Term 5 and 6 Project - Emperors and Empires

                  

 

In the Emperors and Empires project, your child will learn about the growth and decline of the Roman Republic and the Roman Empire. They will discover the absolute power of the Roman emperors and study the hierarchies of Roman society and the Roman army. They will study the first invasions of Britain in 55 and 54 BC and the Roman conquest of Britain in AD 43. They will learn about Boudicca’s rebellion, Hadrian’s Wall and the Romanisation of Britain, including how Christianity came to Britain and investigate the legacy of Roman Britain in their local area.

 

Reading	Class text: The Boy at the Back of the Class
Writing	The Incredible Book-eating Boy; The Street Beneath my Feet; The BFG; The Journal of IIiona
Emperors and Empires - Memorable Experience	Trip to Minster Lovell Ruins using creativity and imagination to create a Roman Empire version of the location.
Religious Education	Islam What is the best way for a Muslim to show commitment to God? The children will explore the ways that Muslims show commitment to God and will discuss and explore the best way for this to happen.
Science	Plant Nutrition and Reproduction: This project teaches children about the requirements of plants for growth and survival. They describe the parts of flowering plants and relate structure to function, including the roots and stem for transporting water, leaves for making food and the flower for reproduction.
Design and Technology	Greenhouse: This project teaches children about the purpose, structure and design features of greenhouses, and compares the work of two significant greenhouse designers. They learn techniques to strengthen structures and use tools safely. They use their learning to design and construct a mini greenhouse.
Art and Design	Beautiful Botanicals: This project teaches children about the genre of botanical art. They create natural weavings, two-colour prints and beautiful and detailed botanical paintings of fruit.
PE	Swimming (Tuesdays - Term 5); Tennis (Wednesday); Cricket (term 5); Athletics (term 6)
Music	Children will be learning about the different singing techniques and learning how to sing together in unison, harmony and cannon.
History	This project teaches children about the history and structure of ancient Rome and the Roman Empire, including a detailed exploration of the Romanisation of Britain.

Please ensure that children arrive on Wednesdays (Outdoor) and Fridays (Outdoor) in their PE kits and bring a named water bottle with them on these days. 

Memorable Experiences

Minster Lovell Ruins - 2nd May 2025

Cedar class went oto Minster Lovell Ruins as part of their Emperor and Empires memorable experience. Although the location is a piece of Victorian history, the children took the opportunity to imagine how things could have been different at Minster during the Roman times. They explored the site thinking about how the architecture would differ or how it may be similar in Roman Britain. They also imagined themselves as Romans coming into the piece of land and how they might feel arriving at the site for the first time.  

"I enjoyed exploring the site and discussing my ideas with others." - Theo 

Polar Expedition - 17th January 2025

Cedar class went on an expedition to Deer Park Wood, finding different clues about different Antarctic explorers. They learned about how they travelled and where they went on these expeditions. They also learned about what potentially stopped them from completing their journeys. 

"I found trying to find the clues really exciting and fun." - Ed 

"It was a really exhausting walk and it must have been worse for those people going on an expedition in polar climates." - Wilf  

Science Oxford - 16th January 2025

The children of Cedar class travelled over to Queen Emma's on Thursday for a workshop with the excellent Science Oxford Centre for our memorable experience launching our D&T project "Engineer" and our Science project "Electrical Circuits and Componants". During the workshop, the children explored how a basic motor works, using their knowledge of electrical circuits and discovered some useful properties that they used later in the day to eventually create a handheld vacuum that can suck up a mess of confetti. They experimented with various design elements and solved a series of problems. 

"I found the workshop to be fun and engaging, experimenting with different designs." - Charlie

"The whole process was engaging and it was different making a vacuum cleaner." - Luther 

Home learning

Homework will be set on a Friday. Home learning journals will be sent home to be returned by the following Thursday. Activities and reading logs can be accessed via our online learning platform, Learning with Parents. 

Log on to TTRS or Numbots to practice your times tables and number bonds. Try to do this 5 minutes a day - it really makes a difference! Log in details can be found in your home learning journal. 

 

Reading Books

We hope that you will be able to read with your child for at least 10 minutes per day.

Every Friday we will have a library session during which your child will choose a new reading book to take home or continue with one they are already reading.  Books cannot be changed for a new text unless the previous one is returned.

 

Times Tables Rock Stars, Numbots and Complete Maths

Please use your username and password to log into the platforms (it is the same for both).  Here you can practise your number bonds and times tables. Certificates will be given out in Celebration Assembly on Fridays.

On Complete Maths the children will be able to acces learning to support what they are doing in class. These are bespoke projects, designed by their teacher to push their learning on.

https://ttrockstars.com/ - Time table practice. A specific times table will be set by your teacher weekly

https://numbots.com/ - Number bond practice.

https://auth.completemaths.com/login - Complete Maths Log in

Religious Education

Term 5: Islam 

Our Big Question this term is "What is the best way for a Muslim to show commitment to God?" 

This enquiry looks at some of the ways many Muslims show Allah that He is the most important thing to them, including the 5 pillars which are central to Muslim life.

1. Shahadah -this is a statement which is repeated many times a day ‘There is one God Allah and Muhammad is his prophet’, this is said first thing in the morning, last thing at night and during each prayer.

2. Salat - prayer, 5 times a day, these prayers show that life revolves around God,

3. Zakat - Giving 2.5% yearly savings to charity, this is usually organised through the local mosque. Zakat is seen as a duty.

4. Sawm - Fasting –During the month of Ramadan many Muslims will fast during the hours of daylight, this helps to develop self-discipline. It is challenging but this is deliberate as Muslims need to understand what it is like to be poor and hungry.

5. Hajj – Pilgrimage to Makkah in Saudi Arabia once in a lifetime – this is to follow in the footsteps of the prophet Muhammad and remember some key events in the history of Islam.

The children began by answering the big question, "What is the best way for a Muslim to show commitment to God?" 

They then explored their own commitments, what it means to be committed and what they commit to. 

The children have then looked at how Mulsims show commitment to Allah (God). They first explored prayer, understanding that this happens five times a day. The children had discussions about how this affects their lives considering that two of the five prayers are before sunrise and after sunset. 

The term "Zakat" was then explored and this was understood as "giving to charity". Muslims are required to give 2.5% of their earnings to charity in order to help everyone. The children recognised that Allah sees everyone as equal and therefore this is a requirement to ensure that nobody struggles. 

 

Term 4: Christianity - Salvation

Our Big Question for the term was "What difference does the Resurrection make for Christians?"

The children began by looking at where Salvation fits into the big story of the Bible, learning how Christians believe Jesus' resurrection is central to their faith. They investigated Gospel accounts of what happened after Jesus died, considering why Christians believe in the resurrection and how these events confirm key beliefs about Incarnation, Salvation, and Hope.

Through artwork, discussions, and comparisons, they explored why the resurrection is seen as the foundation of Christianity.

The children also examined how Christians celebrate the resurrection, looking at the differences between Good Friday as a day of reflection and Easter Sunday as a day of joy. They explored how belief in the resurrection shapes Christian lives today, influencing values such as hope, forgiveness, and charity.

Finally, they reflected on how the resurrection continues to inspire faith and practice in Christian communities and considered their own responses to the big question.

Pupil Voice: 

What difference does the resurrection make for Christians?

"The resurrection shows us that if you persever, show resilience an believe in God; God will help, forgive and protect you." - Luther

"The resurrection gives Christians hope." - Frankie

"The resurrection is very important to Chrisitans as it gives them hope for life after death and it brings them closer to God." - Arran

Term 3: Christianity - Prayer and Worship

Our Big Question for the term was 'Do people need to go to Church to show that they are Christians?' Thinking about this Big Question, the children recorded what they thought at the start of the project and what they felt was a suitable answer.

To begin, they reflected on their own special places—places where they felt safe, happy, or connected to others. This helped them understand why Church is a special place for many Christians. The children learned that Church is more than just a building; it is a place where Christians come together to worship, learn, and support one another in their faith.

Through studying key Christian ceremonies such as Holy Communion and Baptism, they saw how the Church plays a vital role in welcoming believers into the Christian family and remembering Jesus’ sacrifice.

The class then considered what would happen if churches were to close. They discussed how this might affect Christians—some might feel a deep loss, as Church provides a space for community, prayer, and important traditions. However, they also recognised that faith is not limited to a building; many Christians believe they can worship and live out their faith anywhere. This led to insightful discussions about different ways Christians express their beliefs, whether through personal prayer, acts of kindness, or gathering with others in different places. Through these discussions, the children developed a deeper understanding of how faith can be both personal and communal.

Pupil Voice: 

Do people need to go to Church to show that they are Christians? 

"People may need to go to church to show that they are Christians because it helps them feel closer to God, learn more about their faith and be part of a community that worships and supports each other." - Wilf

"People do not need to go to church to show that they are Christians because they can follow Jesus' teachings and pray in every day lives." - Theo

Term 2: Christianity - Incarnation

Our Big Question this term is 'How significant is it that Mary was Jesus' mother?'. Thinking about this Big Question, the children recorded what they already know and further questions they have to allow them to design their own route and enquiry to their learning journey.

To begin our project, we reflected on the Incarnation Big Frieze panel and thought back to previous learning, determining what features of incarnation we could see. 

We thought about being chosen for something special and how this would feel. Why would we choose someone for something important? What qualities should a person have for that role? We then discussed what qualities Mary might have had to be chosen for something special and began our start of project reflections on the Big Question.

Term 1: Christianity: Creation and Science: Conflicting or Complementary? 

Our focus this term is Christianity and our key focus is 'creation'. Our Big Question is "Creation and Science: Conflicting or Complementary?"

The children have discussed the religious story of creation, and they have explored different text types. As a class we discussed how these text types were written and how sometimes, a person's beliefs or point of view can create a bias. The children then looked to rewrite some of our text types, if they were written by somebody different.

We then dove deeper into the story of Genesis 1 and explored how Christians use this to live their lives. We then compared this with the scientific theory of creation. We have looked at Christian scientist theories from people such as Isaac Newton and Francis Collins who say that the scientific theory of creation can be complementary with the Christian story of Genesis 1.

Pupil Voice

Conflicting: "I think that the relationship between science and religion is conflicting because the time is completely different - the science theory took 12 seconds but the religious theory took 6 days" Adele

Complementary: "I believe that religion and science are complementary because they have similarities. The first three days relate to the 'Big Bang Theory' and the final three days relate to Evolution." Archie

Collective Worship

Term 3

In Cedar class this term we are focussing on the value of Respect. 

1 Peter 2:17 "Show proper respect to everyone, love the family of believers, fear God, honor the emperor."

Romans 12:10 "Be devoted to one another in love. Honor one another above yourselves."

Term 2

In Cedar class this term we are focussing on the value of Forgiveness. 

Psalm 86:5: "You, Lord, are forgiving and good, abounding in love to all who call to you."

Luke 6:37: "Do not judge, and you will not be judged. Do not condemn, and you will not be condemned. Forgive, and you will be forgiven."

 

Term 1

In Cedar class this term we are focussing on the value of Thankfulness. 

Luke 22.19: Jesus broke bread and gave thanks. 

1 Chronicles 29.12: All things come from you and of your own do we give you.

Prayer space

Prayer spaces enable children and young people, of all faiths and none, to explore life's questions, spirituality and faith in a safe and creative ways.

Term 5 Activities: 

The Listening Corner: 

Sit quietly on the carpet, cushions or at your table and listen to the calming music. You can use this time for reflection or watch the relaxing pictures on the screen. 

Respect Ribbon Prayers: 

Think of someone you respect and write it on the ribbon. Say a prayer for that person as you hang it on the branches of the tree. 

Peace Pebbles:

Think about what respect means to you, write or draw respectful things on pebbles and place them on the display board. 

Bubble Forgiveness:

Think about someone you may have hurt or someone who may have hurt you. As you blow bubbles, imagine letting go of those feelings of hurt and watch as the bubbles pop. 

Mirror Moments: 

Look in the mirror and write down one thing that you respect or like about yourself on a post it note. Place this on the reflection area.