Year 5 Class Assembly: Push, Pull, Twist – Forces & their Effects
In Year 5’s interactive Class Assembly this term, they shared the amazing things they have been learning in Science about Forces. The Infants and Juniors listened carefully, thanks in part to a gentle warning at the start that there would be a quiz at the end! Year 5 pupils held up cards that identified the three types of force – Push, Pull and Twist and suggested that doors and locks are a good example of where we find these forces at work in everyday life. The children were then asked to put their hands up with any of their own examples of these forces.
After an engaging introduction, pupils took it in turn to share what they had learned about the effects of some of these forces, such as Friction, a resistive force that acts like a push force on moving objects. The children were encouraged to experience one of the effects of friction for themselves, by looking at the uneven texture of their palms then rubbing them together to feel the heat this generates. They held up a picture of a racing car whose brakes were red hot from the brake discs slowing the vehicle down, another effect of Friction.
Year 5 explained more about Air Resistance. Pupils showed how, in a lesson in the playground, they had tried to run with a large piece of cardboard in front of them and felt how the air resistance slowed them down. They also had conducted an experiment with different shaped handmade parachutes, to work out which shape caused the most and least air resistance: a hexagon, square and circle fell at similar speeds but the rectangle always fell fastest.
The final force the class told about was Buoyant Force, which acts on any object that enters water. To demonstrate this, pupils held up a line of wool to represent the water surface line and used light and heavy balls to illustrate how, for heavier objects, the downward pull of gravity is much bigger than the buoyant force pushing against it and the opposite is true for lighter objects, like a beachball, which causes it to float.
As promised, the Infants and Juniors enjoyed a short quiz at the end of the assembly, showing all that they had learned. Proving his own habit of attentive listening, Mr Fletcher added a quick summary, with an affirmative nod from the Year 5 teacher Mr Dalton to confirm that the knowledge had successfully ‘stuck’.
Well done to Year 5 for a thoroughly absorbing and informative Class Assembly!
Cold Crematorium: Commemorating Holocaust Memorial Day
In a sobering Assembly, through the recently translated story of a Hungarian Jewish poet and journalist, History teacher Mr Wayman warned Senior pupils of how essential it is that we remember the events of the Holocaust.
Josef Debreczeni was a Hungarian Jew, the editor of Hungary’s daily newspaper, then of an illustrated weekly, before anti-Jewish laws cost him his job in 1938. The Nazis occupied Hungary in March 1944, and two months later he was deported by cattle truck to Auschwitz-Birkenau, along with his mother, father and wife. Debreczeni alone survived the war and later documented his experiences at Auschwitz. Cold Crematorium, his eyewitness account, was published in Hungarian in 1950, but only translated into English over seventy years later, being published just two weeks ago.
Before re-telling parts of Debreczeni’s account, Mr Wayman drew pupils’ attention to the shocking words, this Holocaust Memorial Day, of Chief Rabbi Ephraim Mirvis:
‘1/5 of people interviewed in a recent survey by the Anti-defamation League had not even heard of the Holocaust. 1/5 believed it was a myth or exaggerated. Fewer than half believed it happened as historians have recorded. The Hebrew word Zakar – to remember – is not passive. It implies action. Our societies are called upon to recall the horrors of the past to ensure that in the future we will protect the vulnerable and confront evil whenever it arises.’
To this end, Mr Wayman recounted parts of the book that had particularly struck him. In one camp, Debreczeni’s job is to help build tunnels; he highlights how commonplace death became, ‘Rockfalls are frequent, and rare is the day that does not see one or two crushed-to-death… Such images are to be expected. Neither slave drivers nor slaves so much as glance at the corpses.’ (p.121)
In another interesting insight, Mr Wayman highlighted how the Nazis used hierarchies to divert prisoners’ anger away from those truly in power at Auschwitz and towards their fellow prisoners: Jews who had been appointed as ‘Kapos’ (block or camp elders) who dealt out punishments. Mr Wayman read aloud one example of this, a prisoner forced to crouch down and receive fifty lashes: ‘the [Kapo] puts his all into the blows – even more so because if the camp gods suspect shenanigans it often happens that the blows continue on the head of the one meting out the sentence.’ (p.67)
The book’s title takes its name from a description of the “medical camp” where Debreczeni is sent in the last months before he’s finally liberated, a place no less grim than any of the other camps, and whose real purpose he suspects is to deliberately infect and kill the prisoners through the spreading of typhus. He catches the disease and barely escapes with his life.
In Cold Crematorium, Debreczeni quotes the words of a Parisian Jew who he meets when he first arrives in Auschwitz:
‘If one day someone writes about what is happening…they’ll be seen as either crazy or a perverse liar.’ (p.51)
With this prescient quote Mr Wayman finished the assembly, cautioning the pupils against being part of the awful stats, cautioning them against forgetting or disbelieving this unimaginable but true history.
Heritage Nature Enthusiast’s Article Published in The Guardian’s Young Country Diary
Congratulations to Edward (Y9) who submitted an article to The Guardian’s Young Country Diary series, which was published in the newspaper and online this weekend! In a wonderfully evocative written piece, Edward describes his encounter with a lunar rainbow while in Yorkshire over Christmas, giving fascinating insight into this unusual natural phenomenon.
Edward writes: ‘There was something marvellous about witnessing an event so beautiful and rare by pure chance, making me think there must be so much beauty in our delicate planet that no one has ever seen.’
Articles featured in the series are all about a recent encounter with nature. Entries are open to children aged between 8 – 14 who are based in the UK, from which six winning articles are chosen for each season. Edward’s entry is featured as part of this year’s winter series.
Perhaps your child has been inspired to write about their own encounter with nature; if so, submissions to the Young Country Diary for spring pieces will open on Saturday 1st March.
You can read the full piece on The Guardian website here.
Inaugural Research Fortnight for Years 7, 8 and 9
One of our aims at Heritage is to help pupils become life-long learners who take ownership of their learning and make the most of opportunities to go further. To expand the research opportunities we offer, Mr Fox launched our inaugural ‘Research Fortnight’ for Years 7, 8 and 9 in the first two weeks of the Spring Term.
In this fortnight every pupil in Years 7, 8 and 9 conducted a research project. Each year group had a slightly different focus, with the three-year aim of providing opportunities to grow in research skills year-on-year. To develop their independence, each year pupils will receive slightly less support. The process of conducting a research project grows many valuable skills that benefit pupils in their learning in other subjects, but also equips them to be life-long learners beyond Heritage School. These skills include: asking good questions, planning a project, gathering information from a variety of sources, analysing the gathered information, drawing conclusions, learning to communicate the findings and then reflecting on how to improve for next time.
Year 7 pupils worked in groups of two to four to conduct a research project on a topic of their choice. They chose the following research questions:
- What motivates people to take on extreme sports?
- What makes an Olympic sport popular and why?
- Investigating two historical mysteries: To what extent are our theories true?
- Why did Typhoon Haiyan have such a devastating impact on the region?
- How do fungi benefit a forest’s ecosystem?
During the Research Fortnight, all of Year 7’s homework time was dedicated towards their projects; each pupil received a booklet guiding them on how to conduct a research project. They had two lessons to collaborate as a group and two lessons to work on their presentation slides. They also had a meeting with their project supervisor.
At the end, each group delivered their presentations to the class and their project supervisors, Mrs Eastwood, Mr Atkinson and Mr Fox. Each presentation ended with a Q and A, with pupils and staff asking thoughtful and gently probing questions. Pupils received some feedback afterwards and a certificate to celebrate all their hard work.
We hope this fortnight has sparked Senior pupil’s curiosity and excited them to pursue their interests and questions further; we look forward to hearing more about the Year 8 and Year 9 Research Projects in the coming weeks…