Living and Learning – Discrimination
In this week’s Living and Learning lesson, our topic was discrimination. But first, we watched a video about Welsh rugby legend, Gareth Thomas, and thought of adjectives to describe him.
Next, we discussed a recent news story where Gareth Thomas was targeted in a homophobic attack. This means that he was assaulted because he is gay.
Gareth Thomas decided to use restorative practice and to sit down with his attacker and talk. He said: “I thought the perpetrator would learn more that way.” We discussed how the following words were just as applicable for his actions after being attacked as well as playing rugby.
We talked about discrimination against other groups of people, too. We defined sexism, racism, disablism and homophobia.
Importantly, we discussed what to do if you see or hear any discriminatory behaviour or what you should do if it happens to you.
You should call it for what it is. For example, “That’s discrimination and that’s not ok.” You should tell an adult or someone you trust. Being open and honest with what you see or what happens can help everyone to learn.
We linked our L&L to our reading, using a RIC (Retrieve, Infer and understand writer’s Choice). This helped us discuss who might be discriminated against and that it’s not right because everyone should be treated fairly and given the same opportunities.
Challenge your child: Can they tell you a definition for discrimination without looking? Do they know what to do if they see or hear it happening?
Living and learning: New Childline website – Speak out Stay safe
Staying Safe is one of our Living and Learning related themed weeks this year, taking place in February.
As part of the NSPCC’s Speak out Stay safe programme, Childline has launched a Speak out Stay safe website aimed at children under the age of 12. This provides age appropriate content on topics including: bullying, family, friends, feelings, school, abuse and staying safe. It also includes games and therapeutic tools for young visitors to play and express how they are feeling.
Forces around us
As we continue our mini topic on forces, Year 2 have been thinking about forces around us for their latest homework.
One example is using a scooter (and also making an active journey to school!).
We took our learning outside and explored how forces help the scooter to move, speed up, slow down or change direction.
We tested how far the scooter travelled with one push off so in addition to the science learning, we also thought about maths learning too.
What are the units for measuring distance?
What would be the most appropriate unit for measuring the distance?
What is your estimate of the distance travelled?
How could we measure the distance?
To show that metres would be the most appropriate unit for measuring, we used the metre ruler to show that the scooter travelled 9m across the playground.
Friction is also working as a force and we talked about how the surface the scooter is travelling on affects its speed.
School Savings Club
The next School Savings Club paying in date is 13 December 2018 at 3.15-3.45pm.
If you’re unable to attend in person, please hand in any money to be deposited to the office in a sealed envelope addressed to Mrs Tiffany.
Paying in dates fall on the penultimate Thursday of each half term.
If your child would like to open account, please ask at the office. This is a great opportunity for children to begin to manage their own money and understand the importance of saving.
New school meal menu
Our new Spring/Summer school meal menu, starting from after February half term, is now available on our Meals page.
The menu has been created in liaison with Catering Leeds to ensure it meets the School Food Standards. We have also incorporated feedback from our school cook, pupils and parents/carers.
Pupils will continue to make their daily food choices at the start of the day to ensure they receive their first choice of main meal.
Online Safety
When using technology in class, Year 4 are always given a reminder of how to use the equipment safely and appropriately. Alongside these prompts, within other lessons, we also have some dedicated e-safety lessons.
On Wednesday, the children spent some time learning more about how to protect themselves whilst being online. We started by looking at some familiar images. The children were quick to identify these and speak, in detail, about what they were and the purpose they served.
Following this, the class watched an age appropriate, online film provided by the educational site, Thinkuknow.
The children answered questions from each other with maturity. It was very noticeable to see an improving awareness of the need to keep safe in the online world, just as much as you do in the offline world.
Question your child about this image.
Year 4 created their own acrostic poems linked to e-safety. 
Please refer to our own school website for further information on how to help your child stay safe in a world full of technology:
As teachers and parents, we’re aware of the ways in which the use of social media, online gaming and the internet have become part of young people’s lives. We embrace the educational and social benefits of these new technologies and encourage responsible internet use. We’re also increasingly aware of the potential dangers and opportunities for misuse these technologies offer. Key to promoting online safety is open and honest discussions about the sites we’re using and the ways we’re using them – keep the dialogue open with your children about their internet use.
Water resistance is wonderful!
In Science, this week, Year 5 have been learning about water resistance. We set up an experiment that would test which plasticine shapes were the most and least water resistant using large cylindrical flasks of water.
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Next, we planned our different shapes within our groups.
Using the same sized lump of plasticine, we then made each of our shapes. Challenge your child: Why was it important to use the same size blob of plasticine?
In order to test the water resistance, we dropped shape 1 and 2 into the tubes. Every round, the fastest shape would advance. At the end, we were left with the fastest shape and therefore the shape with the least water resistance.
Action replay 1 – Notice how the garlic bulb shape on the right fell a lot slower. This is because it had a very flat surface on the bottom which increased the water resistance.
Some races were so close that we needed a slow-mo replay from our chief photographer, Mr Wicks, who was able to get a screen shot of an action replay to determine which touched the bottom first!
Shapes that were more streamlined and thinner (e.g. cones) had less water resistance and fell quicker. Shapes that had flat faces or were bulky (e.g. cubes) had more water resistance and they fell really slowly. It was great to see it happening before our very eyes!
(Sometimes, it didn’t always go to plan: blooper 1 and blooper 2.)
Marvellous Magnetic Homework
Getting create with magnetism was the focus of last week’s homework. During our weekly review, the children shared their work with each other. Around the room, we were amazed by the creativity on show.
Phoebe began by making a pin magnetic. Then, she placed it on some bubble wrap and floated it on water. The magnetic pin span around as it connected with the Earth’s magnetic field and settled when it was facing North.
Year 2 book club
Next Tuesday, 11 December, it’s book club time in Year 2. This is an opportunity for the children to bring a favourite book to share with their classmates. It could be a story or an information book, a comic or a poem. It could be an old favourite or a book they’ve recently read.
Mrs Taylor and Mr Wilks will also share their favourite book!
We look forward to seeing and hearing about your choices!
When will be your next Park Run?
Thank you to Richard Spencer (parent, chair of the PTA and Park Run race director at Roundhay Park) who came to speak to the whole school this afternoon about the great, free, weekly Park Run events held locally.
We were impressed by the number of children who have already completed a Park Run event with one pupil achieving over 100 runs!
All you need to take part is to register for your personal bar code that is used at the event to record your position and time for the run. ThePark Run event is not a race. You are only trying to beat yourself by achieving a faster time each time you do it.
There is no commitment to attend every weekend: just turn up with your bar code when you can.
The course is fully marshalled and so children are able to run round with others as long as an adult accompanies them to the event.
- Junior Park Run (age 4-14 years – 2km course) 9am every Sunday
- Park Run (5km course) 9am every Saturday
- Local courses include Roundhay Park, Temple Newsam and Bodington (Brownlee Centre)
We’d love to hear your Park Run achievements – let your teacher know!
