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Games

(World)le

Wordle

Girls

In Art we will be looking at logos, what makes a good logo and what are some instantly recognizable logos. You will then be asked in teams of three to come up with a new logo for our 6th class website (ThinkWithYourInk) . I’m looking forward to hearing what stories your logo is going to tell.

This is the winning logo from 2years ago, what story is it trying to tell us do you think?

Ans last years winning logo, what story is it trying to tell us do you think?

🐜 Logo 1 – The Ant: “Think with your ink”

Our logo is based on an ant because we think an ant represents hard work, teamwork and never giving up. Ants are very small, but they can carry things that are many times heavier than themselves. This shows us that you should never judge what someone can achieve by how small or young they are.

We chose the words “Think with your ink” because our website is about sharing our ideas, our learning and our creativity. We wanted the logo to show that everyone has ideas inside their head, and we can use our writing and drawing to get those ideas out.

We chose blue for the background because blue is a calm colour and it makes us think of learning, thinking and being focused. We chose green for the sign because green can represent growth. Just like plants grow, we are always growing and learning new things.

The purple circle makes the logo stand out and gives it a fun and creative feeling. We used black for the ant and the outside because black is strong and makes the other colours easier to see.

We also included the sun because it represents positivity and bright ideas.

Most importantly, the ant is holding up our message. It shows that even something small can achieve something big if it works hard, keeps trying and believes in itself.

🐢 Logo 2 – The Turtle

We chose a turtle for our logo because we think a turtle represents perseverance, learning and never giving up. A turtle might not be the fastest animal, but that is exactly why we chose it. The story of the Tortoise and the Hare teaches us that you don’t always have to be the fastest or the best straight away. If you keep going and don’t give up, you can still reach your goal.

The turtle is wearing a graduation cap because learning is one of the most important parts of school. We also gave it a pencil because pencils are something we use every day to write down our ideas and show what we have learned.

We chose green for the turtle because green represents growth. We are always learning, improving and growing, just like a plant.

The shell has lots of bright colours, including yellow, blue, purple, red and green. We chose lots of colours because every person in our class is different. We all have different talents, ideas and interests, but we are all part of the same class.

The black outline makes the colours stand out, while the white underneath gives the logo a clean and simple look.

Our main message is that you don’t have to be the fastest. You just have to keep moving forward. If we work hard, learn from our mistakes and keep trying, we can eventually get where we want to go.

Our Winning Logo 🐝🌻

What a fantastic day we had on Friday as everyone presented their class logos and explained the meaning behind their designs. Our winning team was Matthew, Dara and Michael.

Their logo features a bee, representing hard work, perseverance and never giving up. Just like bees keep working every day, even when things don’t go to plan, we want to keep trying and doing our best in 5th Class.

The red represents passion and courage, green represents health and growth, while yellow represents happiness and creativity. The sunflower represents growth and hope, and the grass represents health and the beauty of our world. The rose represent how we grow throughout the year. Just like a rose starts small and gradually blooms, we too grow through patience, effort and hard work.

A brilliant logo with a brilliant message! 🐝🌻

Yesterday we learned about Roger Bannister and how he became the first person to run a mile in under four minutes, finishing in an incredible 3 minutes and 59.4 seconds. Today, we are going to see if our class can take on the same challenge! There are 23 students in our class, and together we are going to try to run the distance of one mile in four minutes. We know that one mile is 1,609 metres, so our first challenge is to work out how many metres each of the 23 students would have to run if we shared the mile equally.

Before we try it, I want you to make a prediction: Do you think our class can match Roger Bannister’s four-minute mile? Even though each person is only running a small part of the mile, do you think we can work together to complete the full 1,609 metres in four minutes? Write down your prediction and explain why you think we will or will not achieve it. Then we’ll put our prediction to the test!

Sadie brought in a fascinating artefact for our class — a Varsity Marmalade jar, which she believes dates from the 1930s or 1940s. Even more interestingly, Sadie discovered the jar while digging in the grounds of her home. She found it buried in the ground and wondered if it might have been left behind from a house or building that was there before her own home was built.

There was also a wonderful family connection. Sadie discovered the artefact around the anniversary of her great-aunt, who had actually worked in the same factory where the marmalade was made.

Sadie gave an excellent presentation and shared some of her thoughts about how things were often made differently, and perhaps more durably, in the past. She passed the artefact around the class, giving everyone the chance to see it for themselves. Her presentation really got us thinking about the history hidden all around us!

As part of our Science experiment, we have already recorded our running times and our dead-hang strength. Over the next four weeks, weather permitting, we will complete our dead-hang challenge five times per week, with five attempts each time. Everyone has different abilities, so some pupils may manage just 3 seconds while others may manage a minute or more. That is absolutely fine. The aim is not to compete against each other, but to give our best effort and see how much we can improve.

Dead hangs have a number of benefits, including building grip and forearm strength, developing upper-body strength and endurance, improving shoulder strength and stability, and allowing us to measure our progress over the four weeks. I am really encouraging everyone to take part and try their best each time. If there is any reason why you cannot participate, please bring a note in from home.

Class Currency – Earn, Save and Spend!

Today, we are introducing our very own class currency! You will have opportunities to earn money for your contribution to the running of our classroom. This isn’t just about getting your work finished; it’s also about showing effort, responsibility, teamwork and a positive attitude.

You can earn class currency for things like getting started quickly on your work, showing high effort, contributing to class discussions, helping others, keeping the classroom tidy and taking responsibility for your jobs. Being organised, following instructions and showing initiative will also be rewarded. Remember, it’s not about being the fastest or getting everything right; it’s about making a genuine effort and doing your best.

You can bring your earned money to the class bank before break on any day to deposit it and keep track of your savings. You can choose to save your money or spend it on rewards and privileges when they become available. What you can buy with your money will be revealed soon!

Think carefully about how you spend your money. Will you save up for something special, or spend a little along the way? The choice is yours!

The aim is to recognise the positive contributions everyone makes to our classroom and to give you a chance to practise managing your own money. Work hard, help others, make good choices and watch your savings grow!

Today, you are going to work in teams of three to design and build an air-powered car.

Your challenge is simple: who can make their car travel the furthest?

You will have access to cardboard, paper, bottle caps, straws, skewers, lollipop sticks and a balloon. Mr Forde will operate the hot glue gun.

Before you start building, take time to discuss your ideas and sketch your design on a piece of paper. Think about how your car will move, how you will attach the wheels and how the balloon will propel it forward. Make sure everyone gets a chance to share their ideas, listen to each other and agree on a design before collecting materials.

Divide up the jobs so that everyone contributes to building and testing the car. There is no single correct design, so be creative and experiment! Your first attempt might not work perfectly, but that’s part of the challenge. Test your car, discuss what could be improved and make changes to help it travel further. Remember, good teamwork means listening, sharing responsibilities, compromising and solving problems together.

Your mission is to build it, test it, improve it and see how far you can go!

Well done on yesterday’s Science Challenge!

Yesterday, you completed your first air-powered car challenge, and I was really impressed with the effort, creativity and teamwork shown by everyone. All the cars were designed and built by lunchtime, which was fantastic, and you even managed to get everything tidied up and with very little waste of materials 🙂 That was a brilliant achievement for our first project!

Remember, the aim of the challenge wasn’t just to build the car that travelled the furthest. Some cars travelled several metres, while others barely moved at all. That doesn’t mean you failed. There was a huge amount of learning involved in every design, even when it didn’t work as planned. You had to think about how to attach the balloon, how to reduce friction and how to get the air to propel your car forward. You also learned by watching other teams and asking yourselves what they did differently. That’s what science is all about: experimenting, solving problems, learning from mistakes and improving your ideas.

You should all be proud of the effort you put into your first project. Well done, everyone!

A big thank you to Kyle, who brought in two amazing shark teeth for our Artefact Thursday. One was a Megalodon tooth, while the other was from a different species of shark dating back around 135 million years. The teeth were gifted to Kyle by his aunt, who brought them back from Australia.

Kyle has a huge interest in prehistoric animals and presented his artefacts extremely well. It was fascinating to see teeth of this size and imagine the enormous creatures they belonged to, as well as the world they lived in millions of years ago.

Well done, Kyle, on an excellent presentation! We are already looking forward to our next Artefact Thursday. Two excellent presentations so far!

Republic of Ireland manager Heimir Hallgrimsson says his team has not yet decided whether they will play their next match against Israel in Serbia.

The players have different opinions about playing Israel. Goalkeeper Gavin Bazunu decided he did not want to play and made himself unavailable for the matches.

Hallgrimsson said everyone should be allowed to have their own opinion, especially because the players come from different backgrounds.

During the previous match against Israel, the Irish players wore black armbands, did not shake hands with the Israeli team and bowed their heads during the Israeli national anthem.

Despite their differences, Hallgrimsson said all of the players want to represent Ireland and that nobody should be called “good” or “bad” because of their decision.

Have you ever wondered what life was like when your grandparents, great-grandparents or another older person in your life was your age?

Today we are starting a special interview project inspired by a famous BBC radio programme called Desert Island Discs.

The programme first began in 1942, during World War II, and is still being made today! It was created by Roy Plomley and has featured thousands of interesting people over the years. The basic idea is simple: a person is imagined as being stranded on a desert island and is asked to choose a small number of pieces of music they would take with them. The important part, though, is the stories behind their choices. The presenter asks questions about their childhood, family, important people, memorable experiences, challenges, achievements and the moments that have shaped their lives.

We are going to create our own version!

From tomorrow, you will receive an interview sheet. Over the next three weeks, you will have an opportunity to interview the oldest person you know. This could be a grandparent, great-grandparent, aunt, uncle, neighbour, family friend or another older person in your life.

Today, our job is to think like interviewers. What could we ask that would help us discover what life was really like when this person was young?

You might want to find out:

• What was their childhood like?
• What was school like when they were young?
• What games did they play?
• What did they do for fun?
• What was their first job?
• Who were the important people in their life?
• What was the biggest change they have seen during their lifetime?
• What funny, exciting or unusual stories do they remember?
• What difficult moments did they experience, and what did they learn from them?
• What advice would they give to someone your age?
• What piece of music brings back a special memory, and what does it remind them of?

The best interview questions cannot be answered with just “yes” or “no.” We want questions that encourage stories, memories and interesting answers. Remember to ask follow-up questions such as “Why?” “What happened next?” “How did you feel?” and “Can you tell me more about that?”

In a few minutes, I will play you a short extract from Desert Island Discs so you can hear what a real interview sounds like.

Some of your interviews will be selected to be read aloud, recorded as part of our class podcast and shared on our class website.

So today, get your thinking caps on and start creating some brilliant interview questions!

Billie Jean King (14:08 – 22:47 listen) is a famous American tennis player who was born in 1943, so she is now 82 years old. She became one of the best tennis players in the world and won 39 Grand Slam titles, including a record 20 Wimbledon titles. She was ranked the world’s number-one female tennis player several times.

Billie Jean King also worked to improve opportunities for women in sport. She campaigned for women and men to receive equal prize money and helped establish the Women’s Tennis Association. She also spoke publicly about equality and later became an important supporter of LGBTQ+ rights.

Today, she is remembered not only for her tennis achievements but also for using her position as a famous athlete to speak up about fairness and equality.

What was your first job, and what do you remember about your first day?

What did you and your friends do for fun when you were in primary school?

Can you remember a particularly funny or memorable day?What food, restaurants or treats do you remember from when you were young? Were there any special foods you only had on certain occasions?What did you do in your free time when you were growing up? Tell me about your hobbies, games or activities.What did you watch or listen to when you came home from school? What programmes, films or music do you remember?Was there someone you looked up to or who inspired you when you were young? What did you admire about them?Choose a piece of music that has a special memory attached to it. What does the music remind you of, and can you tell me the story of a particular time in your life when you remember hearing it?