Class 4 Spring Term 2017
World Book Day
Who can you spot? It's not too difficult to find Wally!
There are characters from Dork Diaries and from a variety of books by Jacqueline Wilson.
Several characters appear from David Walliam's books and Harry Potter remains popular in key stage 2.
We enjoyed the challenge of a 'key word' quiz to identify book characters. Percy Jackson gave Class 4 the greatest challenge.
Many thanks for your support with the costumes. The children looked fantastic.
There are characters from Dork Diaries and from a variety of books by Jacqueline Wilson.
Several characters appear from David Walliam's books and Harry Potter remains popular in key stage 2.
We enjoyed the challenge of a 'key word' quiz to identify book characters. Percy Jackson gave Class 4 the greatest challenge.
Many thanks for your support with the costumes. The children looked fantastic.
Tudor Dancing
Class 4 have been exploring Tudor Dance as part of their PE this term. The formality of dances, such as the Pavanne have been developed and extended into routines which they have choreographed in small groups.
Environmental Surveys
Mr. Russell, from Belvidere Secondary School, visited on January 25th to deliver a geography lesson.
The children started the session in the classroom with a sorting activity. They considered land, air, visual, sound, light and water pollution including such issues as the effects of exhaust fumes, fly-tipping, street lamps and electricity pylons. They explored how these affect humans and animals.
Then they carried out an environmental survey of the school grounds. This involved selecting emojis to record how they felt in different areas and identifying aspects of pollution in and around the school. For example, light pollution outside the demountable classrooms and litter along the stepping stones at the front of the school.
Mr. Russell is looking forward to continuing this work with Class 4 at Belvidere School.
The children started the session in the classroom with a sorting activity. They considered land, air, visual, sound, light and water pollution including such issues as the effects of exhaust fumes, fly-tipping, street lamps and electricity pylons. They explored how these affect humans and animals.
Then they carried out an environmental survey of the school grounds. This involved selecting emojis to record how they felt in different areas and identifying aspects of pollution in and around the school. For example, light pollution outside the demountable classrooms and litter along the stepping stones at the front of the school.
Mr. Russell is looking forward to continuing this work with Class 4 at Belvidere School.
NSPCC
Class 4 had an assembly and workshop led by the NSPCC.
They listened well, contributed thoughtfully and behaved brilliantly. All the children showed great maturity with some challenging and thought provoking material.
In groups, the children discussed a variety of statements and then rated them as 'thumbs up', 'thumbs down', or 'thumbs half way', depending on whether they felt the actions were OK. They considered questions like: 'was it OK to keep secrets' or 'to have a goodnight kiss from a family member'? These questions enabled them to consider if a secret was good or bad, or whether they were comfortable with certain situations and what they could do to resolve things.
They were informed about speaking to trusted adults and about Childline and how it can be used to discuss big or small problems and things which are making them happy or sad.
The children were also asked to consider the ratings for films, games and apps and the reasons why they are inappropriate for children of their age.
It was a really useful and informative session, so many thanks to Trevor and the rest of the NSPCC team who delivered the assembly and workshop.
They listened well, contributed thoughtfully and behaved brilliantly. All the children showed great maturity with some challenging and thought provoking material.
In groups, the children discussed a variety of statements and then rated them as 'thumbs up', 'thumbs down', or 'thumbs half way', depending on whether they felt the actions were OK. They considered questions like: 'was it OK to keep secrets' or 'to have a goodnight kiss from a family member'? These questions enabled them to consider if a secret was good or bad, or whether they were comfortable with certain situations and what they could do to resolve things.
They were informed about speaking to trusted adults and about Childline and how it can be used to discuss big or small problems and things which are making them happy or sad.
The children were also asked to consider the ratings for films, games and apps and the reasons why they are inappropriate for children of their age.
It was a really useful and informative session, so many thanks to Trevor and the rest of the NSPCC team who delivered the assembly and workshop.
Jumping Jaxx Playground Leader Training.
Class 4 took part in Jumping Jaxx Playground Leader Training.
Through this training, they have developed their leadership skills. The children worked in groups to create mind maps about communication, organisation, responsibility and giving instructions.
The photographs show the practical activities which they carried out to reinforce the key concepts.
Mrs. Byrne from Charlton Secondary School commented on their teamwork and positive attitude.
We will organise groups and set up a rota, so that the activities can start next week.
Through this training, they have developed their leadership skills. The children worked in groups to create mind maps about communication, organisation, responsibility and giving instructions.
The photographs show the practical activities which they carried out to reinforce the key concepts.
Mrs. Byrne from Charlton Secondary School commented on their teamwork and positive attitude.
We will organise groups and set up a rota, so that the activities can start next week.
Our pyramids have helped us to understand more about the Trinity. We have hung them in our class Reflection area..
