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Kempsey Primary School

To learn with respect and belief; to challenge, create and dream!


Welcome to Redwood Class!




Redwood Class is a mixed Year 5 and 6 class and is taught by Miss Underwood and Mrs Cooke.

The link above takes you to a selection of helpful maths videos to provide support with learning at home. 

PSHE this term

This half term, Year 5 & 6 have continued with our topic ‘This is Us’, which has predominantly a PSHE focus. Key questions driving this topic are:

  • What is community?
  • What is a healthy relationship?
  • What are your support networks?

This has built on a sequence of year 5/6 PSHE lessons from the previous term which explored: emotions and feelings and their different effects in the body; tools and strategies to deal with emotions, particularly difficult emotions, as well as the evolutionary reasons for our feelings and emotions.  


PSHE lessons for Year 5 in Spring 1 have explored identifying conflict in different situations and the different strategies (such as negotiation and compromise) that we can use to deal with and resolve conflict and disputes.


More recent lessons for Year 5 have explored Relationships:

28.2.20 and 9.3.20

Pupils started by thinking about how they would define love and the different types of relationships we have such as with parents or carers, pets, friends and siblings. We then discussed which relationships we find the easiest and hardest and the reasons for this. We also agreed a list of when we thought relationships or loving someone might be particularly difficult and why. In groups, pupils were then given a range of scenarios to discuss and shared the advice they would give to someone in that scenario.



We spent a further lesson exploring what makes a healthy relationship. We discussed the statement ‘and they lived happily ever after…’ and whether this is realistic.

Through plenty of discussion we established that relationships (including those with family, friendships and romantic) can be up and down and we might not always feel happy, but we must always feel safe. It was also agreed that whilst no perfect relationship can be perfect, key elements of a healthy relationship for the pupils were:


  • Trust
  • Respect for each other
  • Honesty
  • Accepting yourself and each other
  • Feeling safe and secure
  • Affection and letting each other know you care in different ways



Year 5&6 also spent a lesson this week covering safe touch – shading in an outline of the body to agree where physical contact is acceptable and unacceptable and discussing examples such as visiting a doctor or dentist but how can we can still feel safe in these instances. Pupils also listened to a role play to explore the concept of ‘keeping something confidential or secret’. They used a drama activity ‘conscience alley’ to debate if the character should or should not agree to this and discussed when it is right to ‘break a confidence’ or ‘share a secret’. We also agreed who our trusted adults are and that the NSPCC allows pupils to share their concerns in confidence.

Forces behaving unusually (science week - March 2020)

10.03.20- Explosive Food Show at The Hive!

Writing a story with our book buddies 6/3/30

05.03.20- Year 5 and 6 trip to the theatre to see 'Holes' at Malvern

Suspense writing - 28/2/20

'A Plastic Ocean' whole school art day 25/2/20

Topic Homework Celebration - understanding our ancestory by using family trees to plot against key dates in recent history (24.2.20)

Redwood & Hazelnut Valentine's Kempsey Cafe (14/2/20)

Multiplicative Reasoning (GLOW Transition Project maths) 14/2/2020

13.02.20 Safer internet week- protecting personal information, reporting concerns and keeping informal private

Y5 French - learning about La Chandeleur (French Pancake Day and traditions) 6.2.20

Y5 Maths - applying our knowledge of converting fractions with different denominators to add them, 29.1.20

Y5 French - expressing opinions by surveying each other about our favourite sports 23.1.20

Y5 Computing - researching effectively using key words and fact checking on more than one website 20.1.20

PSHE - discussing strategies which we can use to help ourselves when experiencing difficult feelings


In PSHE this week, we have thought about different strategies we can use when experiencing emotions and feelings such as worry, anxiety, anger and shame. We started our second session with a chocolate meditation exercise and thought about how we could be more mindful in our lives, as well as reminding ourselves that feelings always pass. Pupils then discussed in groups a range of scenarios where they might experience negative emotions and thoughts and what they thought the best strategy was to deal with it (choosing from breathing exercises, acceptance, talking and sharing your worries, distraction, relaxation and exercise). 

Y5 PSHE - what strategies can we use to help ourselves when experiencing difficult feelings? 17.1.20

Multiplicative reasoning (17.1.20)

The circulatory system - Science (13/1/20)

Today we started our new science topic by learning about the circulatory system. We created a human version of the circulatory system using red and blue cones to represent oxygenated and deoxygenated blood. The children travelled around the ‘body’ (the classroom) to the heart, lungs and muscles, swapping cones as necessary. Following this, we constructed scientific diagrams in our books.




Problem solving using BIDMAS (9/1/20)

Art inspired by David Hockney - manipulating digital media (8/1/20)

Fabulous Fractals! 17/12/19

Today, we linked our learning in maths to maths in nature. Fractals are a curve or geometrical figure in which each part of the shape has the same characteristics as the shape as a whole. Examples of fractals include: snowflakes, shells and succulents. 


Fractals are useful in modelling structures (such as snowflakes) in which similar patterns recur at progressively smaller scales, and in describing partly random or chaotic phenomena such as crystal growth and galaxy formation.




Learning about pulleys and constructing our own with Knex - 10/12/19

Topic/Computing ~ knowledge: effective web searching and summarising information 9/12/19

Non-chronological reports (inspired by 'The Eye of the Wolf' by Daniel Pennac) 7/12/19 ~ click images to enlarge

Follow-up activities: learning about Braille 5/12/19

Community links and breeding tolerance and understanding- a visit from Worcester New College for the blind..

Science floorbook 3/12/19

Working scientifically to investigate a hypothesis (forces) 3/12/19

PSHE - making connections between emotions and physiological responses 29/11/19

Science 26/11/19

‘Does the amount of friction increase if the mass of the object (being pulled) increases?’

Pupils made predictions and carried out the investigation in groups, recording their data in a table. They decided to present their findings in the form of a line graph and wrote a conclusion.

New knowledge: 

  • A dependent variable is what stays the same – in this case, the shoe and type of surface
  • The independent variable is what changes – in this case the mass in the shoe each time (100g, 200g weights etc)
  • As mass of an object increases, when pulled, so does the friction acting upon it. 


See photos in the slideshow below!

Science 26/11/19

21.11.19- Replying to our French pen-pals!

Fractions as division 21/11/19

Writing persuasive letters, applying for a position in the Roman Army, 19 - 22nd November 19

Topic Homework Celebration 5/11/19

Testing our 'earthquake-proof' structures 4/11/19

Still image for this video


Still image for this video

DT - designing and building 'earthquake proof' structures 4/11/19


LO:  to record results accurately

LO: to present findings

Pupils then made predictions about what would happen if we placed an object in water. Would only gravity be acting as a force? What would happen to the reading on the Newton meter?  Some children were able to identify that as well as gravitational pull, there might be a push force in the water and the object might weigh less in Newtons.

In small groups, using a range of different weights in plastic wallets, Newton meters and trays of water, pupils investigated this and were soon able to identify there was a difference in the readings when the object was measured out of and then placed in water.

We then discussed how best to present our results in a table, including the difference found between readings and recapped on how to draw an accurate and neatly presented diagram of our findings (including the use of directional arrows to show forces and the size of the arrow relating to the strength of the force).

New knowledge acquired in the lesson was:

  • The opposing force to gravity (pulling the object down) was ‘Upthrust’ (a push force) in the water
  • The push or thrust of the water upwards is the same as the weight of the water pushed out of place by the object (displacement)







Hockey 14/10/19 Skill: passing (whilst moving) and shooting

Photos from Science 11/10/19

Science 11/10/19


  • Weight is the measure of the force of gravity on an object.

  • The mass of an object is how much matter the object is made of.

  • Mass will never change but the weight of an object can depending on the location it is.

  • To correctly read the scale on the Newton Metre

  • To record results and plot a line graph accurately

First the children were posed the statement ‘the greater the pull of gravity, the more an object weighs’ and had time to talk in pairs before feeding back to the class. We identified the difference between mass and weight (see above) and explored how our weight would change depending on the planet that we are on. This is because the greater the size of the planet, the greater the pull of gravity and therefore the more an object weighs.


We conducted an investigation into the pull of gravity on different masses and recorded our findings in a table: we discovered that 100g is equivalent to 1 newton. Finally, our findings were recorded as a line graph.


Exploring prime numbers using CPA 8/10/19

Topic/computing: effective use of web browsers and search engines 7.10.19

Science  4/10/19

LO:  to investigate the effects of gravity and air resistance

Pupils started the lesson by making predictions about whether a tennis ball or much larger netball would fall to the ground first (when dropped from the same height). Children then watched a demonstration and were asked to apply their existing knowledge of which forces were acting on the balls as they fell to the ground. Pupils then watched a video clip about Galileo’s theory – to establish that objects the same shape but different weights fall to the ground roughly at the same time (the opposing force to gravity – air resistance acting on the objects means there will be a slight difference). Pupils were then asked to investigate the effect of air resistance by considering the question – what happens when we keep the weight the same, but change the shape? They were given two A4 sheets of paper, one to scrunch up. Again, they made predictions first – which did they think would fall first and why?


After carrying out their investigations, pupils then recorded their findings through a diagram in their books (remembering to draw the acting forces with directional arrows) as established in previous lesson.


Geography 1/10/19

LO: To investigate patterns in physical geography

Knowledge: to identify geographical locations (volcanoes) and plot them on a world map; identify a pattern and explain what it demonstrates; research effectively using secondary sources and make justifications for why. 


Exploring factors using concrete and pictorial representations 1/10/19

Reactivating prior knowledge and exploring forces - Science 27/9/19

Real PE (Social & Multi-skills) 26/9/19

Geography/Topic - 24/9/19

Knowledge: to identify the features and different types of volcanoes

Today we conducted independent research on the key features of volcanoes, including how/why they explode. Following this, we discussed what we had learnt and the differences between: stratovolcanoes, shield volcanoes and calderas. 





NSPCC Speak Out Assembly 23/9/19


Today we had an assembly by the NSPCC about speaking out and what to do if we have worries and problems. We discussed talking to trusted adults or phoning Childline on 0800 1111 (which is free to call and doesn't appear on any phone bill).

Creating perspective using line and tone. Art - 18/9/19

Building conceptual knowledge of adding and subtracting negative numbers 18/9/19

Science - 17/9/19

Knowledge: drawing conclusions from results and justifying.


Today we conducted a science investigation linked to our whole-school topic 'playground'. After learning about the cardiovascular system and discussing why and how it is beneficial to be active, we wanted to investigate which playground game is the 'best' workout.


To do this, we chose three different playground games (our independent variables) which we played for one minute, taking our heart rate (HR) directly afterwards. We then let our HR go back to resting HR and completed two more tests for each condition. By completing three tests for each condition our results are more reliable, as we were able to calculate the average HR.


Our results showed that tag was the best workout as it gave us the highest HR. We believe this was the case because we were moving non-stop, unlike the stuck in the mud and hooping which both have periods of rest. 

Calculating our heart rate post-exercise.


Calculating our heart rate post-exercise.



Art - 11/9/19

Today we studied LS Lowry. We discussed what he was like as an artist;  how he uses line and colour and described a selection of his artwork. Following a relay observation exercise, we then focused on one of his portraits, thinking carefully about how he shows emotion through his work in order to replicate his style ourselves. Below are two examples of our Lowry inspired portraits. 


Researching the reasons for similarities and differences of playgrounds around the world 10/9/19

Playground Topic Launch - grouping, sorting, ordering and justifying 9.9.19

Playground - Topic Launch


This term we are taking part in a whole-school topic, 'Playground', based on the book by James Mollison. The book contains a collection of photographs of different playgrounds from around the world. 


For our topic launch, we posed the questions:


Why does every school seem to have a playground? What is the purpose?

What is essential for a playground?


Following discussions about answers to the above questions and rating items as most to least essential, we looked at a selection of photographs from the book. Using the photographs, we sorted the playgrounds into different groupings and ordered them by specific criteria.


As the topic progresses, we will investigate the reasons for geographical similarities and differences, as well as linking our work across subjects (such as to Art and English).






As mathematicians at Kempsey, we like to evidence our reasoning in different ways. Redwood's new maths display shows examples of how we can: show it, explain it, draw it and prove it using a variety of CPA (concrete, pictorial and abstract representations) as well as in sentences. 


Making careful observations in Art - 4/9/19

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