Homework

14 January 2022

The Talk Time this week links to what we’ve been working on in our living and learning lessons.

I know that having rights comes with having responsibilities.

Rights are the things that all people are entitled to. Every right can only be guaranteed when certain responsibilities are taken. Here are some examples…

• We all have the right to be respected, and we’re responsible for making sure we respect everyone and everything (one of our three school rules).
• We have the right to play, but we have the responsibility to play safely.
• We have the right to learn, and the responsibility to get to school on time.

When having your discussions at home, these Remember 2s will help you to link rights to responsibilities:

• Think of something that you’re entitled to (a right).
  • Remember that some rights are based on your basic human needs.
  • A right is NOT something you’d like to have – It’s something that everyone should be guaranteed.
• For the right you’ve chosen, what part do you play to make sure that it is observed (responsibility)?
  • Who else is responsible?
  • Does age impact on a person’s level of responsibility?

How many right and responsibility pairs can you think of? If you’re struggling to think of many or would just like to find out more, check out this useful BBC Bitesize link:

https://www.bbc.co.uk/bitesize/topics/zvypmfr/articles/z7bfhbk

07 January 2022

Our first Talk Time of 2022 has a reading and oracy theme.

I know a poem.

This week, you’re going to be learning a famous poem. It takes great resilience and remembering skills to be able to learn a poem – two of our 8Rs for learning.

Y1,2: Growing by Tony Milton

Given the length of this poem, this chunk of the first verse is what we’d like you to learn.

Today

you may be small.

But one day

you’ll be tall,

like me,

maybe taller.

You won’t

fit into your bed.

Your hat

won’t fit on your head.

Your feet will fill up the floor.

You’ll have to bend down

to come through the door.

Y3,4: The Romans in Britain by Judith Nicholls

The Romans gave us aqueducts,

Fine buildings and straight roads,

Where all those Roman legionaries

Marched with heavy loads.

 They gave us central heating,

Good laws, a peaceful home…

Then after just four centuries

They shuffled back to Rome.

Y5,6: From a Railway Carriage by Robert Louis Stevenson

Faster than fairies, faster than witches,
Bridges and houses, hedges and ditches;
And charging along like troops in a battle,
All through the meadows the horses and cattle:
All of the sights of the hill and the plain
Fly as thick as driving rain;
And ever again, in the wink of an eye,
Painted stations whistle by.

Here is a child who clambers and scrambles,
All by himself and gathering brambles;
Here is a tramp who stands and gazes;
And there is the green for stringing the daisies!
Here is a cart run away in the road
Lumping along with man and load;
And here is a mill and there is a river:
Each a glimpse and gone for ever!

These talking points could be used to support your initial reading and understanding of the poem:

• What’s the poem about?
• Can you work out the meaning of tricky words and phrases by using the clues in the poem?
• What’s the rhythm of the poem? Where do you pause for breaths?
• Are there any rhymes (words ending with the same sounds (eg cat and hat)?
• What other patterns do you notice (repeated words/lines, line lengths, themes/key messages)?

When you have a sound understanding of your chosen poem, turn your attentions to reading it aloud with confidence and clarity. This week’s Remember 2s (R2s) will help with that:

• Speak clearly in a loud voice without shouting.
• Pause for breath at the right places to make sure you read at an appropriate pace.
• Face the reader as often as you can.

Here are some creative strategies that you might use to help you remember the poem – do what works best for you:

• Create actions to go with certain words or phrases.
• Draw a series of pictures to help you remember what comes next.
• Say or sing the poem in a unique or funny voice.
• Echo phrases/lines with someone at home.

10 December 2021

Living and learning is the theme for this week’s Talk Time.

I can talk through a ‘recipe’ for how to be a good friend.

Being a good friend requires a number of key ingredients. When discussing how to be a good friend, think about the qualities that you have and that you value in your friends, too. How many adjectives can you come up with to describe a good friend?

This week’s Remember 2s provide some useful top tips for being a good friend:

• A good friend is someone that you can have fun with and makes you feel good about yourself.
• You don’t need to spend all of your time with one person to be a good friend.
• Your friend might not always agree with you but they will still respect your opinions.

One of the qualities in your good friend recipe is likely to link to honesty.

Discuss and come up with as many reasons why telling the truth is important.

For the second part of this Talk Time, come up with a list of reasons why telling the truth is important.

Think about a time when someone didn’t tell you the truth. How did that make you feel? Even if the truth might not be what you want to hear, is it better to hear the truth than it is to hear a lie?

03 December 2021

This week’s Talk Time poses a moral dilemma that links to our current Art topic.

Is it right that a painting can cost a million pounds?

In fact, only weeks ago, Banksy’s ‘Love is in the Bin’ sold at auction for a record £16 million.

https://www.bbc.co.uk/news/entertainment-arts-58908768

The question does not have a right or wrong answer. You may already have a strong view on this but a key part of your discussions at home will be taking others’ views into consideration. Following this week’s Remember 2s (R2s) will help with that:

• Why would someone pay a million pounds for a painting? Think about what the painting represents and how it could make a person feel.
• Why might it be considered wrong for a painting to cost a million pounds? How else could that money be spent?
• What is an acceptable amount of money to spend on a single painting?

Your discussions will build on the skills gained through this half term’s oracy focus: building on the views of others and reasoning. If you agree with someone else’s comments, you could respond with one of these sentence starters:

• Picking up on what’s been said, I’d add…’
• ‘As well as that…’
• ‘In addition to that…’
• ‘Furthermore…’
• ‘Moreover…’

It might be that you disagree with the views of people in your household – that’s okay but it’s important to remember to respect their views, too. Whatever your opinion, using ‘because’ in your discussions will help you to put forward a strong argument.

26 November 2021

The Talk Time for this week leads on perfectly from the previous week’s statement.

I am confident that I would tell someone if I felt bullied, or if I know someone who was being bullied.

I can name people I would go to, and can explain why I’d choose them for help.

During last week’s discussions, you recalled the two meanings of ‘STOP’: Several Times On Purpose (our definition of bullying) and Start Telling Other People (our response to bullying).

We suggest approaching this Talk Time in two steps.

First, discuss why it is important to tell someone if bullying is happening. Remember, everyone is responsible for helping to prevent bullying. If you see someone being treated unfairly, don’t assume someone else will report it or that it’s a one-off.

How many reasons can you think of to tell someone if you feel bullied or know someone else is being bullied? On the other hand, why would not telling someone be a bad idea?

Second, come up with a list of people you could go to. Consider what makes someone a good person to talk to.

This week’s Remember 2s are question prompts to help you when creating your list:

• Who can not only help you feel better, but also help to explore and solve the problem? (Think of people outside of school as well as people at school.)
• What do we mean by ‘trusted adult’?
• Is talking the only way you can alert someone to a problem like bullying?

19 November 2021

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

I know how to STOP bullying.

As it’s Anti-Bullying Week, we’ve placed a strong emphasis on 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

An example of bullying would be someone saying on multiple occasions that you can’t join in with their game. On the other hand, getting upset/angry in the heat of the moment or accidentally bumping into someone wouldn’t be considered bullying. As part of your discussions, can your child identify examples of what bullying does and doesn’t look like?

Our school ethos statement is that our school is 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.

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

Start Telling Other People

Ask your child what ‘STOP’ means – encourage them 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.

This week’s message (Friday 12 November 2021)

This week’s post comes from Mr Wilks, the Sphere Federation Leader for Science and foundation subjects – it’s an overview of our current topic and how you can help at home. It might seem long, but just read the year group that applies to your own child. At the end of the message, there’s a couple of reminders about next week.

What do we mean by topics?

Topics are the vehicle for delivering much of the learning in the foundation subjects (eg History, Art, Geography, Design and Technology). Each half-termly topic has a driving subject – the main focus for teaching pupils the knowledge and skills they need to succeed in life. The driver changes with each topic to ensure a broad and balanced curriculum.

Although the learning in each topic will be provided by the driving subject, there are opportunities for enrichment through other subjects. For example, learning in an art topic may be enriched by geography learning about where an artist was born and lived.

Read more about the intent, implementation and impact of our topics.

What is this half-term’s topic?

This half-term, we’re artists and will be developing our art knowledge and skills.

The learning this half-term has two aspects to it. The first is art history where children will learn about specific artists and their work. The other is the art process where children will practise and develop skills by creating art.

Each phase has age-related specific knowledge, skills and vocabulary that they’ll learn, use and apply across the topic.

Years 1 and 2

Children have two featured artists: Leonardo Da Vinci and Paul Klee. They’ll compare their art, talking about similarities and differences. They’ll discuss what they like and dislike about the art and how it makes them feel. They’ll also learn about the artists’ lives and where in the world they lived.

Ask your child what is the same and what is different about the Mona Lisa (da Vinci) and Senecio (Klee).

In practical art lessons, children will be honing their artistic skills and knowledge by sketching objects using pencil, learning about and mixing colour and then they’ll be learning how to print by creating relief prints inspired by the artwork they’ve studied. 

Years 3 and 4

Children will learn about the work of Wassily Kandinsky and Martha McDonald Napaltjarri. They’ll compare and contrast artworks by these artists and also learn about their lives and the places they lived. In particular, children will learn about abstract and figurative art (see the vocabulary for definitions of these words).

Ask your children what they can see in these images: Composition VIII (Kandinsky) and Warlukuritji (Napaltjarri).

In practical art sessions, children will develop observational drawing skills, and develop their understanding of colour by learning about warm, cold and complementary colours. They’ll then apply what they’ve learnt by creating some mixed media collages inspired by the artists they’ve studied.

Years 5 and 6

Children are learning about sculpture in their art lessons and will focus on three artists: Barbara Hepworth, Henry Moore (both local artists) and Thomas J Price. The children have already been on their school trip to the Yorkshire Sculpture Park last week where they’ve seen and learned about sculptures by these artists.

Ask your child describe the art work of each artist and then do an internet search of their work to carry on the discussion.

In art history lessons, they learn about the lives of these artists and how their localities have influenced their art. They’ll learn about classical and modern art in relation to their featured artists and in art movements more generally. They’ll also learn when and why the modern art movement happened.

In practical art lessons, children will develop their observational skills and will creating maquettes (see the vocabulary list) inspired by the work of Barbara Hepworth.

How can you help?

Talk to your child about what they’ve been learning in class. The class news page of our website is a good place to go to find out more.

Familiarise yourself with the artists and the art work that your child is learning about. Look in books or on the internet for pieces by the artists and talk about them. Find art by other artists that you like and compare it to the featured artists. If you feel confident, you can go into more depth using age-related expectations and the vocabulary. However, if not, leave that to the teachers and just enjoy looking at the pieces and asking general questions:

• What do you like or dislike about the art?
• How does the art make you feel?
• Is it life-like or not?
• What colours can you see?

The Leeds Art Gallery and Henry Moore Institute are both free to enter and if your child has already visited during a trip, they can be the tour guide and show you around!

Finally this week, two reminders…

Next week is Anti-Bullying Week. This year’s theme is ‘One Kind Word’ and we will be taking part in Odd Socks Day on Monday. Odd Socks Day is to raise awareness of our differences, individuality and personal choice. Your child (and you!) can come to school wearing odd socks to celebrate what makes them unique.

And next Friday is Children in Need day. This is a non-uniform day. Your child is invited to come to school in non-uniform and make a donation to the charity.

Have a good weekend!

12 November 2021

Our Talk Time has a vocabulary focus this week.

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

We’re all being artists this half term. Along the way, we’ll gain knowledge of famous artists and their work. We’ll also learn and develop a range of skills to improve our own art. The following list of vocabulary is being taught and applied in our art lesson at school:

Years 1 and 2 Art vocabulary:

Years 3 and 4 Art vocabulary:

Years 5 and 6 Art vocabulary:

Some of the words may not have been covered in class as of yet so be sure to refer to the definitions for words your child seems less confident about.

Encourage your child to think back to their art 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?

This half term, our oracy focus is building on the views of others and reasoning. Referring to these ‘Remember 2s’ (R2s) will help your child to speak confidently whilst also respecting the views of others.

• Listen carefully to an opinion (have eyes on the speaker).
• Respond by acknowledging what has been said and add further ideas of you own. Use phrases like these:
  • ‘Picking up on what’s been said, I’d add…’
  • ‘As well as that…’
  • ‘In addition to that…’
  • ‘Furthermore…’
  • ‘Moreover’
• Challenge yourself to provide reasons for your opinions by using ‘because’.

05 November 2021

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

I can compare and contrast two different artworks. I can give my opinions, and back them up with reasons.

In our Art lessons, we’ve discussed these pieces and used the following vocabulary (turn over for definitions):

Y1,2 Art work:

Senecio, Paul Klee https://www.paulklee.net/senecio.jsp

Mona Lisa, Leonardo Da Vinci https://www.bbc.com/culture/article/20210211-the-detail-that-unlocks-the-mona-lisa

Vocabulary: shape, tone

Y3,4 Art work:

Composition IV, Wassily Kadinsky https://www.kandinskypaintings.org/composition-iv/

Warlukuritji, Martha McDonald Napaltjarri https://issuu.com/mccullochart/docs/keepers_of_place_catalogue (16/40)

Vocabulary: complementary colours, warm colours, cold colours

 Y5,6 Art Work:

Large Two Forms, Henry Moore https://catalogue.henry-moore.org/objects/19275/large-two-forms

Network, Thomas J Price http://www.thomasjprice.com/network

Vocabulary: sculpture, form, shape, scale

The key to this task is being able to explain thoughts and opinions on the art. 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 are 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?

15 October 2021

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

I can describe and use self-care techniques.           

Everybody experiences a wide range of emotions (feelings). While many emotions are positive, some are not. There’ll be times when you feel sad, angry, anxious or low in some way.

No matter how old you are, feeling any one of these is completely normal. It’s important to know how you can manage these feelings. A strategy that works well for one person may not have a positive impact on you. That’s why this week’s Talk Time is all about finding strategies that will benefit you specifically.

When discussing self-care techniques, remember that this involves both mental and physical health. The following ideas can be used as a starting point for your conversations:

• Where can you go to combat feeling low and who can help you (trusted adults)?
• Think about exercises that you enjoy. This is the UK so it would be good to have indoor ideas, too.
• What creative tasks do you have access to (writing, music, arts, crafts, cooking/baking etc)?
• How do you relax and unwind (reading, watching a film etc).
• Consider strategies that will help you when emotions are heightened (breathing, counting, meditating etc).

This is not an exhaustive list. The link below has lots of great ideas that you may also wish to use.

https://www.annafreud.org/on-my-mind/self-care/

The oracy focus for this half term is voice projection, fluency and pace. As we’re nearing the end of this half term, this week’s Remember 2s are an opportunity for your child to showcase what they’ve been working on at school:

• Think about what you are going to say before you speak.
• Talk in a clear, loud voice without shouting.
• Sit or stand with good posture (eg not slouching).
• Face the person, or people, that you are speaking to.