Oak Class

TERM 5 AND 6 PROJECT 

MOVERS AND SHAKERS 

 

 

In this project, the children will learn about historically significant people who have had a major impact on the world. The children will learn to use timelines, stories and historical sources to find out about the people featured and use historical models to explore their significance.

Maths	Place Value (within 100), Multiplication and Division, Fractions, Position and Direction, Money, Time, Statistics
English	The Crows Tale (narrative/fable), Bold Women in Black History (Biography) , Bear and the Piano (narrative/adventure)
Memorable Experience	Visit to the Witney and District Musuem to study a locally historically significant person (Patrick Steptoe)
Geography	Driver project: Let's Explore the World  In this project, the children will learn about atlases, maps and cardinal compass points. The children will then learn about the characteristics of the four countries of the United Kingdom and find out why there are hot, temperate and cold places around the world. They will also compare England to Somalia. Children will carry out fieldwork, collecting primary data in their locality to answer geographical questions.
Science	Companion project: Habitats This project teaches children about habitats and what a habitat needs to provide. Children will begin to explore local habitats to identify and name living things and begin to understand how they depend on one another for food and shelter.
Design and Technology	Companion project: Remarkable Recipes  This project teaches children about sources of food and tools used for food preparation. Children will discover why some foods are cooked and learn to read a simple recipe. The children will then choose and make a new school meal that fulfils specific design criteria.
Art and Design	Companion project: Still Life / Mix It    Still Life: This project teaches children about the work of significant still life artists and still life techniques. They will explore a wide variety of still lifes and learn about the use of colour and composition. Children create still life arrangements and artwork. Mix It: This project teaches children about basic colour theory by studying the colour wheel and colour mixing. It includes an exploration of primary and secondary colours and how artists use colour in their artwork.
Computing	We are painters  In this project, children will create a piece of electronic artwork to illustrate a traditional tale, collated into an eBook. This unit will particularly engage children who love the illustrations in the books they read.
PD/ PE	Indoor Gymnastics (Term 5), Indoor Dance (Term 6) ; Outdoor multi-skills (throwing and catching; developing balance and coordination)
PSHE	Distinguising between fantasy and reality, Manageing disappointment & Over Excitement, Mindfulness, Show and Tell
Religious Education	Islam How important is the prophet Muhammad to Muslims?
Music	Pitched percussion - learning instrument names and playing in time to a beat.

 

Our PE days this term are: Tuesday (Outdoors) and Wednesday (Outdoors). 

 

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. Children in Green phonics group onwards will have 2 phonic books we are currently reading in class in their bags to read each night. Please ensure these are in your child's bag each day so they can be changed when we begin the next text.

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.

 

What have we been learning? 

 

Term 5:

Mover's and Shakers Memorable Experience 

What have we been learning?   

Memorable Experience

Exploring Local History at Witney and District Museum

Our recent trip to the Witney and District Museum was an exciting opportunity for the children to dive into local history and discover the fascinating stories of significant figures from our area.

Why We Visited: The purpose of our visit was to learn about a historically important person from our local community. On location, the children had the chance to listen to captivating stories, achievements, and impact on the town and beyond.

What We Did: During our visit, the children were encouraged to gather information in fun and interactive ways. They:

• Took photographs

• Read plaques and explored displays

• Created drawings to help them remember key facts

• Listened to informative stories from museum guides

 

 

“I liked seeing the really old toys. They didn’t even need batteries!” – John 

“I didn’t know Witney had a blanket factory. That was so cool!” – Harrison

 

“The washing machine looked so different. It had a handle!” – Rapha

“I liked dressing up and pretending to work in the blanket shop.” – Casi

“The museum was small, but it had lots to see.” – Sienna

 

“I learned that people used to sleep under horsehair blankets.” – Pippa

“I liked drawing what I saw in my notebook.” – Aurelia 

“It smelled old inside the museum, like history!” – Josie

 

“My favourite part was finding out how people cleaned their clothes a long time ago.” – Augustin

“The tiny irons were so heavy!” – Thomas

“We got to ask lots of questions, and the lady answered all of them!” – Makar

 

 

Term 4:

Bright Lights, Big City Memorable Experience

What have we been learning?    

Memorable Experience

Exploring Witney’s Human Features and Landmarks

"I liked the big church because the windows were so colourful, like rainbows!" John

"The Buttercross was my favorite because it looks like a castle tower!" Pippa

"I didn’t know people used to sell butter in the middle of town—it sounds fun!" Sienna

 

During our walk around Witney, we explored some fascinating local landmarks that highlight the town’s rich history and its role as a community hub. One of the most iconic landmarks we visited was The Buttercross, located in the heart of Witney’s town centre. This historic structure, built in the 17th century, was originally used as a market space where farmers sold butter and other produce. Its striking stone design, complete with a roof and distinctive spire, has been lovingly restored over the years and now stands as a cherished symbol of Witney’s heritage. Positioned at the centre of town, it was designed to be accessible to traders and buyers, and while it is no longer a market space, it remains a key feature of the town.

We also visited St. Mary’s Church, a stunning medieval building situated near the River Windrush. Built in the 13th century, this beautiful stone church with its tall spire and intricate stained-glass windows has been a place of worship for centuries. It was constructed near the river to signify its importance to the community, both spiritually and socially. Today, the church continues to be a place for worship and community events, as well as a historical site admired by locals and visitors alike.

These landmarks not only help us understand Witney’s past but also demonstrate how human features like markets, churches, and industry-related buildings contribute to the identity of a town. They serve as a reminder of how people shaped the landscape and continue to use these spaces in meaningful ways today.

"I saw so many old buildings. They look different from my house." Harrison

"I liked walking around the town" Thomas

"The Buttercross made me feel like a knight going to market!" Casi

"St. Mary’s Church was really tall. I wondered if it touched the clouds." Aurelia

"The best part was hearing stories about what people did in the olden days." Augustin

"The walk was fun because I saw so many shops and people. It was busy like a storybook town!" Josie

"I want to go back and see everything again. Maybe next time, I’ll take my family!" Rapha

 

Religious Education 

Term 5: Islam

Big Question: How important is the prophet Muhammad to Muslims?

This term in RE, our big question is: How important is the Prophet Muhammad to Muslims? To explore this, children will take part in thoughtful discussions, storytelling, and creative activities that help them learn all about special people — both in their own lives and in the Islamic faith.

We begin by thinking about what makes someone special or important. Children will talk about their own role models and the qualities they admire, like kindness, honesty, and fairness. Then, we’ll dive into the life of the Prophet Muhammad, learning why he was chosen as a prophet and why he is such an important figure for Muslims around the world.

Through the use of stories, sayings, and key moments from Muhammad’s life, children will explore how his teachings continue to guide Muslims today. They’ll also reflect on their own values and consider what makes someone a good role model. The unit ends with children deciding which parts of Muhammad’s life they feel are most important, and sharing their own thoughts and reflections.

It’s a brilliant way to connect faith, philosophy, and personal reflection – helping children grow in understanding, empathy, and respect for others.

 

 

 

Pupil Voice:

Evidence of Work: 

 

Term 4: Christianity

Big Question: Is it Possible to Be Kind all the Time?

Is it possible to be kind all the time? This is our big question in school, and it encourages us to think about kindness in our daily lives. Through discussions, stories, and reflection, we explore what kindness means and how we can show it, even when things feel difficult. We learn that while no one is perfect, we can always try our best to be kind with our words and actions. Our school values help us remember that small acts of kindness can make a big difference to others.

In our lessons, we will explore the question, "Is it possible to be kind all the time?" through stories from the Bible and real-life situations. We will learn from the Good Samaritan, who showed kindness to a stranger in need, and the tax collector, who found forgiveness through kindness and humility. The story of Jesus and Peter will teach us about kindness, even when people make mistakes. We will also think about how we can show kindness, even when it feels difficult. Through these lessons, we will reflect on how our choices can make the world a kinder place.

 

In RE, children took part in a role-play activity which helped them understand the story of Peter denying Jesus. Each child picked a character card—Jesus, Peter, or a bystander. They then asked each other questions like, “What did you see happen to Jesus?” or “What did Peter say?” This activity helped the children to think about how the characters might have felt and what the story means.

 

Evidence of Work: 

 

Pupil Voice: 

 

Term 3: What is Humanism?

This term we are learning about Humanists and what they may beleive. We will discuss the Golden Rule, basic beliefs and the use of the Happy Human symbol. 

Big Question: What Do Humanists Believe?

In our Religious Education lessons, we explore the beliefs and values of different worldviews. This term, we are learning about Humanism, a non-religious worldview that focuses on human welfare, reason, and ethics.

Our lessons will introduce:

• The Golden Rule: A principle shared by many worldviews, encouraging us to treat others as we wish to be treated.
• Basic Beliefs: Understanding how Humanists emphasise kindness, critical thinking, and living a fulfilling life based on empathy and science.
• The Happy Human Symbol: The internationally recognised emblem of Humanism, representing joy, equality, and the importance of humanity.

Through discussions and activities, our children will develop a deeper understanding of Humanist values and how they contribute to a diverse and inclusive society.

Using drama and discussions to learn more about Humanism.

Evidence of Work: 

 

Pupil Voice: 

 

Term 2: What is the good news Jesus brings? 

To launch our new project, Oak Class took part in a drama activity to explore the role of a tax collector. They role played as the people of Israel, Roman Soldiers, and the tax collector. 

Questions for discussion included:

•How did it feel?

•How did the people of Israel feel about Romans and about tax collectors? Why?

•Is it fair?

•Who would you be friends with?

We then introduced the Big Frieze panel for the concept of Gospel and discussed the different features we could see. 

The Isrealites

Uh oh! Roman Soldiers! 

The Greedy Tax Collector!

Term 1: What do Christians Believe God is Like?

Our focus this term is Christianity and the key concept 'God'. Our Big Question is 'What do Christians believe God is like?'. 

We launched the project by exploring the parable of 'The Lost Son'. He thought about how the father in the parable is a metaphor for God, and his son is the Christian people as God loves everyone. 

We have discussed important people in our lives, and how important they are to us. We have then thought about how important God must be to Christian people.

How do Christians show love to God? 

Pupil voice:

'Christians pray to God and light candles'

'They visit the church.'

'Christian's take care of the world because God created it and they want to look after it for him.'

We compared this parable with the story of 'Jonah and the Whale'. We thought about what God was like in this story and how this compared with 'The Lost Son'. We thought God was forgiving, but could also be upset when people didn't listen to him. Applying this to our own lives, this story showed how you have to be sorry to get forgiveness from people you love, like how Jonah said sorry to God and listened to him. This made God forgive Jonah. 

Pupil voice 

'The lost son is a parable which is a type of story that Jesus told. God is kind and forgiving. In Jonah and the whale, God is mad. He made a storm. Jonah said sorry in 3 days and God forgave him.' John

'Jonah was swallowed by a whale because God was angry. He let him out only when he said sorry. God forgave him. God is helpful and kind.' Tiago

'We learnt a parable. It's a story by Jesus. The dad is like God. He's forgiving and nice. In Jonah and the Whale, God is nice and forgiving when Jonah said sorry. At the start, Jonah ran away so God was angry so he made a storm.' Harrison

 

Collective Worship

This term's Christian Value is Respect 

 

'Do to others as you would have them do to you' - Matthew 7.12

This term we will explore the value of respect through meaningful discussions, real-life examples, and stories that help children understand how to treat others with kindness and care. Through stories, children learn that showing respect means listening to others, being polite, celebrating differences, and treating everyone fairly. It’s a value we see every day – in the classroom, on the playground, and in the way we care for our community.

This term, our Collective Worship sessions will focus on the important theme of Respect—for others, for authority, for special places, and for God. We will explore key ideas like treating others how we’d like to be treated, showing humility, and responding kindly even when things are difficult. Children will be encouraged to reflect, share their thoughts, and consider how respect can shape their actions both in school and in the wider world. Through prayer, stories, and discussion, we’re helping our pupils grow into thoughtful, compassionate individuals who value difference and show care in all they do.

 

Term 5: Collective Worship Activities

'Do to others as you would have them do to you' - Matthew 7.12

As part of our work on values and building a positive classroom community, the children took part in a special activity to reflect on respect in Week 1 of Term 5. Each child chose a classmate and wrote one or two kind things they respect about them on a person-shaped template. These thoughtful messages are now proudly displayed in our collective worship book, reminding us how important it is to notice and appreciate the strengths in others. It was heartwarming to see the children recognise each other's kindness, effort, and unique qualities.

Here’s what some of the children said about the activity:

• “I said my friend is a good listener because she always helps me when I’m stuck.” – Josie

• “It made me feel happy when someone wrote that I try my best.” – Sienna

• “I liked thinking about what makes other people special.” – Aurelia 

• “Everyone had something kind written about them – that was the best part!” – John

 

Term 4: Collective Worship Activities 

1 John 1.9: But if we confess our sins to God, he can always be trusted to forgive us and take our sins away.

Mark 11.25: If you hold anything against anyone, forgive them, so that your Father in heaven may forgive you.

As part of our focus on friendship, kindness, and making peace, children took part in a special Collective Worship activity called "Building Bridges" in Week 4. 

First, we asked the children to think about a time when they had a disagreement or felt hurt by someone—maybe a friend, sibling, or classmate. On one piece of paper, they wrote or drew what caused the problem. Then, on a second piece of paper, they wrote or drew something that could help fix it—like saying sorry, forgiving someone, talking it out, or showing kindness.

Next came the fun part—building the bridge! They placed the two papers slightly apart, like a gap caused by the disagreement. Then they placed their hand in the middle to show they were ready to take the first step toward peace. It was a powerful way to show how we can all help mend friendships.

Pupil Voice Term 4: 

"I put my hand in the middle because I wanted to say sorry to my friend." – Aurelia

"The bridge helped me see how we can get back to being friends." – John

"It was like magic – the two sides came together!" – Josie

 "Sometimes I feel cross, but now I know I can talk and fix it." – Makar

 "I liked how my hand was the bridge. It means I can help fix things." – Casi

 

Term 3: Collective Worship Activities 

 

Pupil Voice Term 3: 

"I liked making the stained glass crosses because they look so colourful in the light!" – Casi

"Teaspoon prayers help me remember to say thank you and be kind." – Pippa

"Turning over a new leaf means we can have a fresh start and try again." – John

"I liked thinking about what I’m thankful for in our prayers." – Augustin

"Collective worship makes me feel calm and happy inside." – Josie

 

In our Collective Worship sessions, we come together as a school community to reflect on shared values, explore key themes, and engage in spiritual and moral learning. We aim to inspire children to think deeply, ask meaningful questions, and develop their understanding of faith, community, and personal growth. Through storytelling, song, prayer, and discussion, collective worship offers a space for children to grow in empathy, appreciation, and a sense of belonging, supporting their emotional and spiritual development.

Pupil Voice:

Our Christian value last term was 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.

We have been learning about the meaning of thankfulness and the different things we are thankful for.

We wrote a prayer to God to say thank you for all the wonderful people in our lives that help us. 

We have thought about creation, and our wonderful world. We thought about what we are most thankful for.

Pupil Voice

'I am thankful for the birds tweeting'

'I am thankful for the rain making the flowers grow tall' 

 

 

 

Prayer Space

Finstock CE is proud to offer prayer space where children can reflect, meditate, or pray. Each morning, the space is available to all children as a calm and peaceful environment to start their day. It is a time for personal reflection, quiet thought, and connection to their faith or values. Our children are encouraged to use this space in a way that feels meaningful to them, whether it's through prayer, mindfulness, or simply taking a moment of stillness before the school day begins. The prayer space fosters an atmosphere of respect and understanding for the diverse beliefs in our school community. 

Term 5 Activities: 

 

 

Pupil Voice: 

I showed respect by being quiet so my friend could think and pray." – Casi

"My friend helped me sit nicely and reminded me to take my turn. That was kind and respectful." – Rapha

"I listened when someone was sharing their special thought and didn’t interrupt." – Harrison

"I saw my friend waiting patiently for others to finish before he added his turtle to our prayer space poster." – Josie

"We all used calm voices and gave each other space. It felt peaceful and respectful." – Sienna

 

 

Evidence of Prayer Space: 

 

 

 

Term 4 Activities: 

 

Pupil Voice: 

"I like the quiet time in prayer space because it helps me feel peaceful." – Aurelia

"Writing my own prayers helps me talk to God about my feelings." – Harrison

"I enjoy lighting the candle because it reminds me to think about others." – Pippa

"Prayer space is a special time to say thank you and ask for help." – Rapha

"I feel safe and happy when we sit together in the morning." – Makar