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Sycamore

Welcome to the Sycamore Class page!

 

sycamore

Teacher: Mrs Tucker  
Teaching Assistants: Mrs Lockyer and Miss Taylor

 

Sycamore is a Year 5 class at St James Church School

Welcome and thank you for visiting our class page. 

 

Welcome back! We hope you had a lovely summer and we welcome you back to a new academic year. We are very much looking forward to getting to know the children and have some exciting things planned to start the autumn term. Our topic this term in 'World War Two' and you can find more information about the curriculum coverage on the autumn Curriculum Learning Map below. The door is always open so if there is a problem, a question or a query, please don't hesitate to come and talk to one of the year 5 team.

 

 PE

Sycamore class will have PE every Tuesday this half term. Please ensure your child has the correct kit  including suitable footwear. If the correct kit is not in school for these lessons, your child will NOT be able to participate.

Dates to remember this term:

Monday 2nd September- INSET day

Tuesday 3rd September- First day back

Tuesday 17th September- Joshua Seigal visit (poetry workshops)

Thursday 19th September- Y5 Playground Leaders Festival (more info to follow)

Wednesday 25th September- Meet the Teacher (9am-9:30am)

Friday 27th September- Meet the Headteacher

Monday 7th October- Fire safety talk

Monday 14th October- Harvest Festival Service (church)

Friday 25th October- INSET day

Monday 28th October- Friday 1st November - HALF TERM

Monday 4th November- INSET day

 

 

Times tables 

Times tables are practised daily in school and tested on a Monday.  Any practice at home will really help to develop maths skills.  There are many website and apps to support learning in this area. Each child now has their own login details for Times Table Rockstar which is an interactive game that helps children with their times table recall. There will be various competitions in school to motivate the children.

 

Homework

 

Homework each week will continue to comprise of reading, practising of times tables and spellings.  One additional piece of homework will also be sent home each week e.g. maths.   New homework will be given out on a Tuesday and needs to be completed and handed in on a Monday.  Please pop in to see me if you need any support with homework as it is an important part of your child's learning.

 

Reading

All pupils have been set a termly points target on Accelerated Reader and they earn points each time they pass a quiz at school.  Any support that can be given at home with reading is incredibly beneficial - reading together daily, discussing new vocabulary as well as making trips to the library all help. For those children that meet their target, a reading reward will take place at the end of the term.  

 

 Spellings 

Spellings will be given to the children every week on a Wednesday with a test taking place on the following Tuesday. They will also be given a weekly activity to help them to learn the pattern.  In addition to this, each child is working towards their Bronze, Silver, Gold or Platinum spelling awards which are tested every few weeks.

 

 

Spelling Awards

Picture 1

17.9.19- Joshua Seigal Visit- We were very lucky to have published poet, Joshua Seigal, come to the school today. He performed a variety of his poems, asked questions and did poetry writing workshops with Years 5 and 6. He was great!

17.9.19- Joshua Seigal Visit- We were very lucky to have published poet, Joshua Seigal, come to the school today. He performed a variety of his poems, asked questions and did poetry writing workshops with Years 5 and 6. He was great! 1
17.9.19- Joshua Seigal Visit- We were very lucky to have published poet, Joshua Seigal, come to the school today. He performed a variety of his poems, asked questions and did poetry writing workshops with Years 5 and 6. He was great! 2
17.9.19- Joshua Seigal Visit- We were very lucky to have published poet, Joshua Seigal, come to the school today. He performed a variety of his poems, asked questions and did poetry writing workshops with Years 5 and 6. He was great! 3
17.9.19- Joshua Seigal Visit- We were very lucky to have published poet, Joshua Seigal, come to the school today. He performed a variety of his poems, asked questions and did poetry writing workshops with Years 5 and 6. He was great! 4

Joshua Seigal Performance

Still image for this video

11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying.

11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 1
11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 2
11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 3
11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 4
11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 5
11.9.19- Start to our WW2 topic by pretending to be evacuees. We made name labels and created freeze frames based on some authentic photographs we had been studying. 6

3.9.19 First Day of Year 5- team building activities

3.9.19 First Day of Year 5- team building activities  1
3.9.19 First Day of Year 5- team building activities  2
3.9.19 First Day of Year 5- team building activities  3
3.9.19 First Day of Year 5- team building activities  4
3.9.19 First Day of Year 5- team building activities  5
3.9.19 First Day of Year 5- team building activities  6
3.9.19 First Day of Year 5- team building activities  7
3.9.19 First Day of Year 5- team building activities  8
3.9.19 First Day of Year 5- team building activities  9
3.9.19 First Day of Year 5- team building activities  10
3.9.19 First Day of Year 5- team building activities  11
3.9.19 First Day of Year 5- team building activities  12
3.9.19 First Day of Year 5- team building activities  13

Year 5 2018-19

21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values.

21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 1
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 2
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 3
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 4
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 5
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 6
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 7
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 8
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 9
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 10
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 11
21.6.19 Values Day- children were slit into their house teams to take part on a carousel of activities (team games, forest school, art and singing). At the end of each activity, children had to think of a collection of words that underpin our school values. 12

Y5 Trip to Ashford Water Treatment Works- the trip included a nature walk around a reservoir; a tour of the water treatment works; testing water samples and a river study.

Raft Building- inspired by our class book 'The Explorer', we designed and made our own rafts and tested them to see how many 'passengers' (pennies) they could hold. We experimented first by just using a sheet of foil and 1 craft straw.

Year 5 Willow Workshops- children crafted either a butterfly, dragonfly or fish from withies. The finished products were quite impressive!

Maths Day 24.5.19

We had a rockstar themed day to launch our new Times Table Rockstar interactive resource. Each child now has their own TTRockstar login to practise the recall of their times tables.

We had a rockstar themed day to launch our new Times Table Rockstar interactive resource. Each child now has their own TTRockstar login to practise the recall of their times tables.  1 Even the staff dressed as rockstars...

Year 5 made times table board games which they then played with Year 3. Each year 3 child was given a game, that year 5 had made, to take home.

Science Week

We started off science week with a carousel of activities with years 4 and 5. In Sycamore class, we had a water themed room and had 3 activities to complete: Cartesian Divers, Vortex in a Bottle and Paper Flowers. We had great fun exploring and using our observation and prediction skills.

We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers.

We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 1
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 2
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 3
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 4
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 5
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 6
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 7
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 8
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 9
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 10
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 11
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 12
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 13
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 14
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 15
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 16
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 17
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 18
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 19
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 20
We continued science week looking more closely at our topic of lifecycles. We drew some botanical drawings of Alstroemeria and Wallflowers; learnt about the different parts of flowers; completed flower dissections and made some junk model flowers. 21

Water Cycle- Year 5 spent the afternoon setting up 3 experiments to replicate 3 main stages of the water cycle (evaporation, condensation and precipitation). We focused on our scientific observational skills which helped to understand what happens at each stage

Friday 26th April 2019 - Today some school forum members took part in the Children’s Parliament at County Hall in Taunton. They spoke about their recent project ‘Eating our way to a better planet’ and explained how they were collecting and recycling crisp packets in the school. They represented the school superbly and spoke confidently in such illustrious surroundings. It was a wonderful opportunity for the children and all their hard work paid off with a good presentation.

RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school.

RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 1 Discovering the empty tomb
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 2
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 3
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 4 Reordering the Easter story
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 5
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 6
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 7 Painting the 'resurrection pebbles'
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 8
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 9
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 10
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 11
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 12
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 13
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 14
RE Day- Year 5 spent the day doing activities based on the Easter story. Year 5's focus was Easter Sunday and the resurrection. First, we looked at the story and had discussions based on the betrayal of Judas. We then made 'resurrection pebbles' which symbolised the stone of Jesus's tomb. We also drew a picture and made a collage to form a Year 5 candle which is now on display in school. 15

St George's Day- we made dragon eyes in celebration of the legend of St George. We explored different textures with various implements before creating our eye design. We used metallic paints to decorate them once they were dry.

Easter Service

Easter Service 1
Easter Service 2
Easter Service 3
Easter Service 4

Inspired by the artwork of Peter Thorpe, Year 5 used acrylic paints on canvas to create their own space art.

Inspired by the artwork of Peter Thorpe, Year 5 used acrylic paints on canvas to create their own space art. 1
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Book Week 

Freeze frames from Jack and the Beanstalk

Freeze frames from Jack and the Beanstalk 1
Freeze frames from Jack and the Beanstalk 2
Freeze frames from Jack and the Beanstalk 3
Freeze frames from Jack and the Beanstalk 4
Freeze frames from Jack and the Beanstalk 5
Freeze frames from Jack and the Beanstalk 6
Freeze frames from Jack and the Beanstalk 7
Freeze frames from Jack and the Beanstalk 8
Freeze frames from Jack and the Beanstalk 9
Freeze frames from Jack and the Beanstalk 10
Freeze frames from Jack and the Beanstalk 11
Freeze frames from Jack and the Beanstalk 12

World Book Day Vocabulary Parade

World Book Day Vocabulary Parade 1
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We practised our measuring and scaling skills in maths by making giant cookies and smoothies

Performing Jack and the Beanstalk for Year 1

Performing Jack and the Beanstalk for Year 1 1
Performing Jack and the Beanstalk for Year 1 2
Performing Jack and the Beanstalk for Year 1 3
Performing Jack and the Beanstalk for Year 1 4

26.2.19- Year 5 began the new half term with a science day. We started by setting up a shadow experiment, which we observed throughout the day. We also played shadow games by attempting to make a variety of shapes. Exploring shock absorption and stability, we designed and made space landers that had to deliver our 'aliens' safely to Earth.

We used Oreo cookies to represent the 8 phases of the moon.

We used Oreo cookies to represent the 8 phases of the moon. 1
We used Oreo cookies to represent the 8 phases of the moon. 2
We used Oreo cookies to represent the 8 phases of the moon. 3

Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet.

Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 1
Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 2
Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 3
Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 4
Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 5
Planet Mobiles- We glued tissue paper onto polystyrene balls to resemble the different planets. We carefully layered the colours and tried to include key features of each planet. 6

Sycamore Class Collective Worship- The Thankful Leper

Sycamore Class Collective Worship- The Thankful Leper 1
Sycamore Class Collective Worship- The Thankful Leper 2
Sycamore Class Collective Worship- The Thankful Leper 3
Sycamore Class Collective Worship- The Thankful Leper 4

We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.

We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  1
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  2
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  3
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  4
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  5
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  6
We looked at size of the planets and used fruit to represent the sizes on a much smaller scale. We then looked at the distance from the Sun and from each other.  7

As part of an introduction to our new learning expedition, we found out how much Year 5 already know about space. The children had a variety of tasks to test their understanding and then had the opportunity to write down any questions they wanted to find answers to.

Spring Curriculum Learning Map 2019

It's beginning to look a lot like Christmas...

It's beginning to look a lot like Christmas... 1
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18.12.18 As part of a mini DT project and because it's nearly Christmas, Year 5 children made their own Rocky Road. We tasted some samples and rated them based on appearance, taste and texture. We also looked at packaging and cost of the sample products. We used our maths skills to calculate the correct ratios and chose 2 extra ingredients to add to the Rocky Road recipe.

13.12.18 Across Year 5, we practised the Jewish ritual of Shabbat. This included cleaning and tidying the classroom; washing our hands; changing into more comfortable clothes; enjoying social time and playing games with our friends. We also enjoyed a few snacks which represented the meal that Jewish people eat during Shabbat.

29.11.18 We spent the morning creating and carrying out an experiment with paper spinners (whirligigs). We looked at different variables and what we would change, keep the same and what we should measure.

27.11.18 Fire Safety Talk- Children were set the task of testing fire alarms in their house; creating an escape plan and knowing their full address. We will be checking that ALL children have done these 3 things, that the fire service recommended, in order to keep themselves and their families safe.

27.11.18 Fire Safety Talk- Children were set the task of testing fire alarms in their house; creating an escape plan and knowing their full address. We will be checking that ALL children have done these 3 things, that the fire service recommended, in order to keep themselves and their families safe. 1

We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered!

We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 1
We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 2
We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 3
We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 4
We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 5
We made our own codes inspired by the Enigma Code and then transmitted them using Morse Code through electrical circuits. It was quite tricky but we persevered! 6

26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands).

26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 1
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 2
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 3
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 4
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 5
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 6
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 7
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 8
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 9
26.11.18 Our health and fitness lesson with SASP this week involved learning about bacteria and viruses. We played an active game to show how germs are spread and then practised washing our hands following the 5 steps (glitter acted as the 'germs' on our hands). 10

20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win.

20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win. 1
20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win. 2
20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win. 3
20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win. 4
20.11.18 'Paper Bullets'- We looked into The Battle of Britain as part of our topic work and why it was such a turning point during WW2. We played a game which involved a Spitfire and a Messerschmitt and how the aircraft manoeuvered. It was clear that the Spitfire was far more manoeuverable and the British also had radar which helped them to win. 5

20.11.18 Trip to The Museum of Somerset- We went to see the temporary exhibition and film for the Armistice Centenary and the Military Museum Gallery to see real war artefacts.

16.11.18 Children in Need- we dressed in spotty clothing or came to school in our pyjamas to support Children in Need. We also did a run (16 laps= 1mile) to support the charity.

15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'.

15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 1
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 2
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 3
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 4
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 5
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 6
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 7
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 8
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 9
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 10
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 11
15.11.18 Should David and Tucky help the Germans? Sycamore class took part in a 'conscience alley' to help us weigh up the options for the characters in our class novel 'Friend or Foe'. 12

Maths Day 9.11.18 . The whole school dedicated the day to maths and the topic of shape. Year 5 looked at the properties of 2D and 3D shapes, lines of symmetry with Numicon and created Tangrams- we had a great time!

No Pens Wednesday 7.11.18- Year 5 had a day focusing on their listening and communication skills by not using pens for the whole day. We did some drama based on our class novel 'Friend or Foe' and played barrier and other games, which involved a lot of speaking and listening to each other.

Year 5 board to be displayed in Wells Cathedral for Remembrance Day

Year 5 board to be displayed in Wells Cathedral for Remembrance Day 1

In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods.

In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 1
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 2
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 3
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 4
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 5
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 6
In Science, we focused on our observation skills and made sketches of different types of seeds and seed pods. 7

Harvest Festival- Year 5 looked at harvest during WW2 and designed our own propaganda posters.

Harvest Festival- Year 5 looked at harvest during WW2 and designed our own propaganda posters. 1
Harvest Festival- Year 5 looked at harvest during WW2 and designed our own propaganda posters. 2

Year 5 have been set the task of creating a Remembrance display for Wells Cathedral. We decided to base the display on the school's history as a temporary hospital in WW1 and set to work on making some woven poppies. Our poppies were red, purple, white and black which all have a different meaning linked to Remembrance.

Superhero Day- we dressed up as our hero for the day. We had a variety of costumes from a nurse to Spiderman.

Superhero Day- we dressed up as our hero for the day. We had a variety of costumes from a nurse to Spiderman. 1

National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe.

National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 1
National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 2
National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 3
National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 4
National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 5
National Poetry Day- we had a selection of different poetry books, chose a poem and practised performing it. Some children shared their performance and others gave constructive feedback. We spent the afternoon creating 'blackout poetry' based on our class text Friend or Foe. 6

Performance of Jack and Jill

Still image for this video

Evacuee Silhouette and Gradient Pictures

Evacuee Silhouette and Gradient Pictures 1
Evacuee Silhouette and Gradient Pictures 2
Evacuee Silhouette and Gradient Pictures 3
Evacuee Silhouette and Gradient Pictures 4
Evacuee Silhouette and Gradient Pictures 5
Evacuee Silhouette and Gradient Pictures 6
Evacuee Silhouette and Gradient Pictures 7

We started practising our spellings with a variety of games: Jenga, Hangman, Kaboom and Spelling Frame on the Chromebooks.

We started practising our spellings with a variety of games: Jenga, Hangman, Kaboom and Spelling Frame on the Chromebooks. 1
We started practising our spellings with a variety of games: Jenga, Hangman, Kaboom and Spelling Frame on the Chromebooks. 2
We started practising our spellings with a variety of games: Jenga, Hangman, Kaboom and Spelling Frame on the Chromebooks. 3
We started practising our spellings with a variety of games: Jenga, Hangman, Kaboom and Spelling Frame on the Chromebooks. 4

The new members of Sycamore worked on their team building skills during the first few days of the new school year.

The new members of Sycamore worked on their team building skills during the first few days of the new school year. 1
The new members of Sycamore worked on their team building skills during the first few days of the new school year. 2
The new members of Sycamore worked on their team building skills during the first few days of the new school year. 3
The new members of Sycamore worked on their team building skills during the first few days of the new school year. 4
The new members of Sycamore worked on their team building skills during the first few days of the new school year. 5

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