01 July 2022

Posted on Friday 01 July 2022 by Nicky Russell

This week’s Talk Time has a Living and Learning focus:

I can talk about how to be safe near drugs (over-the-counter medicines and prescription drugs, for example).

A good starting point for your discussions could be to identify the drugs you’re aware of that have the potential to be helpful. Then, you could discuss a range of scenarios, establishing what being safe around drugs does and does not look like.

The following R2s will help you to stay safe around drugs:

  • Only take drugs as detailed by your doctor and/or in the instructions (if an over-the-counter medicine).
  • Do not take drugs that are prescribed for someone else.
  • If you’re not sure what the drug is or how much you can have, don’t take it.
  • If you need any medicine or have any related questions, ask a trusted adult.

24 June 2022

Posted on Friday 24 June 2022 by Nicky Russell

During this week’s Talk Time, you’ll explore an important moral dilemma.

Shops should try to sell clothes as cheaply as possible.

When discussing the statement, there are a number of factors to take into consideration. Your conversations at home may begin by attempting to answer the following questions:

  • Who would benefit from clothes being sold as cheaply as possible?
    • Bear in mind that not everyone shares the same level of wealth.
  • How would this impact on the amount of clothes people own?
    • Would people buy more clothes than they actually need?
  • How would lower prices impact on the shops themselves?
  • If more clothes are needed in shops, how would that impact on the manufacturers?
    • in terms of issues such as workload and pay

The following R2s will help your child to reflect on the discussion points:

  • What are the reasons for (the pros) selling clothes as cheaply as possible?
  • What are the reasons against (the cons) doing so?
  • Reach a conclusion – Do you take one particular side or is there a compromise that could satisfy everyone?

17 June 2022

Posted on Friday 17 June 2022 by Nicky Russell

We’re now a couple of weeks into our final topic of the school year, Design and Technology.

Thinking about the new topic vocabulary, I can begin to use these words at home.

Years 1 and 2:

  • design process: the steps that need to happen for something to go from an idea to a finished product
  • to plan: to think about and decide how you’re going to do something
  • to evaluate: to decide, after careful consideration, how good or bad something is
  • felt: a kind of cloth made from wool
  • needle: a thin piece of metal or plastic with a point at one end and a hole or eye for thread in the other, used in sewing
  • thread: a long, thin strand of cotton used in sewing or weaving
  • over stitch / whip stitch: a stitch that circles the edge of a piece of fabric

Years 3 and 4:

  • product: something that is designed and made
  • function: the purpose of something
  • design brief: a description of what a new product should do
  • design criteria: the precise features a product must have to be successful
  • annotated sketch: a detailed sketch labelled with notes (eg dimensions, materials)
  • fabric: cloth or other material produced by weaving or knitting fibres
  • binka: a firm piece of fabric with holes in to help beginners to sew and embroider
  • over stitch: a stitch that circles the edge of a piece of fabric
  • running stitch: a line of small even stitches
  • template: a tool used to mark out shapes repeatedly

Years 5 and 6:

  • design criteria: the precise features a product must have in order to be successful
  • innovative: an adjective to describe new or original ideas
  • sustainable material: a material is sustainable if it comes from renewable sources and it does not damage the environment
  • dimension: a measurement of something in a particular direction (eg height, length, width)
  • aesthetic: something about the appearance (eg something can be aesthetically pleasing)
  • running stitch: of a line of small even stitches
  • back stitch:  a method of sewing with overlapping stitches to form a solid line of stitching
  • applique: pieces of fabric sewn or stuck on to a larger piece to form a picture or pattern
  • pattern: a repeated decorative design

When having your discussions at home, you could start by explaining the end goal of this topic. What product are you designing and then making? What materials and skills will be required? Refer to the definitions provided when you’re explaining new vocabulary Challenge yourself to see if you can explain them in your own words.

10 June 2022

Posted on Friday 10 June 2022 by Nicky Russell

Our first Talk Time of this half term has a moral theme.

I can talk about the difference between needs and wants.

 Although very similar, our needs and wants aren’t always the same. In your discussions this week, consider if the things you want are things that you need or things that you could, in fact, live without.

One way to approach this Talk Time is to recall your Living and Learning lessons about basic human rights. Identify what those rights are – things that fall outside of those could be considered wants instead of needs.

Our oracy focus for this half term is liveliness and flair. The following R2s will help you to keep others engaged when you’re speaking:

  • Talk with enthusiasm in your voice.
  • Use your imagination to think of scenarios to support your viewpoint.
  • Maintain a good level of eye contact with your audience.

20 May 2022

Posted on Friday 20 May 2022 by Nicky Russell

Our Talk Time this week relates to our recent Geography learning:

I know and can use the topic vocabulary from this half term.

Years 1 and 2:

  • continent – a very large area of land
  • globe – a model of the Earth which shows what it looks like from space
  • ocean – a large area of water between continents
  • equator – an imaginary line that goes around the centre of the Earth
  • physical geography – physical geography looks at the natural things in our environment
  • human geography – human geography looks at changes in the environment by humans
  • population – the number of people living in a certain place
  • national park – a park or area of land looked after by a country’s government

Years 3 and 4:

  • climate zones – areas of the world with similar temperature and weather
  • hemisphere – a half of Earth, divided into a northern and southern hemisphere
  • equator – an imaginary line that goes around the centre of the Earth
  • latitude – the distance north or south of the equator, measured in degrees
  • tourism – travelling to a place for fun
  • economy – how a country or place makes and spends money
  • overtourism – when there are too many tourists and it results in conflict with local people who live there
  • flood defences – used to prevent flooding in a specific place

Years 5 and 6:

  • biome – areas of the world with similar climate, landscapes, animals and plants
  • vegetation belt – an area with distinct plant types
  • climate zone – areas of the world with similar temperature, weather and precipitation
  • natural resources – something that is found in nature and can be used by humans
  • exports – goods that are sent to other countries for sale
  • deforestation – the destruction of forests by humans
  • agriculture – growing and harvesting crops and raising animals; another word for farming
  • indigenous people – the earliest or original inhabitants of a place

Encourage your child to think back to their Geography learning so far. The following questions might prompt your child to remember even more about the vocabulary:

  • What does this word mean?
  • Can you use the word in a sentence?
  • Can you (where possible) give an example of this?
  • Have you seen a piece of art that links to that word?
  • Can you link this word to one or more of the other words?
  • Which of these words would you group together?

13 May 2022

Posted on Friday 13 May 2022 by Nicky Russell

This week’s Talk Time has a Living and Learning focus:

I know what consent is.

Consent forms a part of everyday life: permission to take or publish a photo is a form of consent.

Because matters around consent can occur anywhere, it’s important to consider a range of scenarios. That way, you’ll be able to appreciate how you, or others, might feel in those situations and can think about the words or actions that follow. As a starting point, you could look at the following scenarios and consider how you might respond:

  • A friend asks you to play football at playtime but you’re feeling quite tired.
  • You and a friend did really well in a quiz so you want to give them a hug.
  • You’re getting ready for school and you notice your brother/sister has their jumper on backwards.
  • Your teacher wants to take pictures of some pictures of your writing to share with the class.
  • You’ve been learning a poem and the teacher would like to record the class to use as part of an assembly.

What other situations can your child think of where consent is important?

When we reviewed our Relationships and Sex Education Policy, very many parents and carers wanted consent to feature more. This is why we’re including consent in our homework. Talking about consent in relation to our own bodies can be appropriate for children of any age.

These R2s will help you in a situation where you’re asking for consent:

  • ask for permission
  • if that person says yes, great
  • if they say no, respect their decision (even if it upsets you)

06 May 2022

Posted on Friday 06 May 2022 by Nicky Russell

This week’s Talk Time poses an important question that everyone can and should be mindful of:

How can we better look after our planet?

 In our current Geography topic, we’re learning about a wide range of spaces and places across the globe. To ensure that future generations can enjoy those environments, it’s important that everyone plays a part in helping to look after our planet.

Whilst some actions may seem very small and potentially unimportant, small changes can lead to big differences. What do you already do to look after our planet? What changes can you make? You could use the following ideas as a starting point for your discussions:

In and around the home:

  • Switch off lights when you’re leaving a room for a while.
  • Reduce the need to put the heating on by closing doors and putting on an extra layer.
  • When something can no longer be used for its purpose, how can you use it for something else?
  • Don’t leave TVs, consoles and other electricals on (or on standby) when you’re not using them.

Out in the community:

  • Hold on to litter until you can dispose of it correctly.
  • Pick up litter and put it in a nearby bin when possible.
  • Travel in ways that aren’t harmful to the environment (walk, cycle, scoot etc)
  • Take a reusable bottle/cup with you that can be filled up in shops.

We look forward to hearing what creative things you’re going to do to help look after our planet when we have our homework reviews in class next week.

29 April 2022

Posted on Friday 29 April 2022 by Nicky Russell

The latest Talk Time relates to our current Geography topic, Explorers:

I can show off my knowledge of world geography.

Years 1 and 2:

I know the world’s seven continents and the world’s five oceans.

Years 3 and 4 (as above plus):

I know at least four European countries and their capital cities (not including those in the UK) and I know some of the main rivers and mountains in Europe.

Years 5 and 6 (as above plus):

I know some world-wide countries and some of their major cities.

Think back to your lessons as a geographer so far this year. What strategies have you used, or could you use, to help you remember these facts? It could be drawings, pictures, map, videos, songs or other resources.

Our oracy focus this half term is vocabulary so when having your discussions at home, make sure to use the correct terminology eg city, capital city, country, continent.

22 April 2022

Posted on Friday 22 April 2022 by Nicky Russell

Our first Talk Time of this term poses a moral dilemma.

Plants and animals should not have the same rights as humans.

 In a previous Talk Time, you’ve discussed human rights and the responsibilities that go with them. Recapping these could be how you choose to start this week’s conversations.

You might already have strong opinions on the matter but when faced with a statement such as this, it’s always worth exploring both sides of the argument so that you can make an informed decision.

These prompts might help you to consider things in a different way:

  • Could plants and animals share all of the same rights as humans?
  • If the rights were the same, who would be responsible for ensuring it?
  • Are some rights easier to achieve than others?
  • What should the consequences be for neglecting those rights?
  • Should the level of punishment depend on whether the victim is a plant, animal or human?
  • These are some topics you might discuss: deforestation, animal testing, human diet, hunting animals for fun

 Last half term’s oracy focus was turn-taking. This skill will be very important in this task so refer to these R2s:

  • If a person is speaking, listen to what they are saying.
  • Let that person finish their point without interrupting them.
  • When that person has spoken, acknowledge what they’ve said before making your point. Try using some of these phrases:
    • I agree with that because…
    • I also think that…
    • Adding to what you said…
    • I disagree with that because…
    • I hear what you’re saying but…
    • On the other hand, …

25 March 2022

Posted on Friday 25 March 2022 by Nicky Russell

As we near the end of our Computing topic, this Talk Time will help you to reflect on your learning.

I know and can use the topic vocabulary from this half term.

Years 1 and 2:

  • algorithm – a sequence of instructions or a set of rules to get something done.
  • program – a collection of algorithms
  • debug – to find and fix errors in algorithms
  • computer – a type of machine that can follow instructions and do useful things
  • password – a string of letters, numbers or symbols which give you access to something (eg a computer, a service like NumBots)
  • personal information – something that can be used to identify you (eg age, school, address, password)
  • appropriate – something that is suitable

Years 3 and 4:

  • computer – a machine that can input, process and output data
  • program – a collection of algorithms
  • repetition – to repeat the execution of certain instructions
  • sequence – to arrange instructions in a particular order
  • logical reasoning – helps us explain why something happens
  • sprite – a 2D character in a computer game
  • decomposition – the process of breaking down a task into smaller, more manageable parts
  • input – data sent to a computer system from a device (eg keyboard, mouse, microphone)
  • output – data sent out of a computer system via a device (eg monitor, printer, speaker)
  • digital footprint – information about a particular person that exists on the internet as a result of their online activity

Years 5 and 6:

  • computer – a machine that can input, process, store and output data
  • computer network – a collection of interconnected computer systems which ‘talk’ to each other by exchanging data
  • internet – a huge global computer network
  • decomposition – the process of breaking down a task into smaller, more manageable parts
  • repetition – to repeat the execution of certain instructions
  • selection – choosing to execute one set of instructions over another
  • variable – something that is stored in a program and can be changed or used (eg a timer, a score, a number of lives left)
  • logical reasoning – helps us to explain why something happens
  • simulation – modelling a real-world or imaginary situation

 For your discussions at home, think about the learning that has happened in your Computing lessons. What was your favourite lesson and why? Refer to the list of vocabulary for your year group.