Living and Learning – I respect others
In Living and Learning, we looked at how we respect others. We discussed discrimination, protected characteristics and the Equality Act 2010.
Discrimination is defined as “the unfair treatment of people because of who they are or because they have a certain characteristic.”
The protected characteristics are:
- Race
- Age
- Sex
- Sexual orientation
- Pregnancy and Maternity
- Disability
- Religion/Belief
- Gender reassignment
- Marriage and Civil partnership
We looked at different scenarios (both made up and real-life cases), where people were treated unfairly and tried to find a solution to the problem.
We now have a greater understanding that individual characteristics make everyone in the world unique and we can respect people in several different ways.
Maths learning this week
This week in maths we learnt all about the greater than, less than and equal to symbols. We used cubes to build towers and then said which one was greater and which one was less.
The picture above demonstrates the symbols we have used really well and we have used this image in the week to help the children understand.
You can help at home by comparing groups of objects or numbers using the language of greater than, less than and equal to as well as the symbols. There is also a terrific Numberblocks episode introducing these concepts too. Watch a clip from it here.
Thank you and have a wonderful weekend!
Learning in Reception
On Tuesday morning, we went on our local walk around Moortown to look at landmarks. Before going on our walk, we looked at Google Maps to check the route. The children were so sensible and showed fantastic manners to members on the public. One person even commented on their amazing manners. Well done, Reception!
After our walk, we had a go at drawing our own maps of where we went. The were fantastic at using symbols on their maps!
Maths
This week, we’ve explored the composition of 3 and 4. We’ve investigated part–whole relations, e.g. seeing that 3 can be composed of 1 and 2. Through practical experiences we know that a ‘whole’ is made up of smaller parts and is, therefore, bigger than its parts.
Throughout the week, we’ve been collecting groups of 2, 3 and 4 objects. Here’s some children collecting 2 objects (one and another one)
We also explored making repeating patterns.
This week, the construction area has been very busy! Many children have been making models with the Mobilo. Check out their amazing models!
This week, one of the chilli challenges was to do an observational drawing of an autumn leaf. We talked about the colours we could see. Next week, we’ll be talking about autumn and doing lots of autumn challenges.
Mornings
From Monday 17 October, your child will line up in the playground and come into classroom independently. This will allow us to start our learning straight away. Please wait with your child in the playground until the bell goes.
Reminders
- Phonics Stay & Learn – 11 & 12 October
Thank you to everyone who has signed up! - Please email any ‘WOW’ moments or new interests at home. We love receiving and sharing photos in school.
moortowneyfs@spherefederation.org - You child will have been assigned their new e-book. Please make sure your child reads this daily alongside love of reading books.
- Reception coffee morning – Monday 10 October at 9am
Come and enjoy a coffee and chat.
Home-Link Challenge
History
How did the Greeks influence our lives today?
This week, the children researched how the Ancient Greeks have influenced our lives today. Their different innovations were so great that even the Romans kept some of them! They chose either Sport, The Arts or Science, Maths and Philosophy and used BBC Bitesize to find all the information they needed. They then presented their findings on a poster!
They all did a fantastic job and worked really well in their pairs. Here’s some examples:
Squashed sentences
A squashed sentence is when two sentences are squashed together without any punctuation.
An example: The fire was burning I was terrified.
This should be: The fire was burning. I was terrified. (…or some other punctuation, but not a comma)
We can also join two sentences with conjunctions.
An example: The fire was burning and I was terrified.
In class, we are focusing on separating two squashed sentences with a full stop.
To help at home, you could ensure that children are pausing at full stops in their reading. You could also write two sentences, based on the weekly spellings, which are separated by a full stop in the incorrect place, such as I went. Camping it was fun. Read the sentences together and see if your child could fix it.
Living and Learning: Protected Characteristics
In this week’s L&L session, we learnt about discrimination and protected characteristics.
Discrimination is… ‘the unfair treatment of people because of who they are or because they have a certain characteristic’.
We looked at a fictional planet, Figura, where we were given scenarios and had to decide if people were being treated unfairly because of who they were.
We then learnt that in Great Britain, we have laws that protect us from being discriminated under the Equality Act 2010.
This act protects people from being discriminated based on the following protected characteristics: race, age, religion or beliefs, disability, sex, gender reassignment, sexual orientation, being pregnant or on maternity leave and being married or being in a civil partnership.
After this, we looked at some scenarios and decided whether they were legal or illegal based on our learning about discrimination and protected characteristics.
Y6, like they have been in all of our L&L sessions this year, were very responsible and were able to have honest, open discussions throughout.
Keep up the good work!
Athens VS Sparta!
Today, Year 3 held debates over which Ancient Greek city state was better – Athens or Sparta.
Using their fact files on each city state, they debated over education, the economy, women’s rights and trade.
We learnt to use sentence starters to shape our debate such as:
However…
On the other hand…
Furthermore
Additionally…
Let me point out that…
Nevertheless…
To sum up…
Whilst this particular debate was part of our Ancient Greece topic, it also provided excellent opportunity for children to practise their oracy (speaking and listening) skills.
An easy way to do this at home is to have a debate around your dinner table.
Should chocolate be allowed in school?
Should breaktimes be banned?
Science
This half term, our science learning has been all about living things and their habitats so we are biologists.
Here is the key science vocabulary that we have been learning along with their definitions.
So far we have learnt about what is living, dead and what has never been alive. Think about this for the following things.
Then, we learnt about different habitats and the animals and plants that live there.
What might live in a polar habitat?
Where habitat would a monkey live in?
What might live in a desert habitat?
What habitat would a squirrel live in?
There are also micro-habitats.
A micro-habitat is a very small habitat (a small area of a larger habitat).
For example, a leaf could be a micro-habitat of a hedgerow.
Why do animals and plants live in particular habitats?
A habitat provides the basic needs (including food, air, water and shelter) of different kinds of animals and plants. It gives them what they need to survive.
There are lots of great videos to support this learning on the BBC website.
Living and Learning: 8 Rs for Learning
Hi everyone!
Y6 have been very impressive during our Living and Learning (L&L) sessions so far this year. We have had some very mature, respectful and honest discussions about different aspects of L&L.
One session in particular looked at the 8 Rs for Learning.
These are the things we do in our every day lives that make us successful. These can be achieved during lesson time, playtime, lunchtime, at home, at the weekend, in the evening etc. We refer to the 8 Rs for Learning a lot during lessons but they could also be referred to at home… by you!
They are:
Responsible – trying your best with your learning (responsibility at home could be being in charge of some household jobs)
Resourceful – using our learning walls to find out an answer or getting equipment from the spares if needed
Resilient – not giving up even if the learning is tricky
Ready – being ready on 321 STOP and arriving at school on time to begin learning
Risk-taking – a safe risk includes putting your hand up even if you’re unsure of the answer
Reflective – thinking about the learning you’ve done or the day you’ve had and how it has impacted you
Responsive – responding to feedback and learning from mistakes
Remembering – remembering learning (this could be practising your times tables)
We frequently use these 8 Rs in our learning but they are valuable life skills that can be followed all the time.
See if your child shows any of the 8 Rs whilst at home or out and about. Can they remember them all?
See you soon!