Category Archives: Primary 7C

Kingswood Residential Trip 11th May 2020

Dear Parents/ Carers,

Please see the statement below from Renfrewshire Council regarding school trips.

“In-line with national guidance from the Scottish Government on the Coronavirus, we have taken the decision to cancel all educational establishment trips until the end of June.  We are liaising with our insurance team and will issue further information on refunds as soon as possible. “

Regretfully this means that our planned trip to Dukeshousewood will no longer take place. We realise the disappointment that this will cause our Primary 7 pupils. The school staff are equally disappointed as they thoroughly enjoy spending time with and getting to know their pupils in a different setting.

All monies have already been paid to Kingswood and we are currently  working with the insurance team. More information on refunds will be provided as soon as it becomes available.

Once again apologies that this has happened but we must adhere to the current guidelines in order to keep ourselves and others safe during these unprecedented times.

P7: WW2 The Home Front

Hello P7! I am aware it’s taking a little while for the document with the information to load on to Teams, so I’ll put it here for now 🙂 Hopefully this problem should ease over the coming days. Please don’t worry and just do what you can.

You all have an amazing attitude to your learning and we are very proud of you 🙂

Miss Cauley

The Home Front

What was the Home Front?

Britain was called the “Home Front” because people felt that they were part of the war.  The war effected everyone whether they were on the front line (in Europe) or on the home front back in Britain.

Not everyone went away to fight, but everyone helped in the “war effort” in some way or other.  The working lives of most of the adult population changed with the outbreak of war. To fight the war, men aged between 18 and 41 were needed in the navy and army. This would take them away from their jobs in factories and farms. To fill the shortage, women were recruited for jobs previously done by men. Women worked in the factories, constructing weapons and many others joined the Land Army to work on farms.

 

Everyone in Britain was expected to do their bit for the war effort. Some professions were reserved, which meant that men were exempt from military services. The war had an effect on every area of civilian life.

 

Reserved Occupations

In 1938 a Schedule of Reserved Occupations had been drawn up, exempting certain key skilled workers from conscription. These included railway and dockworkers, miners, farmers, agricultural workers, schoolteachers and doctors.

 

Some men in reserved occupations felt frustration at not being allowed to go and fight, while those in the armed forces envied them for not being conscripted. Many in reserved occupations joined civil defence units such as the Home Guard or the ARP, which created additional responsibilities on top of their work.

 

Their occupations were often far from a soft option. Hours were long and conditions often difficult, and some places of work, such as factories and dockyards, were prime targets for enemy bombing. In addition, if you were in a reserved occupation you could be transferred to another site in the UK if your skills were needed there. For example, dockworkers were moved from Southampton to Clydeside in Scotland.

The effect on family life

Family life was affected primarily by the absence of many husbands and fathers, and secondarily by the employment outside the home of many women, often in traditionally male occupations.

 

Women were now having to go out and work which was a new concept for both them and their children.  Many children had to grow up quickly during wartime as they often had to learn to tend to themselves while their mothers were out working.

Although proud that the men were away fighting for their country, there was always the constant dread of families receiving a telegram announcing the injury, missing status or capture, or death of a husband, son, or father.  If a soldier was a POW, the family at home would be in a constant state of wondering if he was being mistreated, sick or wounded and not receiving medical care, and if missing it was even worse as this would cause great stress due to not knowing what had happened.

 

Families would sit together around the radio listening to war reports for information on how the war was progressing.  They would visit local cinemas to watch newsreels for further information.

Emergency Services

As war broke out, the Emergency Services began to appeal for volunteers, their usual numbers depleted by military service. The Auxiliary Ambulance Service began recruiting, often recruiting members as young as 16.

Many police officers also were young men or reservists, so the government and the police authorities had to recruit volunteers to keep up the numbers. Reserve policemen, special constables and women officers were signed up. As well as normal law-keeping duties, they became responsible for checking on enemy aliens, pursuing Army deserters and assisting the rescue services during bombing raids.

The Auxiliary Fire Service (later the National Fire Service) was also created. Its members were usually too old or young for military service and most were unpaid part-timers. Initially perceived as ‘service-dodgers’, they became public heroes when the Blitz began.

The Fire Service

Outbreak of the Second World War

It became clear that in the event of a war the fire service would come under tremendous pressure. In anticipation of war an Act of Parliament was passed authorising the formation of a voluntary fire service to supplement the regular Fire Brigade. The Auxiliary Fire Service (AFS) formed in January 1938.

The AFS expected that they would need to recruit and train 28,000 firemen to supplement the London Fire Brigade, which only had 2,500 officers and firemen at the time. Since most young men had joined the army, the AFS had to rely on those too old or young for the army. For the first time, women were accepted into the Brigade.

Regular paid fire-fighters worked 48 hours on, 24 hours off, although during the Blitz, they sometimes worked for 40 hours or more. They were joined, mainly at night, by part-time members of the AFS. For many of these volunteers, it was their first experience of fire-fighting.

 

AFS

The AFS set up fire stations in buildings such as schools and garages. Members of the AFS were given basic uniforms and worked with pumping units, such as trailer pumps. These would be towed by a vehicle like a taxi and painted grey.

 

Sometimes London’s firemen would go to other areas of the country to provide assistance, but working alongside other fire brigades was not easy. There was confusion over who was in control, equipment used by different brigades was often incompatible and each brigade had different rules and regulations.

During the Blitz, in order to take some of the workload off the fire service small fires were dealt with by street fire parties. These were civilians who were given and taught to use stirrup pumps.

Massey Shaw fire boat

During the Second World War there were nine fire boat stations, three pre-war fire boats in service as well as extra emergency fire boats and barges. The boats held pumping equipment which could provide up to 14,000 gallons of water a minute.

The Brigade’s most famed boat is the Massey Shaw, which was named after the first chief officer of the Metropolitan Fire Brigade. The boat, built in 1935, played an important role in the evacuation of Dunkirk.

 

Fire Watchers

The duties of fire watchers were not to ‘watch fires’ but to look out for
incendiaries and extinguish them before a fire could take hold.  A law in September 1940 required factories and businesses to appoint employees to watch for incendiary bombs outside of working hours.  Incendiary bombs were quite small. They were dropped, hundreds at a time. On impact they ignited and burned.

 

Fire Watchers were issued with a bucket of sand, a bucket of water and a stirrup pump to enable them to put such fires out.

 

The Royal Observers Corps

 

The Royal Observer Corps were a uniformed volunteer corps affiliated to the RAF, who watched for enemy aircraft and relayed this information to military and civil defence groups.

The Observer Corps was established in 1925 to mnitor aircraft movements as the threat to cities by aerial bombardment became increasingly recognised. Initially only the south of England was covered, but in following years the organisation grew. By the beginning of World War II (1939 – 1945), the Corps had a large body of some

32,000 trained volunteers. It was organised on a country-wide basis and from their 1400 Observer posts, they were able to maintain watch over the whole of Britain.

In 1941 their work was rewarded with the title of Royal Observer Corps. During the war the ROC worked in close conjunction with the RAF, reporting the direction, height, and strength of enemy formations so that they could be plotted and intercepted. In spite of the increasing efficiency of radar, human observers were still essential to recognise aircraft types and count numbers.
The Observer Corps was called out on 24 August 1939 at the start of war between Britain and Germany. From the beginning new recruits were needed.  They came from all walks of life, and included women from September 1941. 

Duties of the Observers

 

The main task of observers was to monitor the skies around the clock, spotting and tracking aircraft by sight or sound and reporting to control centres. Control centres then gathered the information and passed it on to Fighter Command. This important work was recognised during the Battle of Britain and the corps received its ‘Royal’ title in April 1941. Post observers also guided friendly but lost aircraft to safety and some volunteered to join the Seaborne Scheme which placed observers on ships during the D-Day landings. 

Voluntary Aid Detachments  (VADs)

 

The International Red Cross and Red Crescent Movement started over 135 years ago, inspired by a Swiss businessman, Henry Dunant. He proposed the creation of national relief societies, made up of volunteers, trained in peacetime to provide neutral and impartial help to relieve the suffering in times of war.

Following the outbreak of the First World War in August 1914 the British Red Cross Society in co-operation with the Order of St John formed the Joint War Committee to pool their resources and to work together.

Members of the British Red Cross and the Order of St John were organised into Voluntary Aid Detachments (the term VAD later came to be used for an individual member as well as a detachment). All members were trained in first aid and others undertook training in nursing, cookery and hygiene and sanitation.

When war was declared in September 1939 the British Red Cross Society and the Order of St John joined forces, as they had done in for the First World War, and formed the Joint War Organisation to ensure activities were carried out efficiently and under the protection of the Red Cross emblem. The Society carried out extensive services for the sick and wounded, for prisoners of war and for civilians needing relief as a result of enemy action, at home and abroad.

British Red Cross members worked in hospitals and convalescent homes, nurseries, ambulance units, rest stations and supply depots providing welfare and nursing support.

Doctors were enrolled under the Ministry’s emergency medical service for the treatment of casualties and were asked to report automatically for whole-time duty at a specified hospital at the outset of an emergency.

Other Occupations

Munition Workers

Workers in munitions factories made weapons (guns) and ammunition (bullets, hand grenades and bombs) needed by the armed forces. This was a dangerous job because of the risk of explosions so nobody was allowed to take anything that could cause a spark into the workshops. This meant no matches, coins, hairpins, rings or anything metallic. Despite these precautions, accidents did sometimes happen and workers were killed or seriously injured in the explosions.

As the war progressed more and more men were going off to fight, therefore women were expected to take over their jobs until they returned.

Miners

 

Mining was a reserved occupation and miners were exempt from military service. Some miners did join the war effort and some conscripts were sent to the mines rather than joining the army. The National Union of Miners, to highlight the important role of coal in the war effort, produced this leaflet.

Coal-mining suffered a severe shortage of manpower. In December 1943 the Minister of Labour, Ernest Bevin, decided to select men of call-up age for the mines by a ballot. One in ten men aged between 18 and 25 were to be selected – only those who were on a list of highly skilled occupations or who had been accepted for aircrew or submarine service were exempt. These conscript miners were known as Bevin Boys’. They came from all backgrounds and worked alongside experienced miners, doing the less skilled tasks such as unloading coal from the tubs.

Some 21,800 young men became Bevin Boys, alongside 16,000 who opted for coalmining in preference to the forces, when they were called up. The scheme lasted until 1948.

P7: Home Learning Tasks 23.03.20

Morning, everyone!

Please see below for today’s tasks – these are available on teams, but will be posted here each day too 🙂

Tasks:

  1. Spelling – dough, rough, though, doughnut, sought, overwrought, electric, provide, thus, won’t. (P7C and P7S)   guard, language, extinguish, guarantee, disguise, guardian, prepared, opposite, agreed, various (P7H)   Find the meaning of any unfamiliar words and put all words in a silly sentence – you can either write 10 separate funny sentences, or 3 funny paragraphs, spreading the words between them. Next, choose three words and create three shoot words if possible (try to focus on noun/ adverb/verb/adjective/plurals if you can for at least 2 of these) e.g. roughly (adverb) / roughness (noun) and another shoot word of your choice (think prefix and suffix)
  2. Maths – Rounding worksheet to be completed
  3. IDL – Due Tuesday 24.03.20Sticking with our focus on WW2, you have two days to research, compile information, and present information on the different jobs that people did during this time (‘The Home Front’). The way you present your information is up to you; you could choose to create a poster in your jotter and upload a photograph, you could create a short powerpoint, or you could even create a Sway. Anything else is fine too – use this chance to be creative and trust in yourself 🙂  I have popped some information in the class notebook in the content space – this means you can all read and access the information but not edit it. Feel free to use other websites/video/etc. I have listed some options in the notebook.

    SC: Your presentation should:

    1. Include at least three different types of jobs.
    2. Include at least three pieces of information about said job.
    3. Be presented clearly so that your peers may offer feedback
  4. Health and Wellbeing – Joe Wicks on You Tube
  5. Reading – please take a little time each day to enjoy a book of your choice at home 🙂

P7C: Home Learning

Good evening P7C!

Tomorrow, we begin a brand new chapter in our journey together…home learning :)You did fantastically well last week, accessing glow, sharing on teams and checking in on the chat page.

Each morning, daily assignments will be set for you to complete. We will stick to a routine of Language, Maths and Health and Wellbeing each day. We will also have an IDL task from an area of interest to complete. It is entirely up to you when these are completed and in what order – think back to when we had a self-timetabling section in class.

There will be a mixture of tasks – active, written and research – as well as opportunities to complete creative tasks. If you were in school at the end of last week, a yellow jotter was sent home. Tasks can also be completed in this (or on paper/whiteboards/whatever you have available to you!). Sometimes, I will ask for responses to work issued. Other times, there will be quizzes or alternative tasks.

Every day, I would like all of you to ‘check-in’ with me by posting a reply to the ‘register’ which will be posted on our Class Team page each morning. I will say ‘Good Morning P7C’ and will ask our daily question (many of you asked if this could continue – absolutely!) and you can let me know you have read it at some point throughout the day by replying with your answer (if you don’t have an answer, a ‘hi’ will do just fine 🙂 )

As we have spoken about in class, I do not expect everyone to be online every day from 9am until 3.15pm. What matters is that you do what you can and that you try your best 🙂 We are all new to this and learning together – and this an experience that we can share 🙂

Please use the class ‘Chill Out Zone’ to chat to friends. This means you can chat while you work, but that the main feed is kept solely for work related queries.

You can ask me any questions you have regarding tasks, work, or projects on the main chat feed, where I will respond as promptly as possible. You are also welcome to email me through Glow if you would prefer. I would love to see some snaps of the work you are completing, so feel free to send these to me as well.

‘See’ you tomorrow for our first day (round 2!)

Miss Cauley

Primary 7C

Good Evening, 🙂

Dear P7C: I just want to say a huge well done to everyone for today and I am so proud of each and every one of you for making me, and each other smile 🙂

We made the most of the day – enjoying a movie morning, playing some cricket (we’re getting pretty good now!), and spending a little time with our buddies in the afternoon. I know that our time with Primary 1 has been one of the highlights of your year and you have been kind, caring and supportive throughout.

I would like to personally thank you for what has been a brilliant year. I have absolutely loved getting to know you all and I hope you have enjoyed your time in P7C.  Your compliments board was lovely 🙂 On my part, it has been my absolute pleasure and privilege to be your teacher and to support and encourage you in your learning as well as in your wider achievements.

We will hopefully meet again soon and make more fantastic memories. In the meantime, we will communicate via Glow 🙂  – and I know you are ready for the challenge!

From Monday, 23rd March, I will be posting tasks on Microsoft Teams and will be online at 9am on Monday morning with our usual spelling, Maths and topic tasks as well as to support you through this time.

For now – take care of yourselves and each other 🙂

Dear parents and carers: Thank you for all your support this year and particularly during recent weeks. It is much appreciated by myself and the rest of the P7 team. Please, do keep in touch.

Thanks again,

Miss Cauley 🙂

Big Pedal 2020

Good news !  The Big Pedal cycling, scooting and walking challenge is back.  From Wednesday 22nd April to Tuesday 5th May we would like you to bring your bike or scooter to school every day. You will get the chance to bike or scoot with your classmates and your teacher. If you can’t bring a bike or scooter, you can walk and that will count too.  For more information have a look at the Big Pedal website.

This is a national competition to see how many journeys we can make biking, scooting or walking. Please ask an adult to check that your bike or scooter is in good working order. You may bring a lock to use but you must be responsible for the key.

Rules – all cyclists MUST wear a helmet

– no cycling or scooting in the playground ( or the ashy path) unless you are with your teacher (on the way in/out, playtime and lunchtime)

We have taken part in this challenge for the last few years and it is always good fun.  We are usually in the top 10. Let’s try for top 3 this year!

Happy cycling/scooting/walking

Mrs Ferguson

P7: Rationing Report Research

Today we will be completing a research task ahead of our report writing session on rationing. Below are the sub-headings for each category of your report. You should use the highlighted links, as well as your notes from the video and powerpoint in class to answer the questions below each sub-heading.

Notes should be completed in a spider-graph form. This has been shown to you in class.

It may be an idea to pair up with a friend and split the sections between you to ensure that you have detailed notes featuring statistics.

You will have 1 hour to take all the notes you need. Happy hunting!

Sub-heading 1: Rationing begins

*What is rationing?

*How did Great Britain get her food prior to the war?

*Why did rationing have to begin?

*When did rationing begin and where?

Subheading 2: Allocated rations

*How did you collect your rations?

*Some examples of allocated rations

*What rations were allocated specifically to children?

*What other items were rationed?

Subheading 3: Dig for Victory

*What was ‘Dig for Victory’?

*Give examples of messages on posters and the purpose of these messages

*Was ‘Dig for Victory’ successful?

Subheading 4: After the war

*When did rationing cease?

*What were the long-term effects of rationing?

Links for use:

http://www.primaryhomeworkhelp.co.uk/war/rationing.htm

https://www.iwm.org.uk/history/what-you-need-to-know-about-rationing-in-the-second-world-war

http://www.bbc.co.uk/history/topics/rationing_in_ww2https://www.bbc.co.uk/bitesize/guides/z6ctyrd/revision/3

https://www.independent.co.uk/life-style/health-and-families/features/75-years-on-from-rationing-what-did-we-learn-9963115.html

Children and Rationing

https://www.historic-uk.com/CultureUK/Rationing-in-World-War-Two/

http://history.parkfieldprimary.com/world-war-ii/food-rationing

https://www.iwm.org.uk/history/8-facts-about-clothes-rationing-in-britain-during-the-second-world-war

P7C: Week Beg 09.03.20

Morning Everyone and happy Monday!

Please see below for homework, news, and reminders:

Homework:

Spelling: Please complete the three spelling tasks for Friday, 13th  March. I am thoroughly enjoying the variety of punctuation I am seeing within the homework 🙂 Remember to include at least one shoot word for each spelling word under your word lists.

Reading: Your reading book should be completed by Tuesday, 17th March. Remember to fill in your passport for the First Minister’s Reading Challenge. You can include both personal and Accelerated Reading books.

Maths: Please complete the questions from the sheet in your jotter by Friday 13th March. Remember to use the CUBES method to solve the problems, and ensure you hand the sheet in alongside your jotter to show that you have done so.

Personal Project: Your WW2 personal project is due next Monday 16th March. You will present your project to the class on either Tuesday 17th March or Wednesday 18th March.  You should now be practising your presentation at home. Refer to your Japan feedback sheet for individual tips and pointers.

Gym is on Tuesday this week.

 

Please return any permission slips.

P7C: World Book Day Read and Munch

Hello!

Just  a quick note to say that on Thursday, we will be having an extended Read and Munch session with our P1 buddies. Please feel free to bring in a book of your choice and a healthy snack. Miss Cuthill and I will provide a small selection of different fruit and veg for you to enjoy as part of the  World Book Day celebrations.

Looking forward to sharing your stories!

Miss Cauley and Miss Cuthill 🙂