A brainy visitor

We had a visit from a scientist this week and learnt all about our brains. We had lots of questions and now know about the different parts of our brains, how neurons and receptors work and why we sometimes make conscious decisions and sometimes react reflexively.

First, we looked at different parts of the brain.

We even looked at real brains: a snail’s, a mouse’s and a rat’s.

Then we created a human model of how our receptors (buttons on our skins), which send messages down neurons to our brains and back.

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Parent topic review

At the end of our Time Travel topic, we invited parents in to see what we’d been doing in our topic lessons for the last eight weeks. I handed the job over to the children and they created iMovies which took our visiting parents on a journey through the things we’d learnt and particularly enjoyed in class.

There were some really great movies and the children explained very confidently and clearly our learning to the parents who visited.

We enjoyed watching each other’s work, too.

 

 

National pupil absence data 2016/17

Attendance matters – the national picture.

Latest national pupil absence data shows that the overall absence rate across state funded primary, secondary and special schools has remained at the same rate of 4.6% in 2015/16 as in the previous year. The overall absence rate has remained broadly stable since 2013/14. Illness remains the most common reason for absence, accounting for 57.3% of all absences.

In 2015/16, persistent absentees accounted for 36.6% of all absence compared to 37.4% in 2014/15. Longer term, there has been a decrease in the proportion of absence that persistent absentees account for – down from 43.3% in 2011/12.

Family holidays (authorised and unauthorised) accounted for 8.2% of all absences in 2015/16 compared to 7.5% in 2014/15.

Among ethnic groups, the lowest overall absence rates were seen for pupils of Chinese and Black African heritage, at 2.4% and 3.0% respectively, a substantially lower rate than the national average of 4.6%.

Read more about national absence rates here.

Talking to children about terrorism

Some advice for talking to your child about terrorism.

The horrific attack in Westminster last week is a shocking reminder to all of us how dangerous the world can be. It’s hard to avoid the blanket global media coverage of the event or the social media saturation – and hard to protect your child from becoming aware and anxious.

As sad as situations like this can be for adults, it can be especially difficult to know that our children are aware of such hateful attacks and it is natural to fear a loss of innocence when such events unfold before their eyes.

Here’s some advice for talking to children about terrorism (taken from Social Work Tutor).

Try to focus on the positives

When wrapping up these difficult conversations where you’ll be talking to children about terrorism, try to focus on the positives you can find. Whether it’s the fact that people all pull together to help overcome such awful attacks, or how many people from all over the world show compassion for their fellow humans, always look for the light at the end of the tunnel. The Social Work Tutor article ends with a good summary of this point:  ‘When I was a boy and I would see scary things in the news, my mother would say to me, “Look for the helpers. You will always find people who are helping.’

Be honest and answer the questions that children pose to you

Children are quick to pick up on lies and can identify when adults are trying to hush them up or change the subject. If your child asks you a question, answer it directly and in a manner that acknowledges their curiosity, as well as praises them for seeking out information.

Reassure your child and let them know that they are safe

Given that terrorist attacks can occur in places that seem so familiar to children- places where Mummy or Daddy work, public transport systems and places of celebration- seeing such attacks unfurl on television can make children feel unsafe in their daily surroundings. Try to frame the perspective of what has happened and then point out how emergency services and Governments work hard to keep us all safe.

Frame your answers to their questions based on the child’s prior knowledge

If your child has come to you having seen information elsewhere, try to respond in a manner that is proportionate to what they already know. When talking to children about terrorism, we may inadvertently cause greater anxiety by over-sharing. This may cause them to feel as if we were intentionally hiding bad things from them and raise natural fears about what other unknown threats might scare them.

Accept their feelings and explain that anxiety and worry are normal emotions                         

As well as praising children for wanting to find out more about tragic events, we should also let them know that sad feelings about the loss of innocent lives are normal. It is important that children understand worrying about others is a sign of empathy and is a natural human emotion in caring people.

Consider monitoring the media your children are exposed to

Modern technology means that any child with a mobile phone or tablet connected to the internet is exposed to the whole world. Combined with rolling 24/7 news stations, it can be very hard to protect our children from all the evil of the world. However, trying to reduce this exposure is a good way to limit the loss of innocence children will experience should they become over-exposed to tragic events.

Be a positive role model and show them proportional responses

As well as talking to your children about terrorism, you can model positive responses to tragic events by keeping calm and demonstrating realistic responses of your own. Although such events occur far too frequently and naturally shake us up, the chances of being caught up in such an attack are still slim.

Sensitively challenge any discriminatory views your child may have picked up

In a society that feels increasingly divided, children may pick up discriminatory views that are shared in response to acts of terrorism. If your child starts to share oppressive views that they’ve heard, try and challenge these in an age-appropriate manner and explain why it’s wrong to feel that way about other people.

24 March 2017

This week’s Practice Makes Perfect is due on Thursday 30 March.

Choose a chapter of your guided reading novel and write five reading comprehension questions for a friend to try and answer. See whether you can write different types of question:

  • fact finding
  • inference (How do you know…)
  • word meaning (Find and copy…)
  • ordering (Number the events, 1 -5)
  • yes, no, maybe – three mark answer
  • prediction

24 March 2017

This week’s homework is Creative and is due on Thursday 30 March.

I can see things from other people’s points of view.

This has been our SEAL statement this week and, I think, is a really important one. Have a think about why it is important that we can do this and imagine what it would be like to live in a world when nobody saw things from other people’s points of view. As always, Creative homework can be anything – don’t forget, only use one page of your homework book.

Maybe you could:

  • Write  a story or create a comic strip of a world where people don’t see things from other people’s view.
  • Create a mind map of all of the reasons why this is important.
  • Think of a situation where you have need, or would need, to do this and write a letter to the other person about what their point of view might be.
  • Think of a situation and give all of the different points of view people might have.
  • Create a quiz which asks us how we’d feel in different situations.

24 March 2017

This week’s spelling activity focuses on common word endings, particularly when it’s tricky to decide which ending a word should have. Take note of the tricks and tips it gives you as these are really useful.

Do I use …tion, …cian or …sion?

Is it …tial or …cial?

Also think about when you use …ence or …ance as this is something we’ve struggled with and we’ll share some tips next week.

There’ll be a test of 20 spellings on Friday 31 March; all of the spellings will have these tricky endings to choose from.

17 March 2017

This week’s spellings all have unstressed vowels in them. This means that you don’t hear part of the spelling when you say it: animal (we don’t really hear the ‘i’ when we say it).

unstressed vowel

Create some tips for us to share on how to spell these words accurately which we’ll share with each other on Thursday 23 March.

17 March 2017

This week, the children have a reading comprehension and a Maths test which we’ll go through together on Thursday 23 March. These are the two tests which children are finding the most difficult and making silly mistakes on so it would be helpful to them if they could go through it with an adult to discuss difficult parts or identify errors made.