Author: 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.

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, …

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.

Living and learning provides the focus for this week’s Talk Time.

I can describe what to do in different sorts of emergencies.

 An emergency situation is when there is an immediate risk that needs to be addressed right away.

We suggest approaching this Talk Time in two parts. First, where and when might you face an emergency? Think of a range of settings and scenarios.

After that, consider what your response would be. If there’s not a trusted adult around, call 999 if possible. The LIONEL acronym below is one that we’d like you to learn. It will help you if you ever need to phone the emergency services.

L – Location – Tell them where the emergency is and where they need to come to.
I – Incident – Tell them what has happened.
O – Other services – Do you need the ambulance, police and fire service?
N – Number of people – How many are involved?
E – Extent of injuries – How badly are they hurt?
L – Location – Repeat again where they need to come to.

This week’s Talk Time poses a moral dilemma and makes links to our current computing topic.

Playing computer games is bad for your health.

We suggest approaching this Talk Time with an open mind. You may already have strong views on this but it’s important to consider both sides of an argument before reaching your conclusions.

Check out these R2s to help you with your discussions at home:

• What are the health benefits of playing computer games?
  • Remember that mental health is crucial to being a healthy person.
• How does playing computer games negatively impact on your health?
  • How could this impact on your physical health?
  • Is gaming always an enjoyable experience?
• Decide which argument is the strongest.
  • This might be the side with the most points to back it up.
  • You might consider some points to be more important than others.
  • You may not agree with people you speak to – that’s okay!

After the discussion with friends and family, what conclusion do you reach? Do others around you agree?

This week’s Talk Time links to one of the Christian values: forgiveness.

I can describe situations when someone has forgiven someone else, either in real life or in a book or film.

Everybody strives to make good choices but when a bad choice is made, we encourage children to show forgiveness. A sincere apology brings about a ‘new beginning’ where we can move forwards quickly and without grudges.

When have you, or someone you know, shown forgiveness? Perhaps a character in a book or film has forgiven another character for their poor choices. Think of as many examples, big or small, as you can.

Here are some R2s that will help you if you’ve been upset by another person’s actions:

• Tell that person how you feel.
• That person may not have realised. If they apologise, say that you forgive them.
• If they do not apologise, find an adult to help resolve the situation.

Sometimes, your words or actions might have caused upset for someone else. These R2s will help you in situations like that.

• Think about how you would feel if you were the other person.
• Apologise to that person.
• Make sure they are okay.
• Move on from the situation, making good choices.

With it being Safety Week at school, this Talk Time brings together lots of the learning that has taken place.

I can show different ways to stay safe including how to seek help.

Because safety covers so many areas, your discussions could centre around these forms of safety as well as any others that you know of:

• Online safety (e-safety)
• Fire safety
• Road safety
• Electrical safety
• Water safety

For each type of safety, talk about different settings and examples of when you might be faced with risks and how you’d safely deal with them. In each situation, it’s crucial you discuss the help you’d need if something goes wrong. Imagine that you’re in different places and with different people in each scenario. Perhaps you’re with family, friends or on your own. Are there any services that you can contact?

Here are some R2s to help you stay safe:

• Think before you act.
• Assess the risks. Is it safe?
• If something goes wrong, again, think before you act.
• Who can help you and how can you reach them?