Year 5

Welcome to Captain Sir Tom Moore class!

A four picture collage of Captain Sir Tom Moore

Captain Sir Tom Moore was born in Yorkshire 1920, as a young boy he was always finding and fixing anything he could find and by the time he was 20 years old he was well on his way to becoming a civil engineer. During World War Two, Tom was sent to India, Burma and Sumatra, where he continued to work hard on their machinery to ensure that it was in the best possible condition. His determination and courage meant that he was soon promoted to Captain. Captain Tom Moore returned home and lived happily for many years, marrying and raising his children. Not long before his 100th birthday, a pandemic hit Great Britain and Captain Tom felt compelled to do something to help the country in its hour of need; he decided to walk 100 laps of his garden by his 100th birthday in his Army uniform. Gradually, momentum about Captain Tom’s venture grew around the world as he eventually ended up raising £39.3 million for the NHS. On completion of his 100th lap, it was celebrated with an RAF flyover as he was promoted to honorary Colonel and sent 120,000 birthday cards by the people in the UK and the rest of the world! 

Captain Sir Tom demonstrated how taking action can make a difference regardless of how big or small the change may be. This is why he was and will continue to be a true hero and inspiration, thus being an excellent role model to name our class after. 

The Learner Attributes in Our Classroom

The IB learner profile attributes

As part of our commitment to becoming an IB World School, we encourage and nurture children to embody the ten learner attributes. This is consistently becoming part of our everyday language and we are working hard and encouraging the children to share these characteristics at home so that it has a positive impact on our children and their families. Within schools we comment on and highlight when children are using these attributes, we can award them certificates, they can use learner attribute tickets to share when their peers have also demonstrated being one of the learner attributes and by doing this independently it shows that children have agency about who they award these to and why.

Ultimately, this means that our children have these characteristics embedded into their behaviours as they are then able to share when they see others displaying them too. We also encourage them to continuously reflect on their learning by allowing them to choose a key piece of work to reflect on using a reflection ticket. These reflection tickets give the children agency as it can be attached to any piece of work they choose, but also we always encourage the children to not just pick the neatest or longest; instead carefully considering how that piece of work shows collaboration, the editing process and reflection.

Transdisciplinary Themes

As part of the IB PYP, we have the six transdisciplinary themes that help our teachers to develop a programme of inquiry into these important concepts. Each term, we focus on one of these themes, this term is ‘Who We Are’. The transdisciplinary theme of ‘Who we are’ is explained using the following descriptor: Inquiry into the nature of the self, beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. To ensure coverage, each year group is allocated part of the descriptor to focus on in more detail. By doing so, we can confidently ensure that each child will have explored these ideas – through  age-appropriate and relevant inquiries – by the time they leave us in Year 6.

Below are the six transdisciplinary themes that we will cover throughout the year: 

  • Who we are
  • Where we are in place and time
  • How we express ourselves
  • How the world works
  • How we organise ourselves
  • Sharing the planet

Reading and Homework

Where possible, we will always encourage a blending approach to learning. Therefore, within our classroom you will see children always using their own chromebook to enhance their learning experience. We use Google Classroom as a platform to share and publish our learning. As part of this we have an electronic reading log that they can access on Google Classroom which limits the need for physical reading logs- which is much easier for the children at home. It also acts as a visual representation of how much they’ve read over the course of the term. Furthermore, each term we have a ‘Homework Menu’ that consists of nine activities (related to our inquiry), from which you can choose one a week to complete. We also feel that this supports our aim to give children more agency over their learning. We also ensure our children have an account for Times Tables Rockstars that they can access at home through the following website: https://ttrockstars.com/

This Term

In Captain Sir Tom Moore Class this term, we have been exploring how desires for an improved human self can motivate geographical movement and discovery. Through child-led discussions we have noted how there are many instances in the world around us at the moment that display prevalent examples of how people make courageous decisions based on desperation for an improved quality of life. We made a connection to the refugees and evacuees from around the world. Through transdisciplinary learning, we have been able to make connections to instances where there have been people that came to Britain in History and settled through the want of a better life with more opportunities. We are working towards understanding how although invaders and settlers of the past have a shared drive for improved human self with modern- day evacuees and refugees. Through research we aim to uncover how these desperate people sometimes make dangerous choices in their physical movement to a different place to better their human self. We will also be inquiring about the experiences of refugees through the medium of Art and we look to recreate this ourselves using the metaphorical messages depicted in our supporting text ‘The Journey’.