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Year 5 - Partridge

1. Key Information for Partridge Class

 

In this section you will find a quick reference guide to your class including your Forest School rotation, letters and uniform requirements. There is also a copy of the welcome booklet for your class - please do refer to it throughout the year because it contains lots of useful information about what to expect in this class, how long homework should take each week, samples of age-appropriate handwriting and more. 

 

The teaching staff in Partridge class are:

 

Mrs Kristina Bayliss

Mrs Penny Harrison (Teaching assistant)

The Welcome Booklet for Partridge class is here:

Letters for Partridge class can be found here

Forest School

Forest School for Year 5 will be once every half term. You will be notified of the dates in advance. 

Home learning expectations in Year 5

Spelling Weekly task
Reading 30 minutes per week, in 2 or 3 sessions
Maths, literacy or creative learning task Up to 30 minutes per week

 

SRE Curriculum

This year we will continue to teach the children using materials from our new Sex and Relationships Education (SRE) scheme. This new edition of ‘Teaching SRE with Confidence in Primary Schools’ reflects the recent developments in SRE and the Science National Curriculum. This resource encourages children to develop the skills of listening, empathy, talking about feelings and relationships with families and friends.

 

All the lessons have a clear structure and are age appropriate. The lesson plans have clear aims and learning outcomes with suggested additional activities and accompanying resources:

 

Year 5: Puberty

Talking about puberty

Male and female changes

Puberty and hygiene

Uniform requirements

A full list of the school's uniform requirements is on the school website here. In Year 5, points to note are:

 

Core school uniform No special notes for this class
Bags

1. Bridgewater School rucksack

2. Drawstring PE bag (school logo optional)
PE / games

Trainers not plimsolls. Football boots may be required for some activities. 
Team Bridgewater kit Pupils in this year group who represent the school in sports matches such as cross country, football or netball tournaments may wear "Team Bridgewater" kit (short sleeved t-shirts, hooded tops and showerproof jackets). This is all optional and available from our online supplier only. The school has a number of Team Bridgewater t-shirts available to those representing it at events.

 

 

Use of planners

Planners are to be used to record reading at home and this should include the book title and chapter, or page numbers and should be recorded at least 3 times a week and initialled by parents. Planners need to be signed by parents at the end of each week ready for the teacher to review. 

Planners may also be used for notifying us of changes of going home arrangements etc. Alternatively, you can email admin@bridgewater.herts.sch.uk or leave a message on the school's answer machine. 

As part of our preparation for the children's transition to secondary school, during upper Key Stage 2 teachers may ask pupils to note reminders in their planners e.g. items that they need to bring into school, such as resources for a project in their planners, to encourage them to be independent and to take responsibility. 

What is going on in Partridge class?

 

Your class teacher will update this page at least once per term with photos and information on recent events or activities. 

Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models.

Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 1
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 2
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 3
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 4
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 5
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 6
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 7
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 8
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 9
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 10
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 11
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 12
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 13
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 14
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 15
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 16
Today was outdoor learning day. We spent our morning reading poetry outside and Maths was out on the playground. The children were solving problems involving scaling measures using a bar models. 17

Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’.

Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 1
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 2
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 3
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 4
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 5
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 6
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 7
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 8
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 9
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 10
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 11
Cultural Diversity Week- Welcome to Japan! We had a fantastic week where we learnt so much about Japan. We learnt how to greet people with a bow, some language, practised Shodo (Calligraphy), made sushi, we did some judo exercise in PE, attempted Manga drawings, tried traditional Japanese tea, and learnt a traditional dance. We spent our final day of in Japan learning about Hokusai’s ‘The Great Wave’. We sketched the wave in our books and then used watercolour to paint ‘The Great Wave’. 12
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