Homework

02 December 2022

Posted on Friday 02 December 2022 by Steph Bones

This week’s Talk Time poses a moral question:

Is physical health more important than mental health?

 What is physical health?

Physical health is about a healthy body. This includes proper nutrition and plenty of physical activity.

What is mental health?

Mental health is about a healthy mind. Mental health is a sense of identity and self-worth; positive family and peer relationships; an ability to be productive and to learn.

Have a discussion with friends and family at home. Consider what physical and mental health looks and feels like for you. Does this match up to your friends’ and family’s ideas?

After the discussion with friends and family, what conclusion do you reach? Do others around you agree?

25 November 2022

Posted on Friday 25 November 2022 by Steph Bones

This week’s Talk Time relates to this half term’s Art topic.

I can compare and contrast different artworks, architecture and designs. 

I can give my opinions, and back them up with reasons. 

In our Art lessons, we’re thinking about the work of these artists, architects and designers and we’re using the following vocabulary:

Y1,2 Artists:
George Seurat
Bridget Riley
Vocabulary: pointillism, op art

Y3,4 Architects:
St Paul’s Cathedral, Sir Christopher Wren
London Aquatic Centre, Zara Hadid
Vocabulary: architect, architecture

Y5,6 Designers:
William Morris
Orla Kiely
Vocabulary: pattern, repetition, symmetry, foreground, background

The key to this task is being able to explain thoughts and opinions. It’s worth remembering that the opinions of one person may not match those of another and that it’s okay to disagree.

We’d like your child to speak confidently and passionately about art. Using ‘because’ will encourage your child to think carefully about their own interpretation of the art. Offering your own opinions may also help your child to consider alternative viewpoints and perspectives.

Discussions about the art could take place in a number of ways. Here’s a couple of suggestions:

  • Discuss each piece separately before then looking at them side by side.
  • Have both pieces side by side from the start.

Whichever approach you opt for, referring to these questions and the vocabulary above will help to focus your discussions at home:

  • Explain what you like about each piece.
  • Explain what you dislike about each piece.
  • How are the two pieces similar?
  • How are the two pieces different?
  • Considering what is most important to you, which piece do you prefer?

18 November 2022

Posted on Friday 18 November 2022 by Steph Bones

Living and Learning is the focus of this week’s Talk Time.

I know how to STOP bullying.

 Our school vision is to be a happy and healthy place to learn. School will not be a happy and healthy place if we don’t know how to stop bullying.

As it’s Anti-Bullying Week, this week’s Talk Time homework is about what bullying is and how to stop it. In fact, ‘STOP’ is an acronym that provides a clear definition of bullying:

Several Times On Purpose

Getting upset/angry in the heat of the moment or accidentally bumping into someone isn’t considered bullying – as long as it’s a one-off. An example of bullying would be someone saying on multiple occasions that you can’t join in with their game. As part of your discussions at home, ask your child to identify examples of what bullying does and doesn’t look like.

‘STOP’ not only tells us what bullying is, but also how to make it stop:

Start Telling Other People.

The sooner we all tell others, the sooner bullying can stop. As well as give examples of bullying, make sure your child knows people at home and at school who they would alert if they were aware of bullying.

Encourage your child to remember both: Several Times On Purpose and Start Telling Other People.

This week’s Remember 2s (R2s) are actions to take if you see, or are the victim of, an unpleasant behaviour:

  • Challenge the behaviour with that person. It may well have been accidental or something not intended to be hurtful.
  • Tell that person that you don’t like that behaviour and that you want it to stop.
  • If the behaviour occurs again, let a trusted adult know so they can explore the situation.

11 November 2022

Posted on Friday 11 November 2022 by Steph Bones

Vocabulary is the focus of this week’s Talk Time.

We’ve just begun a new Art topic and with it comes new Art vocabulary.

This half-term, each phase is learning about different forms of Art. Y1,2 are focusing on sculpture, Y3,4 are focusing on digital art and Y5,6 are focusing on printing. Here’s a list of key words that are being learnt and applied as part of our learning. Over the half-term, practise using these words with your child.

Years 1 and 2 Art vocabulary:

  • graphite: mixed with clay, graphite forms the ‘lead’ in a pencil
  • HB: referring to pencils, HB stands for ‘hard black’ – a medium hard pencil
  • H: stands for ‘hard’
  • B: stands for ‘black’; these pencils are soft
  • primary colours: three colours (red, yellow, blue) that can’t be made by mixing other colours, but can make other colours
  • secondary colours: three colours (orange, green, purple) that are made when two primary colours are mixed using paint
  • pattern: arrangements of things such as colour, shapes and lines that repeat in a logical way
  • texture: how something feels, like smooth or rough
  • op art: short for ‘optical art’, op art is a style of art that uses visual illusions
  • pointillism: a form of painting where very small dots are used to form colours and images
  • forgery: copying another artist’s work and making money from it

Years 3 and 4 Art vocabulary:

  • complementary colours: colours that are opposite on the colour wheel (roughly, a primary and a secondary colour can be paired up like this)
  • warm colours: roughly one half of the colour wheel, warm colours (like red, orange, yellow) usually represent heat and emotions like anger and excitement
  • cool colours: roughly one half of the colour wheel, cool colours (like blue, green, purple) usually represent cold things and emotions like calm and sadness
  • form: often used to talk about sculpture or the human body, form is the physical aspects or the shape of the artwork or parts of the artwork
  • space: usually used to describe areas or parts of an artwork where there are large blocks of colour or ‘gaps’
  • medium: the type of art (eg painting, sculpture, printmaking), or the materials an artwork is made from (plural: media)
  • digital art: art that is made or presented using digital technology
  • architecture: a specific form of design: buildings and other structures
  • architect: a person who designs buildings and other structures
  • commission: a person or people chosen to produce something, eg a portrait, a building

Years 5 and 6 Art vocabulary:

  • pastel: a coloured drawing medium, usually stick-shaped, produced in soft, hard and pencil formproduced in soft, hard and pencil form
  • art: the expression of creativity or imagination, or both
  • art movement: a style in art followed by a group of artists, often linked to a time and place or to particular artists (sometimes called an ‘ism’)
  • printing: transferring ink (or some other medium) from one surface to another
  • Arts and Crafts Movement: a design movement started by William Morris in 1861 which aimed to improve the quality of design and make it available to the widest possible audience
  • graphic design: covers a range of design activities including logo creation, advertising and typography (fonts)
  • industrialisation: the process of using machines to work that was previously done by people.

    Some of these words have been introduced already this week but there may be others that are going to be covered in the coming weeks.

04 November 2022

Posted on Friday 04 November 2022 by Steph Bones

As we come to the end of our Me and My Communities themed week, children are encouraged to consider charities that are community-based.

With your child, have a look at the list of charities below. Ask your child to consider which charity they’d like to be our chosen school charity – make sure they can express their opinions and back these up with reasons.

Below are the chosen charities that we’ll choose from:

Local
St Gemma’s Hospice St Gemma’s Hospice | Yorkshire’s Largest Hospice (st-gemma.co.uk)
The Clothing bank The Clothing Bank

National
Cancer Research Donate to Cancer Research UK | Cancer Research UK
RSPB Join us – RSPB Membership

International
Cool Earth  Protect Rainforest | Fight The Climate Crisis | Join Cool Earth Big Life Foundation   AREA OF OPERATION – Big Life Foundation

The charities will be reviewed in class on Thursday 10 November. Each class will vote for one charity which will be brought to the Junior Leadership Team who will have the final vote on Friday 11 November.

14 October 2022

Posted on Friday 14 October 2022 by Steph Bones

There’s a democracy theme to this week’s Talk Time as we think about electing our new Junior Leadership Team (JLT). It’s important for everyone to feel their opinions are important and their thoughts and feelings are listened to and valued. Democracy is about knowing that sometimes we are given the power to choose and make decisions as individuals and as a group. This leads us to this week’s Talk Time:

I can talk about what characteristics a good leader should have.

Thinking about the term democracy, take some time to think about what characteristics make a good leader and the reasons why.

Also, think about situations at home when voting can help solve problems.

Additionally, if you would like to become a member of the JLT…

Use this time to think about your own characteristics and why you feel you would be a good representative for your peers. Use these ideas to prepare a speech to share in school for the upcoming elections.

07 October 2022

Posted on Friday 07 October 2022 by Steph Bones

This week’s Talk Time relates to the knowledge we’ve gained about History this half term.

I can show off my knowledge of history.

Years 1 and 2 – The Great Fire of London:
I know and can use words and phrases relating to time and chronology (eg old, new, past, a very long time ago, present, ancient, modern).
I know what houses were like before the Great Fire of London and that fires were quite common.
I know that Samuel Pepys’ diary helps us to know what the Great Fire of London was like.
I know why the fire spread quickly and how it was eventually put out.
I know what changed as a consequence of the Great Fire of London.

Years 3 and 4 – Ancient Greece:
I know that ancient Greece was divided into many city states and I know that Athens and Sparta were the most powerful. I know some of the main characteristics of the Athenians and the Spartans.
I know about the influence the gods had on Ancient Greece.
I know about the influence Ancient Greece has had on the Western world (e.g. philosophy, arts, science, maths, literature and politics).
I know that democracy is a Greek word meaning ‘government by the people’ and that our government today is a legacy of the Athenian assembly and council.

Years 5 and 6 – Stone Age to Iron Age:
I know how Britain changed between the beginning of the Stone Age and the Iron Age.
I know the main differences between the Stone, Bronze and Iron Ages.
I know what is meant by ‘hunter-gatherer’.
I know about and can name some of the advanced societies that were in the world around 3000 years ago.
I can compare life in Britain 3000 years ago to life in Ancient Egypt.
I know that the Ancient Egyptians had a writing system called hieroglyphics.
I know that the Ancient Egyptians built pyramids as tombs for pharaohs and that the biggest was built around 2500BC.

 At school, we refer to 8Rs to promote good learning behavior. Check out the 8R’s. See how many your child knows.

This week’s ‘Remember 2s’ (R2s) directly link to three of the 8Rs:

  • Remember – Think back to history lessons, learning, tasks, games etc.
  • Reflect – Which facts are you most confident with? Which ones do you need to work on?
  • Resourceful – For facts you’re unsure of, how can you improve your understanding? Who could you ask at home or at school?

30 September 2022

Posted on Friday 30 September 2022 by Steph Bones

There’s a social theme to this week’s Talk Time as we think about our speaking and listening skills.

Agree or disagree: speaking is more important than listening!

Spend a few minutes having a conversation about your day with a someone at home. After the chat, reflect on how much time you spent speaking and how much time you spent listening. Would the conversation be the same if you didn’t speak/listen as effectively?

Below are some statements about effective listening and speaking which may help you when deciding whether you agree or disagree on the above statement.

Effective listening entails simultaneously observing, understanding, and generating ideas.

Effective speaking means being able to say what you want to say in such a way that it is heard and acted upon.

In school this half-term, we’re focussing on some of the physical skills of speaking. In particular, we’re ensuring children project their voice. When discussing this at home, help by making sure your child speaks confidently, clearly and coherently (no mumbling!).

23 September 2022

Posted on Friday 23 September 2022 by Steph Bones

This week’s Talk Time brings together the learning that has happened in our Reading sessions last week. The Acceptable Use Agreements have been used in all classes as the stimulus for the reading lessons, as well as a copy being sent home to be agreed and signed.

Check out the KS1 and KS2 agreements.

After reading and discussing these agreements, do you feel these rules could apply outside of school too (e.g. at home or using the internet on your mobile phone)?

 Do you think it’s a good idea to have agreed rules in place when using the internet?

 

16 September 2022

Posted on Friday 16 September 2022 by Steph Bones

There’s a social theme to this week’s Talk Time.

In our school, we have 3 school rules:

  1. We keep our hands, feet and objects to ourselves.
  2. We follow instructions.
  3. We respect everyone and everything.

Is it important to have rules to follow in and outside of school? Is there a rule that we’re missing?

This week’s R2s (‘remember tos’) will help you to provide a balanced argument before you reach a conclusion:

  • What are the reasons for having rules to follow (the pros)?
  • What are the reasons against having rules to follow (the cons)?
  • Reach a decision. Is it valuable to have rules to follow?
    • One list may have more points than the other.
    • Some points have a greater importance than others.

One way to approach this Talk Time is to have a debate with people in your household. This will not only help you generate ideas but also practise a range of oracy skills. Last year, one of the oracy focuses was building on the views of others and reasoning. When someone raises a point that you’re in agreement with, use one of the following phrases to start your response:

  • I agree with you because…
  • That’s a good point. I also think that…
  • Furthermore, I’ll add that…

On the other hand, you may disagree with a point made by a family member. When that’s the case, it can be hard not to interrupt them. Another oracy focus from last year was turn-taking. To be respectful of others’ opinions, wait until a person has finished speaking and then respond using one of these sentence starters or one of your own:

  • I hear what you’re saying but…
  • That’s a good point. However…
  • I take your point but…