Home Learning - Health and Well-being - Week beg 15.6.20
Teaching children about their emotions and how to manage them will give them the strategies and life skills to navigate their way through tough situations and handle them in a more calm, purposeful way. This will help them manage their mental health and emotional well-being during this challenging period. The important message is that is OK to not be OK!
1. Watch the ‘Time Machine’, a Chad,Matt and Rob Interactive adventure’ - https://safeyoutube.net/w/Bzbe
2. These show how decisions you make alter where the story leads.
Ask children to list as many different emotions as they can. Encourage the use of adventurous vocabulary.
Ask them to name an example of when they have felt these emotions or a situation which could make them feel these. Encourage them to describe how experiencing these emotions feels, both mentally and physically.
3. Ask the children to create their own ‘choose your destiny’ story, based on different emotions. Remember the story must have a dilemma and a solution. Don't forget to include how you felt along the way.
You could use one of the listed examples;
List of dilemmas;
1. You’ve just finished a painting that has taken you a long time and you’re very happy with it. Someone in your class has just knocked water all over it and ruined it.
Shout at the person who knocked the water over
Say ‘Don’t worry- it was an accident” and get to work creating an even better painting.
2. You were supposed to be meeting your friend, but they’re really late.
Get cross with them
Find something else to do while you wait
Get upset and not speak to anyone
Laugh about it and maybe try wearing your uniform in a different way
3. You thought you did a great job in your maths yesterday, but today when you look at it, there are lots of mistakes.
Get upset and think you’re no good at maths
Look at where mistakes were made and realise it’s just one aspect you need to practise
4. You’ve been called up to speak in front of the class about your work, showing what you did.
Get scared, refuse to stand up and stay silent
Go up, pretending to be more confident that you feel, remembering that your work was chosen because it’s good
5. You’re stuck on a question that you don’t understand and everyone else seems like they are completing the task quickly.
Get scared and upset and stay quiet, not completing the work and hoping the teacher doesn’t notice
Ask someone for help, either the teacher or someone on your table
Home Learning - Health and Wellbeing - Week beg 8.6.20
This month is National Smile Month. At the moment, it is more important than ever to look after our teeth as we are not able to visit the dentist.
1. Ask children what they know about a healthy / balanced diet.
2. Ask them if they know the different food groups - Explain each of the food groups and what we need them for: – Protein: Helps our body to grow and repair itself. – Carbohydrate: Gives us energy. – Vitamins and Minerals: These do lot of different jobs, but they all help our bodies work properly. – Calcium: Helps our teeth and bones grow strong and healthy. – Fat: Everybody needs some fat, but not too much.
3. Ask why they think a healthy diet can also help keep our teeth healthy too.
4. Ask the children if they can tell you which foods might cause tooth decay - sugary foods and drinks
5. Can the children tell you what happens in your mouth every time you eat? - every time you eat or drink foods containing sugars, the bacteria in plaque produces acids which can damage the tooth enamel.
Using the 'Eatwell Guide,' design a healthy meal that will be kind to your teeth. This meal must include a drink and dessert.
Home Learning - Health and Wellbeing - Week beg 1.6.20
This week is Child Safety Week. I thought we would focus on Road Safety.
If you’ve been out walking recently, you’ll have noticed changes in how we are using roads and pavements. Social distancing may mean having to step off the pavement. Families are out on bikes/scooters more for our daily exercise, but emptier roads can see cars going at mind-boggling speeds.
It can be hard for families to navigate this new normal and keep their children safe.
Activity 1 -
Watch the film - Road ready, expect the unexpected - https://www.think.gov.uk/resource/expect-the-unexpected/
1. Can the children tell you the road safety/Green Cross Code rules? - Stop. Look, Listen, Think.
2. Can the children research some cycle safety rules?
Examples should include;
Activity 2 -
Have a look at some common road signs. Try designing a road sign to let drivers know there are young cyclists ahead. The road sign must be triangle shape.
Home Learning - Health and Wellbeing - Week beg 11.5.20
This week we are learning about staying safe online. It’s never too early to talk to your child about what they do online and who to tell if they come across anything online that makes them feel worried, scared or sad. This film is made by Thinkuknow. Thinkuknow is the online safety education programme from the National Crime Agency.
Activity 1: Watch Play Like Share, Episode 2 Watch Episode 2: Who’s Magnus? with your child at www.thinkuknow.co.uk/8_10/watch/.
Use the following questions to chat about the cartoon: o What did you think? What did you like about this episode? o What does Sam do with Megan’s baby photo? [Shares the photo and makes it public] o How does Megan feel and what does she do in response? [She feels angry/upset. She uses Sam’s account to write a mean comment about Ellie and Alfie.] o What upsets Ellie and who does she turn to? [She thinks that Sam is posting mean comments about her. Megan is unkind to her and she loses the guitar-off. She turns to Magnus, who she has met online.] o Is Magnus the best person to support Ellie? Who else could help? [Ellie has only just met Magnus online and doesn’t know him ‘in real life’, so he is not a good source of support for her. It would be better to talk to a close friend, family member or another adult she trusts.]
Activity 2: What is OK to share? Ask your child what they remember about Episode 2 of Play Like Share. Explain it is important to think about how someone else might feel if you share a photo or video of them. Sometimes people share photos or videos that might be unkind, or upset or embarrass other people. Ask your child: o When does this happen in PLS? [Sam shares a baby photo of Megan] With your child, read each scenario on p2 of this activity sheet and ask them to circle the appropriate thumb. If you can’t print it, read the scenario and ask them to answer with thumbs up, down and sideways! Discuss their answers, using the answer sheet on p3 to help you.
Home Learning - Health and Well-being - Week beg 4.5.20
This week we are celebrating sun awareness week.
The children are familiar with the sun safety messages but here is a reminder.
The Sun in Art: Shown above are some ways the sun has been portrayed in art. The first painting is Van Gogh’s The Sower, Monet’s Sunrise, Klee’s Castle and Sun. Can the children make their own piece of 'sun' art? They can either research a sun painting or create their own original art work. This could be a sunrise, sunset or even the shadows a sun may make.
Note - be careful, do not look directly at the sun as it will damage your eyes.
Home Learning - Health and Well-being - Week beg 27.4.20
This week we are going to celebrate Earth day and the Global goals. Global goals were introduced in 2015 by World leaders to drive the ending of world poverty, tackling climate change and fighting equality. The hope that they will be completed by 2030.
Re-cap the sustainable goals by watching the film ‘Part 1 animation’ https://vimeo.com/138852758
In this activity, the children are encouraged to talk to their elderly relatives, either online or over the phone, and ask them a series of questions about the environmental changes they’ve seen since they were their age. Focus on one of three topics for their conversation: Food, Weather or Transport.
Draw a Then and Now drawing of what their elderly relative said.
Home Learning - Health and Well-being - Week beg 20.4.20
This week we are looking at our self esteem and our 'super' talents.
Watch the Youtube film – Sesame Street ‘what makes you special?’
Being special makes you feel good about yourself; it makes you feel proud. This is called Self Esteem. You all have strengths and talents but sometimes you may find it hard to believe that you have any at all. You could almost call your strengths and talents, superhero talents?
You will be going into year 6 soon and you will need to call upon your ‘superhero’ talents to succeed and do well.
Spend two minutes deciding what your ‘talents’ are. If you are not sure, ask a family member.
Q - Ask yourself - ‘What makes me feel special?’ ‘When do I feel special? ‘What can I do that makes me feel special?’
Design your own superhero, based on your superhero talents and strengths. The children must include 5 superhero talents.
Home Learning - Health and Well-being - Week 2
These are lovely to do and pop in your windows. Lots of colouring and discussion about what the quote might mean to you and your family. If you don't have access to a printer, why not design your own rainbow?
Home Learning - Health and Wellbeing - Week 1
What can you do to look after yourself today? Read through the poster and then make your own A-Z of self-care
Click the link below to access all our favourite websites that we use inside and outside of school.
Included in here are useful websites such as Hwb, Class Dojo, coding resources and even more!
During Autumn A, the first half term of the year, our topic was "The Victorians". The pupils absolutely loved this topic and learnt so much about this era.
The pupils learnt about:
See below for some examples of the pupils work:
During Autumn B, the second half term of the year, our topic was "Cool Stuff". The pupils really enjoyed this topic and it really sparked their curiosity of how things work. The pupils also loved learning about this science rich topic, especially forces such as air resistance and water resistance. The pupils also completed a high level skill of planning, conducting and reviewing their very own science experiment independently which was based around the strength of various papers.
See below for some examples of their fantastic work: