Author: Mrs Freeman

Drama can be used to improve the quality of children’s writing.  This is because, when children are acting out a story, they’re learning about genre, narrative and how characters function in stories, which improves their knowledge of story structure. As well as this, by taking on a character and becoming immersed in their life and world through drama, children can experience how it feels to be a certain person with a particular personality, which enables pupils to write more thoughtfully and creatively. Drama is also ideal for developing and extending vocabulary.

Today, to enhance our Big Topic, Year 4 have been taking part in a drama workshop delivered by The West Yorkshire Playhouse. The session was based on our current class novel ‘The Firework Maker’s Daughter’ by Phillip Pullman.

After being transported into the story, the children thought about the various characters and how they may have been feeling at different parts in the novel. We were all very  impressed by the standard of rich, descriptive language floating around the room.

Following this drama experience, Year 4 will be producing some descriptive writing. The children’s motivation to write has been enhanced by their involvement and enjoyment of today’s workshop.

 

 

 

 

Following our staying safe learning last week, we thought about how that links with another area of living and learning, rights and responsibilities.
I have the right to be safe.
I have responsibility to make safe choices.
This week, our living and learning statement encourages us to take responsibility for our own safety. Using the learning from our themed week, we thought about how we can assess our own risks and stay safe.

Using one piece of large paper, Year 4 created a poster. Throughout the day, the children added their own thoughts about assessing risks to the sheet.

Ask your child about other potentially unsafe situations and how they can take responsibility and assess their own risks.

This week, Year 4 have been investigating shadows. The children were able to recognise that shadows are formed when the light, from a light source, is blocked by an opaque object.

Before we began our investigations, we enjoyed watching a short film clip about creating shadows called ‘Wonderful World.’  In this show, the audience are on the same side of the screen as the puppeteer so you can see him working.

During the presentation the creator shows shadows of both an adult hand and a child’s hand at the same time. Both hands belong to the same person.

How did he do it?

We discussed our thoughts and suggested ideas.

“Is one hand close and one far away?” questioned Noah.

“I think that the light is moving closer,” stated Jess.

This led us to thinking about how shadow sizes can be altered.

The class were asked to set up their own experiment that would enable them to  be able to investigate the following:

• find patterns in the way that the size of shadows change
• make systematic and careful observations and, where appropriate, taking accurate measurements using standard units
• recording findings using simple scientific language and tables

The children actively investigated how shadows change as the light source is moved further away from an object. They worked in teams to take measurements and look for patterns in the data they collected.

The class discovered that:

• an object close to the screen casts the clearest shadow
• the distance of the light source from the object affects the size of the shadow
• the further away the light source, the smaller the shadow.

Were there any patterns?

“Our results did show that the shadow of the object gets bigger the closer it gets to the light source.” Group 4

“Our results did not really have a pattern. We thought that the reason for this might’ve been that the room wasn’t dark enough. Our shadow was hard to see and measure.” Group 1

Finally,  the children used their results to form a conclusion.          

Great investigating Year 4!

At playtime, it was lovely to see that some of Year 4 were creating their own shadows using the sun as the light source.

 

Dogs Trust

We all enjoyed a visit from Dogs Trust on Thursday. The dedicated staff help find homes for hundreds of dogs. It is important that children understand how to behave around the dogs in their homes and in the community so they can enjoy their company and remain safe.   
There are many benefits of having a dog in the family:

• they provide loyalty
• petting a dog or cat can reduce anxiety and owning a pet can aid relaxation
• walking a dog and caring for them is good exercise
• children can learn about responsibility, compassion and respect for another living thing

However, we often hear in the media of children getting bitten by dogs. Year 4 learnt all about different dog behaviours and how to remain safe around them.

The reasons dogs bite:

• protecting themselves or their property
• may be in pain
• may feel trapped
• may have been surprised by your actions
• may be very excited

Ask your child how these dogs may be feeling. Would it be safe to approach them? What does their body language tell you?

Rules when we are out and about:
Always ask before approaching any dog. (CONSENT) Ask the owner where on the body to stroke the dog.
Never touch a dog that is left alone outside a shop or similar situation.
Don’t enter a garden if a dog is loose, even if you know it.
Never run or shout around a dog. Always walk past calmly.
Do not hug a dog. How would you feel if a stranger hugged you?
So how should we behave around dogs?
Always be calm, quiet and move slowly around pets.

If a strange dog runs up to you or if the dog you are visiting is very excited to see you:

• stand still
• make no noise
• if you are carrying food or toys, drop them away from you
• fold your arms
• look away from the dog
• move away slowly
• never run

This will make you very boring to the dog and help him to calm down

If you are knocked to the ground:

• roll up into a ball with your face to the ground
• make no sound
• cover your face with your hands

Thank you Dogs Trust

 

 

Continuing our learning about staying safe, Year 4 thought about consent and what this actually means.

First of all, what is consent?

“It means you say yes.” commented Emma.

Consent is the act of giving permission for something to happen or agreement to do something.

“Do we always have to give our consent?”

“We can say no and not feel bad about it,” stated Musa.

“Why do we ask for permission?”

“You can ask to play with someone’s toys or ask your friend if they’d like to play your game,” said Jasraj.

“Asking for permission can keep us safe. If your parents say no then you should accept that,” quoted Sami.

“Never consent to competitions online,” suggested Mrs Freeman.

The children went on to name occasions where they believed they should ask others for their consent.

“Would you like to play this online game with us later?”

“No, I’d rather not as it’s not really my thing. Thank you for asking.”

We talked about respecting boundaries and that each and every one of us has the right to say NO! This doesn’t have to be said rudely but it is very important that if you don’t want to do something then you don’t give your permission.

The important thing to remember about consent is that you should always respect others when they say ‘no‘. That is their choice to make, not yours! Even if you might not like their choice you should always respect it.

“Can I take your photo?” asked Mrs Freeman.

“Yes, of course that’s fine,” replied Sami.

“I’d prefer it if you didn’t,” said Jess.

“Thanks for asking but no,” stated Noah.

“I’m not happy about that so no,” mentioned Felix.

Year 4 were taught that they have the right to withhold consent or to give consent at a later date. Giving consent and knowing that it can be withdrawn at any time, is all part of staying safe. Using the poem below, the children used some inference skills to decipher the effects peer pressure can have on individuals and the importance of saying yes/no for the right reasons.

Peer Pressure 
The fear of being left out is what it’s all about
No one wants to get laughed at or be the odd one out
No one likes to feel rejected put down and dejected

we all love to feel accepted, we’re all affected
but you have to learn to be your own person
just be yourself and aim to be your best version
You’re not a robot programmed to follow without thinking
just acting brainless with empty eyes blinking
I understand the pressure it doesn’t stop as you grow
It’s natural to follow where everyone goes
and sometimes it’s ok to go with the flow     (follow the crowd)
but other times you have to swim against the tide and so    (do your own thing)
you’ll have to say no, when everyone says yes
and be firm with your choice deep in your chest
and overcome that fear of being left out
because that’s what peer pressure is really all about.

Year 4 showed empathy, understanding, maturity and a good understanding throughout our lesson.

Well done!

 

 

 

 

 

Today, as part of our themed week, the children learnt about the risk factors associated with the sun. On top of this, we also thought about all the benefits that sunlight provides us with.

It is very important that we know how to look after our bodies at all times. We do this from the inside with a balanced diet and exercise, but also from the outside with protective clothing and following health and safety rules. One thing that lots of people enjoy is being outside in the sun. It is important to understand that the sun can be damaging to our bodies if we don’t take precautions and protect ourselves from its powerful rays. The sun can be very strong even on days when it doesn’t feel very hot or there is a strong breeze in the air. We should take precautions at all times. As well as having harmful effects on unprotected skin, the sun can also benefit our bodies and can have a positive impact on our mood and other bodily functions.

We asked the classes to work in pairs and answer these given questions

Is the sun bad/good for you?  

Why do we need the sun?

This work formed a good link to our current Science learning ‘investigating light.’

“The sun is our biggest source of light.”

Did you know that it takes about 8 minutes for the sunlight to be seen on the earth after it has left the sun?

“In very bright weather it is dangerous to look directly at the sun without protective glasses.”

 

After completing and discussing the children’s responses, we all enjoyed a ‘Sun Safety’ spot the difference activity. Can you find all twenty differences between the pictures?

On Thursday, Year 4 had a visit from Mr Pearson who leads a flood risk management team across the UK, protecting communities from this natural disaster. This visit fits in well with our current topic.  During this workshop, the children asked some great questions and learnt lots of new facts.

Mr Pearson spoke to the children about his role and how this links to STEM.

STEM is a curriculum based on the idea of educating children in four specific disciplines — science, technology, engineering and mathematics.

Noah stated: “I really want to be an engineer.”

Year 4 learnt that computer models are used to identify areas that are at risk of flooding.  When an area has been predicted to flood,  there is only a two day window in which to put measures in place. The children studied graphs and diagrams showing water levels at different times of a day.  What are the consequences of flooding?

“People could die,” commented Sami.

“Houses collapse,” said Jemima.

“People can get trapped in cars,” mentioned Musa.

Mr Pearson spoke about the places most at risk of flooding. Places such as Hull are very flat and prone to floods. We discussed the need for effective teamwork in these disastrous situations.

“How long does it take for flood water to go down?”  asked Daisy.

“How does a flash flood happen?” questioned Kashif.

What is being done to prevent flooding in high risk areas?

Year 4 found out about different types of flood defences being used to minimise devastation.  The Thames Barrier prevents the floodplain of most of Greater London from being flooded by exceptionally high tides and storm surges moving up from the North Sea. When needed, it is closed (raised) during high tide; at low tide it can be opened to restore the river’s flow towards the sea. 

Ask your child if they can remember the meaning of the word ‘recede.‘

There was some super learning during this session.

Well done Year 4 and thank you Mr Pearson!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Last week, the whole school had the same Talk Time homework:
What is a drug?
This homework, which links to our Living and Learning statement, is a first step in children becoming aware of drugs.  During our homework review today, the children each shared some of the conversations they had had at home. Year 4 showed great maturity and a good awareness about drugs that are helpful and those that are harmful.

Below are some of the  question prompts that we gave to the children to  help shape their  discussions…
What is a good definition for a drug?   “A drug can be good for you but some can be bad for you.”
Are all drugs bad? “We need some drugs to help us when we are ill. These can be dangerous if they aren’t taken correctly.”

A poem by Phoebe

What is a drug?

Drugs can be helpful

Drugs can be bad

Some make you happy

Some make you sad

Everyday drugs

That we can see

Caffeine in morning coffee

And afternoon tea

Beer, wine

And spirits too

Can make people laugh

Or be sick in the loo

Medicines

Are all drugs

That doctors prescribe

For illness and bugs

Drugs can be helpful

Drugs can be bad

Some make you happy

Some make you sad.

Following our homework review, Year 4 went on to discuss the risks of drinking alcohol.  Using a ‘ Where alcohol goes in your body‘ diagram, we talked about some of the effects alcohol can have on the body.

Once swallowed, alcohol enters the stomach. The alcohol is absorbed into the small intestine and the bloodstream through the stomach walls. The blood vessels carry the alcohol to almost every organ in the body including the heart, lungs, liver and brain. 

The children asked lots of questions to each other.

“What other dangers are there to your health?’ 

“It can damage your brain.”

“Why do people chose to drink alcohol?”

“Because it can make people feel relaxed.”

The children learnt how alcohol can affect the body and they could explain why drinking alcohol may pose a greater or lesser risk, depending on the individual and the amount of alcohol consumed.