and different ways of keeping safe during air-raids. One way that people did this was to get into Anderson Shelters. For this reason, children in Year 5 had a project of designing their own Anderson Shelters and making them in their own way. As you can see, children had a choice of how they wanted to design their shelters, as well as make them, from making cakes, using Lego, using corrugated card/metal, astroturf and many more creative and engaging ways! They also showed excellent teamwork by some of them combining to work collaboratively in pairs or more. We hope you enjoy looking at them – come and see in Year 5, you’ll be blown away!
Here’s what some of the children had to say:
Christian – ‘I tried to achieve an Anderson shelter, because we made our shelter out of gingerbread – I loved it!’
Grace – ‘Year 5 had three weeks to make a World War 2 Anderson shelter, with the design project first. My favourite part was making it. I enjoyed fake grass on to the metal.’
Jess B – ‘I most enjoyed being creative. Phoebe and I had a good laugh and had lots of fun and at the same time we could be serious and get on. I would love to do it again!’
Kara – ‘I really enjoyed making the Anderson shelters because I could use my creative skills in a variety of ways.’
On Monday 7th October 2019, Year 5 went on their ‘Home Front’ trip as part of their World War Two focus. We learnt lots, ranging from experiences of evacuees, women’s jobs and rationing, to general way of life during the war times, as well as various facts about the war itself. Throughout the day, the whole class represented the school impeccably, showing excellent behaviour, but also willingly showing to the leaders how much they already knew about World War Two. The leaders were very impressed at the knowledge the children were giving and the eagerness they had with answering and asking questions.
Children got right into character for the day, coming into school dressed as evacuees, with their identity cards, ration books and labels attached to them, showing who they were and where they came from. Throughout the day, children were straight in role conducting usual jobs expected from children and adults during the 1939-1945 era. The jobs ranged from cleaning and drying clothes, making flapjacks, putting out fire-bombs as fire-guards and putting up the blast tape to ensure the glass was secure if we were bombed! Having said this, we did have a real life air-raid, where we ‘pulled together’ and shared Anderson shelters to keep us safe. We also did a World War Two dance workshop, along with songs which kept spirits high.
It really was a pleasure to see such great learning first hand, with handling such artefacts as ‘gas masks’, different bombs used in the war, helmets etc; as well as viewing what was a week’s ration for an adult would be…..we all agreed it was absolutely nothing- what do you think…?
Here is what some of us thought of the day:
Jess B – ‘I enjoyed Murton Park because MRs W and Mr T were very funny and silly. I’m sure everyone in class would agree that it was excellent, as we took turns to do different activities such as: washing clothes, cleaning the saddles, dancing and learning how to be a Fire Guard (FG). It was very fun!’
Christian – ‘I very much enjoyed the trip to Murton Park (it was my favourite of all!). I most enjoyed the amazing World War Two gallery!’
Lucas – ‘I enjoyed putting out the fire and Mr T (who showed us around) let us look at three different types of bombs used. Then we enjoyed it in the dance activity.’
Grace – ‘My favourite bit of Murton Park was washing the clothes. We put out a fire, did cooking, washed clothes, danced and tried out some gas masks. I would give it a ten out of ten!’.
Immogen – ‘I loved doing the ironing as it felt as though I was actually in World War Two life! I also enjoyed the experience in the Anderson shelter.’
In English, we had a choice of a setting to describe using various Year 5 skills (including figurative language, relative clauses and Alan Peat sentence types) and then to create a story around this setting. Additionally, we have made a huge effort to use alliteration, personification, adjectives, adverbs, similes and metaphors, ensuring that we make regular use of common exception words, as well as using a thesaurus to extend our vocabulary. What do you think of our stories?
In our topic learning of World War 2, we have been looking at 'Propaganda' and what it means. We studied some posters from that time and decided to create our own artwork for display in the shared area. We hope you enjoy our own designs of propaganda posters and come and see them in our Key Stage 2 Shared Area. We focused on giving people information or warnings of things that are happening or may happen. We wanted to present purposeful artwork and express our beliefs and feelings. Which is your favourite and why?
In Science, we have created our own investigations to test the germination of plants. We have already discussed and understand what plants need to germinate (which we found easy.....although we din't know what 'germinate' meant at the start!), but initially, we didn't delve into 'exactly' what a plant needs to grow 'well'. For this reason, in groups, we set up a variety of different investigations to test 'how much light' a plant needs, 'what environment is best for a plant', 'what amount of water is appropriate', 'what position of seed is best' etc. As you can see, some plants have grown well and healthy, whereas others have grown a little and some not at all. We are measuring and recording our results each day and will end this half term by producing our own line graphs in our books, as well as on Microsoft Excel to check for patterns and interpret the data. We will upload these here for you to see!
We were fortunate to have a visit from Judith Rhodes in Year 5 last Friday. Judith shared her mother’s experiences as a refugee in World War 2. Her mother, Ursula, left her family behind in Nazi Germany at the age of 15 and came to London as part of the Kinder transport programme prior the outbreak of the war. The rest of her family were unable to leave and later perished in concentration camps during the Holocaust. We really appreciated Judith sharing her powerful and moving story which really helped the children to understand the impact of these events on individual families. In the photo you can see the suitcase that Ursula took with her and one of the very few items of clothing she was able to fit into it.
We made notes throughout her presentation of key questions, as well as key points to help us with our follow up reports about her visit and what we learnt. There were some excellent enquiry questions from the children, as well as our class Governor (Mr Kurring) who joined us for the visit. Questions asked included:
‘What’s the Iron Cross that was mentioned?’ (Finley)
‘Your Grandad fought for Germany as a Jew – why is that?’ (Mr Kurring)
‘Why did your Grandad get arrested?’ (Maria)
‘Didn’t Hitler like people to have blonde hair and blue eyes, even though he didn’t have those?’ (Florence)
Here are some of our thoughts:
“I really enjoyed Judith’s visit. The thing I found most interesting was opening the ‘Little Suitcase’, everything in there was from World War 2.’ – Immogen
‘’I found Judith very interesting as she answered all my questions. She told us what happened in Germany during the war, which I enjoyed.’’
‘’I liked it that Judith told us that her grandma sewed jewellery into her skirt so that it wasn’t taken off her.’’ – Kodee
‘’I found the ‘story of Ursula’ very interesting, and I also liked it when we found out what was inside the suitcase, because it is difficult to think that the contents have been around all of those years.’’
This week, Reception welcomed their ‘Year 5 Buddies’ to their classroom for the first time. Now Reception children have settled into Primrose Lane school life, our wonderful Year 5 children offer a generous, helping hand to settle them in further. This is one of the ‘responsibilities’ expected by a Year 5 child at the beginning of the year, which they always look forward to! In WORKING TOGETHER, they become better people. Year 5 become role models, leaders and supportive of their new younger friends. The Reception children learn lots of skills and behaviours from their role models, but teach Year 5 about empathy, tolerance and patience, just by being their lovely selves!
The role of the Year 5 child is important to make their Reception Buddy feel comfortable, learn how to make new friends, play, feel safe and become more independent. They have got to know each other this week, eaten together and played together outside. As you can see, the Year 5 children model how to behave in the dining area when eating at school, as well as support their Buddies with cutting food and their manners. Reception children and staff would like to thank Year 5 for being such fantastic buddies, the effort and care are really appreciated! Equally, we would like to thank the Reception children for being polite, understanding and learning well from their Buddies. We are sure these relationships will continue to blossom over the coming year.
Here's what some of them have said:
“ I played hide and seek with my buddy, it was so much fun!” – Maisie
“My buddy showed me some new football skills.” - Oliver V
“I liked it when my buddy helped me with my dinner.” - Oliver S
‘’I like the Buddies because you get to look after them and play with them.’’ – Ellie
‘’My buddy is Oliver and I could not have asked for anyone else! Oliver is very enthusiastic and loves to run around. My favourite time is lunch time with him as he impresses me using his manners.’’ – Grace
‘’I really like the buddy system. I think it is a good idea and it is really fun. My buddy is Bethany and I like showing her around the playground and eating lunch with her.’’ - Florence