The Big Pedal is back!
Get set… we’re taking part in Sustrans Big Pedal 2018, the UK’s largest inter-school cycling and scooting challenge, that inspires pupils, staff and parents to choose two (or three) wheels for their journey to school.
The Big Pedal will run alongside our year round Living Streets WOW sustainable travel initiative where the children record how they travel to school on our daily travel tracker.
The Big Pedal challenge focuses on journeys made by bike and scooter and runs from 23 April to 04 May. We would love everyone to be involved.
On each day of the challenge, schools compete to see who can record the greatest number of pupils, staff and parents cycling or scooting to school. Our best five days will determine our final position in the challenge. We’ll be competing against other schools right across the UK, and if we clock up the most bike and scooter journeys, we’ll win!
Why we’re taking part
It’s a great way to get more of our pupils travelling to school on their bikes and scooters. We will be competing to become one of the UK’s top schools for two-wheeled journeys and will be in with a chance to win prizes including bike and scooter stunt shows and fantastic cycle and scooter storage.
All you need to do is encourage your child(ren) to cycle or scoot to school every day during the event, and join them on their way.
If you do need the car to bring your child(ren) to school, you could park further away from school and bike or scoot the last part.
Living and learning – Healthy minds
- 16 April I can name emotions.
- 23 April I recognise emotions in myself and others. Being aware of different emotions – both positive and negative – is an important basis for good mental health.
- 30 April I show empathy. Talk to your child about empathy, both in real-life situations and also when discussing characters in a book, film or TV programme.
- 08 May I can describe ways to calm down. We all get worked up from time to time – how do different people calm down?
- 14 May I use calming down strategies. Calming down strategies might include any of the mindfulness techniques children have been taught or counting to ten, going for a walk, getting a glass of water – discuss what works for you and your child?
- 21 May I recognise mental health is important. We want our children to be happy and healthy!
This text is a great introduction to the topic of mental health for children.
Here are our favourite creative homeworks from this week.
Year 2 and Year 6 assessments
The STA has published an information leaflet and two videos for parents/carers of children in Year 2 and Year 6 about national curriculum assessments. The purpose of these materials is to help you understand more about the end of key stage assessments that will be administered in primary schools in May. (The end of Key Stage 1 is Year 2; the end of Key Stage 2 is Year 6.)
The materials provide basic information about the purpose and format of the tests, how parents can best support their children and how results will be reported.
This morning, we’ve been making 2D shapes on geo-boards. Not only is this a good way of exploring shapes, it also helps with children’s fine motor skills.
First of all, we made some different quadrilaterals:
Next, we focussed on pentagons. Look at all the different types of pentagons we made:
After that, we made some hexagons:
Finally, we used rulers to draw our own quadrilaterals:
Our best sporting achievement to date
Today, at the West Yorkshire School Games, our Year 6 orienteering team have successfully won bronze medals competing against over 20 of the best teams from across West Yorkshire. A fantastic achievement! Well done to the whole team.
Moortown Park consultation
Thank you to those parents and carers who came to view the proposed plans for Moortown Park.
As part of the pupil consultation, Helen Forman, Senior Design Officer at Leeds City Council, met with our School Council and spoke to all children in a whole school assembly. She commented the children had lots of intelligent questions and comments.
The feedback will be considered and they feel hopeful to incorporate the changes that were suggested including the monkey bars that quite a few children asked for.
The equipment will be ordered soon, ready for installation at the play park so thank you for your input.
Living and Learning – feeling relaxed
Today, our Living and Learning lesson focused on how to make our bodies (drop the y for an i – body) feel relaxed. We thought of some ways we can become relaxed and the children shared some great ideas.
We focused on yoga, in particular, as a way of stretching and relaxing our bodies.
Here’s the mountain pose – standing tall and straight.
Next, here’s the star pose – stretching into our hands and feet to keep our arms and legs straight.
Breathing is very important in yoga. When we become excited, angry or upset, our breathing can become very fast. Trying to slow it down by taking deep breaths can sometimes be a helpful way for us to feel calmer.
We learnt different breathing techniques as part of our mindfulness learning earlier in the year and today we tried back to back breathing.
‘It was relaxing to feel your partner breathing at the same time as you.’
Ask your child to show you two other poses we tried – the flower pose and child’s pose.
Living and Learning – proud but not showing off
In our Living and Learning lesson today, we had a good discussion about this week’s statement. Here’s a summary of the some of the differences the children thought of.
Today, we have started our new mini topic, Art Attack, and our first lesson was all about exploring colour. As well as using different art techniques, we’ll learn about some famous artists too.
Here are some of the Year 2 art objectives we will be covering.
- Can your child respond to and explore ideas?
- Can your child investigate and use materials and processes (eg drawing, painting, 3D work, collage, printing, e-art, textiles) to communicate ideas and make images / artefacts?
- Can your child investigate and use a variety of visual and tactile elements (eg when using colour, shade, pattern, line, texture, form, shape, composition, scale, proportion and tone) to communicate ideas and make images / artefacts?
- Can your child describe what they think or feel about their own and others’ work (including that of significant artists), making suggestions to improve?
- Can your child comment on differences between pieces of art?
- Can your child name the primary and secondary colours?
- Is your child aware of different grades of pencil for drawing?
After reading about the life of Vincent Van Gogh in our guided reading lesson, we compared his work with the work of Wassily Kandinsky. It was interesting to hear the children’s differing views when talking about some of their famous pieces of art. We respected each others’ opinions.
Based on our Living and Learning statement this week, I know the difference between being proud and showing off, we considered how these artists would have felt about their paintings.
Here we are creating secondary colours from primary colours.
We looked at the way Kandinsky had used colours, warm and cold, to create his painting, Squares with concentric circles, and then began to create our own versions. We’ll be back to our paintings later in the week.