The Big Idea

How has crime and punishment changed over time? Throughout the UK, the police force uses their knowledge and authority to keep our communities safe. We will be learning how the role of the police has changed throughout history and how this is reflected in the crimes and punishments which take place. We will focus on crime and punishment as an aspect of British history that has developed over time.  

- As studious historians, we will be able to compare and contrast crimes and punishments throughout different periods of history. We will learn to devise historically valid questions about change and the impact on this on modern living.  We will learn about crime and punishment in different historical periods (including Romans and Tudors) in chronological order and how these ideas have adapted throughout history and are now used in the modern day.  

- As a reflective thinker, I will use our knowledge of current affairs (gender, equality, racism) to debate and justify our opinions on historical crimes and punishment. I will learn about primary and secondary sources so that how our knowledge of the past is constructed from a range of sources. We will consider our own opinions and use a variety of sources to justify thoughts and answers.

- As members of our local community, we will be visited by a local police officer. We will use our knowledge of British Values to ask questions about 21^st century crime and punishment. During this time, we can ask historically valid questions about change and significance to further our knowledge that we have previously learnt.

Art

In Art we have been focusing on perspective  in our landscapes and proportion of our figures. We recapped hatching and cross hatching to add depth.

Crime & Punishment Learning Landing

As part of out learning landing we have created presentations about crime and punishments across the different eras. We are very proud of our work.

    

Dover Light Up Project

On Tuesday December 3rd, we were fortunate enough to take part in the Dover Light Up Project and make our own winter lanterns. These will be used in the Dover Winter Parade on 7th December in Pencester. It would be fantastic to have as many representatives from Year 5 as possible in the parade.

 

  

Crime & Punishment

On Friday, Tolerance class became a Victorian prison, as part of our crime and punishment topic. We learnt that for stealing bread, having a fight or going into debt, these are what prisoners had to do for 12 or more hours per day. We only had to do 3 minutes per punishment! Only having breaks to drink or eat gruel or porridge, In Victorian times, punishments were strict and severe to prevent people committing crimes.

  

‘Picking oakum was frustrating and stressful because it took so long.’

‘I think the shot one was hard because it made me tired and my back ache.’

‘I hated the picking oakum one, because you had to pull the string apart and then knot it back up. It would have hurt their fingers.’

‘I thought the treadmill was the hardest, because I am still HURTING.’

‘The shot one was the worst because I had to move paper over and over again, making me feel exhausted.’

‘It was dreadful! The shot one was on a new level. After 30 seconds I had back pain.’

‘All of them had to be completed in silence and not complaining. If we did, Guard Woods and Steeples would add to our sentence, which could be solitary confinement or deportation.’

   

Gymnastics

This term in PE were are doing gym. We are focusing on the different types of rolls—there are 5 of them. Can you name them? We are using these to create a sequence of moves individually and collaboratively.  We have worked really hard on perfecting our moves to make the sequence flow, using balances and rolls.

Roman Punishments

This term we have been comparing different types of punishments in Roman, Anglo-Saxon and Norman eras. We debated which crimes were the worst and why and how discriminatory they were because the poorer you were the worse the punishment. If you were rich, you could pay off the crime, regardless of its severity.

    

The Highwayman

We have been studying ‘The Highwayman’ by Alfred Noyes. It is a gothic poem. We have written a stanza from Bess, the landlord’s daughter, using the figurative devices that Noyes used. These were; alliteration, onomatopoeia, metaphors, similes, repetition, and personification.

  

Creative Curriculum

Our new creative curriculum ‘Crime and Punishment’ took a very mysterious and dangerous turn. Evidence collected from a crime scene on the top field of the school revealed a heinous criminal had struck earlier that day. A fiendish highwayman had struck at dawn, leaving certain clues to his existence and compelling evidence from an eye witness hurst at the scene.

Mr. Terence Wogan (the witness) reported ‘a mysterious dark figure with demon eyes, a black and claret cloak and a deadly rapier. Our class have been interrogating the evidence, the witness and our powers of deduction to uncover the mysterious and elusive Highwayman.