Homework

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.

08 October 2021

This week’s Talk Time relates to a moral issue and also links with our current Geography learning.

Is it okay to build new houses on green space (fields and parks in towns and cities)?

 Your child may already have some views on this. However, this statement is all about taking different viewpoints into account.

This week’s ‘Remember 2s’ (R2s) will support your child as they reflect on the pros and cons of building new houses on our green spaces:

• What are the reasons for (the pros) building new houses there?
• What are the reasons against (the cons) building new houses there?
• Reach a conclusion – Do you take one particular side or is there a compromise that could satisfy everyone?

 There’s a range of ways to approach this moral question. We suggest exploring the 5Ws and H (who, what, where, when, why, how).

Check out the examples below to help get discussions flowing:

• Who needs new housing (young people, families, elderly etc)? Who would build the new houses?
• What would new housing look like? What will be the impact on the environment with fewer trees and plants?
• Where would the animals from the fields/parks go? Where else could people go for walks/exercise?
• When would things be able to run normally (traffic, pathways etc)? When would people want more houses?
• Why don’t people move into houses that are already built? Why do we need more housing?
• How long would it to take to build the houses? How much would the new housing cost? How many people could live in the new housing?

Fancy an extra challenge? Your child might like to plan the new housing or design the type of housing that should go on some green space.

01 October 2021

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

I can show off my knowledge of British geography.

Years 1 and 2:

I know the four countries and capital cities of the UK, and the seas which surround the UK.

Years 3 and 4 (as above plus):

I know some of the counties in the UK, and some of the main rivers and mountains in the UK.

Years 5 and 6 (as above plus):

I know some of the main rivers, mountains and regions (eg the Yorkshire Dales, the Lake District, the Highlands of Scotland).

With each geography topic that we teach, children are often building on the knowledge and skills gained in the previous years. We therefore recommend you start discussions around the Year 1 and 2 knowledge, before discussing the knowledge for your child’s current year group.

Check out this song about the countries and capital cities of the UK. We’re sure your child will have heard this before and know it almost word for word. If they don’t yet, they will soon!

https://www.youtube.com/watch?v=RvDIZoQLgIE

At school, we refer to 8Rs to promote good learning behavior. You can read about them by following the link. See how many your child knows.

https://drive.google.com/file/d/1BJvRtT_rKqxoFvLCdpdcyoQ4OrbmKrON/view?usp=sharing

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

• Remember – Think back to geography 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? What resources could help you? (eg map, atlas, online tools such as Google Maps and Google Earth)