Tag Archives: Topic

P5 – Stirling Castle Trip

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Today we had our trip to Stirling Castle. I was delighted to see so many of you were able to point out important landmarks from The Battle of Stirling Bridge. Well done!

We had a fun-filled day where we were able to investigate pretty much every area in, and outside, the castle. Exhibitions were visited, games were played, actors told us about different areas within the Great Hall and we even counted unicorns. What a busy day!

Please remember to tell someone at home all about our trip today. What new information did you learn?

A huge thank you to our parent helpers who came along today. It was greatly appreciated. Between us many, many photographs were taken. We got a little snap happy with the cameras as there were nearly 200 taken! Have a wee nosey!

 

P5S – The Battle of Bannockburn Presentations

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Learning Outcome I can use my knowledge of a historical event in a creative way to clearly show my understanding of what happened.

Yesterday we learned all about the Battle of Bannockburn. Information for you to research was provided to give you an understanding of how the battle progressed and the important key figures involved.

To show your understanding you were asked to present the knowledge learned in a creative way of your choice. All clans decided to present in the form of a drama reenactment. Costumes and weapons were designed to create a more “authentic” version of the battle.

I have to say that the majority of the clans actually included a huge amount of accurate and relevant information within their drama presentation. Well done!

Primary 5 – Scottish Country Dancing

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Our topic this week took us to the world of dance. The children were introduced to the wonders of the “Gay Gordons” dance. After their initial horror at having to dance with a boy or girl, everyone got right into the swing of things. We have some natural dancers within Primary 5.

We still have a few aspects of the dance to perfect, however both Mrs Hughes and I were very pleased at just how well everyone picked it up. Here’s hoping you all remember the steps for next week!

Here are a few action shots.

P7M Homework – Tuesday 27th September

Remember to complete each task to the best of your ability. Please let me know if you are struggling with any task or need advice, as soon as possible. Try not to get stressed or upset about homework – it really isn’t worth it! Ask your parent/career to write a note if you are unable to  attempt any task. Thank you.

Language

  • Read chapters 37-50 and 2 BD jobs. This fortnight’s BD jobs are Summariser and Question Master. You have been told which chapters to summarise. Either chapters 37-39/ 40-43/ 44-47/ 48-50. You should finish the book and complete the  jobs by Friday 30th  September. Both jobs have been modelled for you in class and you had a go at them. Click here to remind you how to complete both jobs.
  • Spelling – Complete Unit/List 3 in your Spelling Homework jotters for Friday 7th October. Click here   to practise your spelling words (not compulsory). Click here to see a good example of the completed spelling tasks.
  • Personal Reading Challenge – Throughout the year, please read extra texts on top of the class novels. Record what you have read and complete the tasks on the Personal Reading Challenge sheet.

Maths

  • Mangahigh – Three division games (6, 7, 8) for Friday 30th September

Topic

  • Topic personal project – This should be completed by Tuesday 27th September. Click here to access the task.

Other

  • You must learn the songs for the P.A.C.E. production on Monday 3rd October. Click here to access the lyrics.
  • Bring in any unwanted sweet tins/tubs A.S.A.P. These will be used so you will not be able to take them home again.
  • Return any letters A.S.A.P.
  • P.E. Thursday

Fracking Debate

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This afternoon, we held our debate on fracking.  Each of you had to take on the role of a member of a community where a company were proposing to start fracking. The roles were:

  • the owner of a fracking company
  • an unemployed person
  • a member of the Green Party
  • a member of the Conservative Party
  • a member of the community whose garden would be disturbed
  • the owner of a gas company
  • the owner of a solar energy company
  • the water company
  • yourself.

Each group has to share their notes and research on fracking and decide if their character would be ‘for’ or ‘against’ the fracking company starting up in Bishopton. They had to decide on a list of arguments and counter-arguments to share during the debate.

Everyone had the opportunity to share their view (in character) and then they could call on specific people to question or put their point across further. I was pleased to see  that the majority took the debate seriously and showed a good understanding of fracking and its advantages and disadvantages. Poor Amy and Grace who were representing the Conservative Party took quite a verbal bashing from a lot of people but managed to stand their ground and argue their case. One member of the fracking company (no names) made a little error in judgement and let slip they were telling a white lie! Alex, another member of the fracking company did a good job of explaining his way out of that one!

See below for the positives and negatives mentioned and some photos of the passionate debate taking place.

Positives Negatives
Unleashes trapped fossil fuels Uses lots of water
Cheap to produce energy Some water is trapped underground which we can never get back
Creates jobs Creates waste water (with chemicals that cannot be untreated)
More fuel means gas costs are reduced The drilling can cause small earthquakes
The waste water contains toxins that may poison or cause cancer

 

Japanese Cooking – any allergies?

Next Tuesday, we will be making two different traditional Japanese delicacies. We will not reveal the exact recipes but we would like to double check that there are no allergies to certain ingredients:

  •  rice vinegar

  • sugar

  • white chocolate

  • salt

  • creamed cheese

  • sushi rice

  • nori (dried seaweed)

  • cucumber

  • carrot

  • puffed rice (Rainbow Drops)

  •  yellow peppers

  • spring onions

  • soy sauce

Let us know A.S.A.P. if there are any issues with the above ingredients. Please bring an apron or an oversized t-shirt for hygiene reasons.

ありがとうございました  Arigato

 

P7M Homework – Monday 19th September

Remember to complete each task to the best of your ability. Please let me know if you are struggling with any task or need advice, as soon as possible.

Language

  • Read chapters 37-50 and 2 BD jobs. This fortnight’s BD jobs are Summariser and Question Master. You have been told which chapters to summarise. Either chapters 37-39/40-43/44-47/48-50. You should read the chapters and complete the  jobs by Friday 30th  September. Both jobs have been modelled for you in class and you had a go at them. Click here to remind you how to complete both jobs.
  • Spelling – Complete Unit/List 2 in your Spelling Homework jotters for Wednesday 21st September. Click here   to practise your spelling words (not compulsory). Click here to see a good example of the completed spelling tasks.
  • Personal Reading Challenge – Throughout the year, please read extra texts on top of the class novels. Record what you have read and complete the tasks on the Personal Reading Challenge sheet.

Maths

Topic

  • Topic personal project – This should be completed by Tuesday 27th September. Click here to access the task.
  • You have had four weeks to plan and prepare this, and now only have one week left!

Other

  • Bring in any unwanted sweet tins/tubs A.S.A.P. These will be used so you will not be able to take them home again.
  • House Captains wear a white shirt and tie on Tuesday 20th for a photograph.
  • Please bring in an apron or clean, oversized t-shirt on Tuesday 20th for our Japanese cooking session.
  • European Language Day on Thursday 22nd – Please wear your House colours.
  • Return any letters A.S.A.P.
  • P.E. Monday

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P5S – The Battle of Falkirk 3D Maps

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Today we completed our 3D maps of  the battlefield at Falkirk where King Edward I defeated William Wallace in 1298. Can you remember what dates it took place? Tell someone at home.

A huge amount of effort and hard work went into these maps. You should be very proud of yourselves. They will be on display for your parents/carers to see when they come in next month. Please remember to show them off.

Here you all are completing your maps. Is everyone on task? Are you all helping one another?

Here are the completed maps. They look fantastic! Well done everyone.

P5S – The Battle of Falkirk

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This week in our language and topic lessons we have been learning all about the Battle of Falkirk. Please tell someone at home some of the interesting facts you have been learning about the battle.

In our topic lesson this morning you began creating your 3D map of the battlefield. There is a lot to do in this task and you really need to work closely with your clan members on this one to ensure you get it finished on time. I have to say every clan has made a great start. Well done!

As always we have a skills focus to consider and this week we are looking at:

Skills for Learning: Application: I can apply my knowledge of important historical events in a different context. I can carry out a task using what I have learned.

Social Skill: Helping each other: I can help my clan members in an appropriate way to ensure completion of a given task.

Here are some photographs from today’s session. I look forward to, hopefully, posting the completed maps on Thursday. Let me know what you think so far.

 

P7 – What is Fracking?

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What is fracking? Today you will be accessing a number of resources to find out the answer to this question. This task will be completed in three parts.

In your topic jotters you should take detailed notes, with suitable headings. Remember your notes should include important vocabulary relevant to the topic you are researching. Definitions of this vocabulary should also be included to help with your understanding. Please ensure each group member takes detailed notes as you will ALL require the information for the third part of the task which will take place next week.

BEFORE accessing the links below, please read over the task sheet carefully with your group members to ensure everyone is aware of the areas they should be researching. Any sections of the task sheet which require group discussion should also be completed at this time.


Please note that some of the videos also have written information. You should ensure you access BOTH resources. Fracking is a controversial subject and many people feel passionately about it. Some provocative language and phrases are used to get the public to feel and act.

Fracking: Videos (Class Teacher will show these)

Fracking in Scotland

Telegraph: How Hydraulic Fracturing Works Video

What is fracking and why is it controversial? (Class Teacher will show this)

Karate with Sensei Harrison

On Friday afternoon we were honoured to have Mr Harrison come in to teach us a few Karate moves. He brought one of his karate students, Gillen with him. He explained that he has been learning the art of Karate for 30 years and is a black belt. He has competed all around the world including Russia and Japan. Karate means ’empty hands’ and Karate-Do means ‘the way of empty hands’. He explained that Karate began in the island of Okinawa when attackers took away the islanders weapons, so they had to use only their bare hands and feet to break through the defences.

Mr Harrison taught us that when practising Karate you should be calm and quiet to allow you to fully focus on yourself and your movements. At some points you could hear a pin drop – well done! Before practising blocks with a partner you have to bow and say ‘Osu’ (pronounced ‘oss’). We also had to opportunity to practise our punches and kicks using pads held by Mr Harrison and Gillen.

The final treat was a sight to behold! Gillen broke a piece of wood using only his elbow! Before hitting the board he focussed his thoughts and became very quiet and calm. It all happened very quickly and we were very impressed. A huge thank you to Mr Harrison and Gillen for taking the time to work with us and teach us a few moves.

P7M Homework – Monday 12th September

Remember to complete each task to the best of your ability. Please let me know if you are struggling with any task or need advice, as soon as possible.

Language

  • Reading Ch23-36 (p101-166) and 2 BD jobs – You should read the chapters and complete the Mind Map and Illuminator jobs by Friday 16th September. Click here to remind you how to complete both jobs and here to see good examples of the jobs completed pupils in our class. Remember to choose a passage from the book to read to your BD group.
  • Spelling – Complete Unit/List 2 in your Spelling Homework jotters for Wednesday 21st September. Click here   to practise your spelling words (not compulsory). Click here to see a good example of the completed spelling tasks.
  • Personal Reading Challenge – Throughout the year, please read extra texts on top of the class novels. Record what you have read and complete the tasks on the Personal Reading Challenge sheet.

Maths

  • Complete the three assigned challenges on Mangahigh. Try your best to beat your own personal best. If you have any problems, please let me know A.S.A.P. These tasks should be attempted by Friday 16th September. We will be covering this in class but visit this website for advice: https://www.mathsisfun.com/angles.html
  • Use the IT room for 15 minutes at lunchtime if you need to.

Topic

  • Japanese Products – please make a note of any Japanese products, logos or brand names you have in your house or see in your everyday life. Please have this for Monday 12th Sept.
  • Topic personal project – This should be completed by Tuesday 27th September. Click here to access the task.

Other

  • Please ask your parent/carer to complete and return the note about Parent Appointments by Friday 16th September
  • Return any letters A.S.A.P.
  • P.E. Monday and Thursday

Follow the 3 RES

P5S – The Battle of Stirling Bridge

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Today we completed our Battle of Stirling Bridge challenge. Each clan had to ensure they worked closely together to complete all aspects of the task. Some clans managed this very well, others need to work on it a little more. Well done to those individuals who were very honest about this when using the success criteria to assess the overall task.

Success Criteria

Not there yet Nearly there   Fantastic
  • Diagrams of soldiers are unfinished with no labels
  • No title on map
  • Battle report does not include an accurate recount of events (less than 30 words)
  • Finished to a poor quality, no colour.
  • Clan did not work well together.
  • Very few parts of the task were completed.
  • Diagrams of soldiers include some labels.
  • Title on map could be better.
  • Battle report includes a recount of some important facts (30-50 words).
  • Some colour used. Quality could be better.
  • Clan could have worked better at times
  • Most parts of the task were completed.
  • Diagrams of soldiers are correctly labelled.
  • Suitable title included on map.
  • Battle report is detailed with an accurate recount of events (50+ words)
  • Finished to a high quality. Colourful.
  • Clan worked very well together ensuring all parts of the task were completed.

Most clans managed to complete all aspects of the task. Those who didn’t will need to work hard on their time management for the remainder of the term.

Here are some photographs of you hard at work this afternoon.

All of today’s work is now on your wall spaces which are looking great. Have a look! Show someone at home your clan wall space.

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P5S – The Battle of Stirling Bridge

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Today we looked at our first battle of the Scottish Wars of Independence: The Battle of Stirling Bridge.

Learning Outcome I can successfully use a variety of sources to research The Battle of Stirling Bridge. I can use my research to show an understanding of a historical event.

I can use primary and secondary sources selectively to research events in the past. SOC 2-01a

I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a

As always we had our skills which we were focusing on and this time we also had to consider which of our skills and qualities would be best for each part of the task

Skills for Learning – Analysis: I can identify important information from selected resources and organise my research appropriately.

Social Skill – Having a role within the group: I can consider my personal skills and qualities to ensure all aspects of the task are completed.

During our research we learned about the armies (and their leaders) involved, how the battle progressed and finally how the battle was won. Our initial discussions led us to believe that maybe the Scots would be defeated by the English due to the huge difference in size of armies. However, that was not to be and Wallace and his men outwitted the English to go on and win the battle. Tell someone at home what happened. Can you draw them a quick map of the battlefield?

We also compared Scottish soldiers to English soldiers and looked at the differences in the equipment they had; again, another reason why it was believed the English army would win!

I was very impressed at just how focused everyone was during this task and you all managed to complete a great amount of work. Have a look at how wonderful your maps and soldiers are looking already. Well done! I am looking forward to seeing everything completed and on your wall spaces on Thursday.

Here are a few photographs of your work so far. I will post the final creations on Thursday.

Comparing Lives in Japan and Scotland

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Learning Outcome:

By comparing the lifestyle and culture of citizens in Japan with those of Scotland, I can discuss the similarities and differences. SOC 2-19a

Skill for Learning: Analysis – I can compare and contrast lifestyles in Japan with Scotland by using my own personal experience and research.

Please use the weblinks below as well as the topic books to find out as much as you can about life for children and adults in Japan. You will then use this information to compare it to your own life and the adults you interviewed. You should take notes (key words and phrases) about the daily routine of Japanese children and adults. While you are researching, you should be thinking about your life and the information you gathered from your interview(s) of adults. Other questions to think about and information to research:

  • child’s daily routine (what time do they get up? go to school? go to bed?)
  • what is school life like for a Japanese child?
  • what do children/adults/families do in their spare time?
  • what age do children start school and move onto secondary school?
  • what are men and women’s role in the family?
  • how often do they spend time as a family (including their grandparents)?
  • what are typical daily meals?

A Day in the Life

A Kid’s Life in Japan

Children in Japan (use the tabs on the left-handside to navigate the website)

Housing, Food & Clothes

Everyday Life in Japan

Home Life

Various Schools – Urban and Rural

School in Japan (video – Teacher to show whole class)

Primary 5 – Personal Project

As part of our topic you have the opportunity to show your knowledge and understanding of the Scottish Wars of Independence by presenting a personal project to your peers.

This is a long-term project which should be completed at home over the next 4 weeks. If you require any resources which I can source in school, please ask. Your completed project should be brought to school on Thursday 6th October as you will be presenting your information on this day.

Please find below the task sheet with all of the required details. A paper copy will also be issued in class.

Learning Outcome

I can create a detailed presentation on and area of The Scottish Wars of Independence that is of interest to me. I can investigate a Scottish historical theme to discover how past events or the actions of individuals, or groups, have shaped Scottish society.

SOC 2-03a

 

 

THE SCOTTISH WARS OF INDEPENDENCE

PERSONAL PROJECT

Skill for Learning

Application & Knowledge: I can apply my knowledge of The Scottish Wars of Independence to plan and produce an interesting and creative presentation.

Skill for Work

I can organise my time and resources independently to ensure my project is completed in the allocated time.

 

Background

In class we have been learning about a variety of aspects relating to The Scottish Wars of Independence. Now it is your turn to become independent historical researchers! You are being asked to find out about an area of the Wars that is of particular interest to you and share your findings with your peers.

 

Task

What you need to know: You are free to complete your personal project in any way you wish. You can pick something very specific (clans, weapons, a particular key figure or battle) or something a bit more general (Scottish heritage). If you wish, you may even choose an area we have not covered in class.

What you need to do: You can present your project in any way you choose. This might be in written form, a PowerPoint presentation, a booklet, a video or even a model. In other words, you have the choice to choose the way you feel will best help you to demonstrate your knowledge of your chosen topic. This project is all homework based therefore you need to think about the resources you will have access to: books, library, internet, personal accounts etc.

What you need to think about: You can use whatever you need to describe your personal project: photographs, videos, props etc. Try to think about why you picked this area for your project. What was it that interested you about it? Remember some people in class may know nothing about the area you have chosen to discuss, so you must explain it in detail.

How to get started: Get all of your ideas down on paper and then decide which ones are the most relevant and will best engage your audience.

 

Product Criteria

•  You are free to present your researched topic in any way you choose. However, try to think     outside of the box a little. In other words, be creative!

•  You have 4 weeks to pull your project together so use your time wisely. You should be prepared to bring your completed project to school on Thursday 6th October.

•  This is an independent research project. It is your responsibility to organise your time effectively and ensure you are putting in enough effort.

•  Everyone will approach this task in different ways so don’t worry if your friends are doing something different from you. Have faith in your project and what you have to say and it will all work out. This is your chance to show just how well you can take responsibility for your own learning.

 

 

P7M Homework – Monday 5th September

Remember to complete each task to the best of your ability. Please let me know if you are struggling with any task or need advice, as soon as possible.

Language

  • Reading Ch23-36 (p101-166) and 2 BD jobs – You should read the chapters and complete the Mind Map and Illuminator jobs by Friday 16th September. Click here to remind you how to complete both jobs and here to see good examples of the jobs completed pupils in our class. Remember to choose a passage from the book to read to your BD group.
  • Spelling – There is no spelling lists this week but please practise the first 100 common words by playing the games at Spell Zone
  • Personal Reading Challenge – Throughout the year, please read extra texts on top of the class novels. Record what you have read and complete the tasks on the Personal Reading Challenge sheet.

Maths

  • Complete three challenges on Mangahigh. Try your best to beat your own personal best. If you have any problems, please let me know A.S.A.P. These tasks should be attempted by Friday 9th September.
  • Use the IT room for 15 minutes at lunchtime if you need to.

Topic

  • Japanese Products – please make a note of any Japanese products, logos or brand names you have in your house or see in your everyday life. Please have this for Monday 12th Sept.
  • Topic personal project – This should be completed by Tuesday 27th September. Click here to access the task.

Other

  • Return any letters, permission slips etc. A.S.A.P.
  • Remember to research for your Fairtrade debate on Thursday.
  • P.E. Thursday and Friday this week. We have a special visitor on Friday to teach us Karate, instead of badminton on Monday.

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P5S – Timeline Task

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Learning Outcome I can create an accurate timeline, in chronological order, to show the main events in the Scottish Wars of Independence. 

I can interpret historical evidence from a range of periods to help to build a picture of Scotland’s heritage and my sense of belonging. SOC 2-02a

This week we were looking at the timescale of the Scottish Wars of Independence in more detail. After organising our timeline cards into chronological order, we had to create our own clan timeline which clearly displayed the important events, before, during, and after the Wars.

Once again we were looking at different skills during the task.

Skills for Learning  Analysis: I can select and organise specific information to show my understanding of a historical event.

 Skill for Work  Organisation: I can organise myself to ensure I remain on task. I can work independently, and collaboratively, with my clan members where needed.

I was very impressed at how well the majority of you worked on this task. The end products (your timelines) are looking wonderful on your wall spaces. Well done!

Have a look at everyone hard at work. Don’t you all look very busy!

Here are some photographs of your completed timelines. Show your clan timeline to someone at home.

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P5S – Mapping Task

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Today we completed another task for our Scottish Wars of Independence topic. This one involved visiting the IT suite to brush up on our knowledge of the places linked to the Wars.

As a clan you were to locate as many (or all, as one clan managed) of the countries, cities and towns important within the Scottish Wars of Independence.  Please impress someone at home and tell them some of the places you found today.

Here is everyone hard at work on the first part of our task: finding the locations.

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Using this information each clan were then to complete a blank map of the United Kingdom for their wall space in class. I was very impressed at just how well you worked together to get this task completed. Well done! Here you all are adding your information to your clan map.

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Here are your completed maps.

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P5 – Mapping Task

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This week we will be using our skills in mapping to locate the countries, cities and towns visited (or attacked) during the Scottish Wars of Independence.

Our learning outcome for this task is:  I can successfully use a map to locate specific places and show these on a blank map.

To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world.SOC 2-14a

The skills we are focusing on today are:

Skills for Learning:Application: I can select specific information from a map and display this correctly on a blank map, showing my understanding of a historical event. 

Skill for WorkSelf-direction: I can remain on task and work collaboratively with my clan members to complete a task in an allocated time.

Using the links below, and a class atlas, you should locate the important places associated with the Wars of Independence. Please read your task sheet carefully, and work closely with your clan members, to  decide on the places you should include in your map.

Google Maps

United Kingdom Map

You have ONE HOUR in the IT Suite to complete your research. You will also have ONE HOUR in class to complete the second part of the task. Please use your time wisely.

Mrs O’Neill and Mrs Hughes

P7 All About Japan Task

Today you will be finding out “All About Japan”. Your task is to research a number of areas relating to Japanese lifestyle and culture. Please read you task sheet very carefully to ensure you know exactly which areas you are requiring information for. As discussed in class, you should refer closely to the focus skills highlighted today to ensure the success of this task.

Please access the links below to find the required information. You should NOT access any other websites without the permission of the class teacher.

Population

Japan: Factslides

Nature & Climate

Japanese Culture

Language

Sports

National Flag & Anthem

National Anthem with sub-titles

National Flower

Japanese Symbols

Japan: Fact Monster

Homes, Food & Clothing

Government

The Imperial Family

How to Count to Ten in Japanese

Greetings

Comparing Lives – Scotland and Japan

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Learning Outcome:

By comparing the lifestyle and culture of citizens in Japan with those of Scotland, I can discuss the similarities and differences.  SOC 2-19a

Skill for Learning: Analysis – I can compare and contrast lifestyles in Japan with Scotland by using my own personal experience and research.

Task

In order to get a better understanding of life in Japan you will be researching what life is like for children and adults living there now. You will need to think about the similarities and differences between life in Scotland and Japan. You have your own personal and experiences of life as a child in Scotland but you will need to interview a few adults to get more information about what life is like for them.

For Monday 5th September you should interview at least one adult (parent/grandparent/aunt/uncle etc) to find out about their daily routine and their role in the family. Some suggested questions you might want to ask:

  • what time they get up?
  • do they have a job? Have they always had the same job? what age did they start working?
  • what do they enjoy doing in their spare time?
  • what do they enjoy doing with the family in their spare time?
  • what is their role in the family?
  • what daily chores in the house do they do?

Please record your findings.

P7M Homework – Monday 29th August

Remember to complete each task to the best of your ability. Please let me know if you are struggling with any task or need advice, as soon as possible.

Language

  • Reading Ch7-22 and 2 BD jobs – You should read chapters 7-22 (inclusive) and complete the Mind map and Illuminator jobs by Friday 2nd September. Click here to remind you how to complete both jobs.
  • Spelling – Complete List/Unit 1 in your Spelling Homework jotter for Friday 2nd September. Remember to write the date, an appropriate title and complete all sections as instructed. Click here to remind you how to lay out your work.
  • Personal Reading Challenge – Throughout the year, please read extra texts on top of the class novels. Record what you have read and complete the tasks on the Personal Reading Challenge sheet.

Maths

  • Complete the written maths homework in your Maths Homework jotter for Friday 2nd September. Click here to access the questions.
  • Write the date, title and record all working where appropriate.

Topic

  • Interview an adult (parent/grandparent/aunt etc) to find out about their daily routine and role in the family (click here  to see the task). We will use this information next Monday 5th September.
  • Topic personal project – This should be completed by Tuesday 27th September. Click here to access the task.

Other

  • House Captains – please prepare a short speech (2 mins max.) for the assemblies on Wed 31st August
  • Return any letters, permission slips etc. A.S.A.P.
  • P.E. Mon & Thurs

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P5S – Key Figures Research

This week during our topic lessons we have been researching the key figures involved in The Scottish Wars of Independence.

Learning Outcome: I can identify important information relating to the key figures involved in the Scottish Wars of Independence.

I can investigate a Scottish historical theme to discover how past events or the actions of individuals, or groups, have shaped Scottish society.  SOC 2-03a

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.  SOC 2-06a

Each clan member had the job of researching at least one of the key figures in detail. I was very impressed at the quality of some of your note taking during this task. It is a wonderful skill to learn and one we will be using many times during Primary 5.

You then had the job of sharing your notes with your clan members to allow everyone to learn about ALL of the key figures. We had some wonderful information being shared: these were some very interesting people we were researching. Please tell someone at home some of the facts you learned this week.

The final part of the task was to bring all of this information together to make a group fact file about all of the key figures. This was the tricky bit as we only had a certain amount of time to complete the task. A few , if not all, of our clans will be working very hard this term on improving their time management.

During this task I recorded what I could see and hear the children doing/saying and I have to say it was pretty impressive. Some clan members do need to try and stay on task a little more than they are,  however this is something we will work very closely on throughout Primary 5.

Here are a few photographs of everyone hard at work.

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