Maths – Measuring
This week in maths, we’ve been developing our understanding of measuring length and height. We learnt that length tells us how long something is from one end to the other, while height tells us how tall something is from the bottom to the top. The children enjoyed exploring these ideas practically and were keen to investigate objects around the classroom.
We began by discussing how people can measure using non-standard units. The children discovered that we can use almost anything to measure, as long as we follow some important rules:
• the units must all be the same size
• the units must be placed in a straight line
• the units must touch each other with no gaps
Using multilink cubes, the children measured a variety of classroom objects including books, pencils and pens. They worked carefully to line up their cubes accurately and count each unit correctly. We quickly noticed that if the cubes were not touching or were different sizes, the measurements would not be fair or accurate.
The children enjoyed comparing objects and discussing their findings using mathematical vocabulary such as longer, shorter, taller, smaller, longest and shortest. It was wonderful to hear so many thoughtful mathematical conversations taking place in our classroom
As our learning developed, we explored what happens when an object does not measure exactly to a whole number of cubes. We discussed how mathematicians sometimes need to measure to the nearest unit. The children showed great perseverance when estimating, counting carefully and deciding which measurement was the closest.
We then introduced centimetres as a standard unit of measurement. The children were fascinated to learn that centimetres are always the same size, wherever you are in the world. This helped us understand why standard units are so useful when measuring accurately and fairly. Using centimetre cubes, the children measured a range of objects and began recording their measurements in centimetres.
It’s been lovely to see the children demonstrating fantastic curiosity and enthusiasm for their learning, working collaboratively with one another.
Help at home by looking for opportunities to measure objects around your home together. You could begin by using non-standard units such as blocks, coins or paperclips before moving on to a ruler to measure in centimetres. Encourage your child to compare objects and describe them using mathematical vocabulary. You could also challenge your child to estimate the length or height of an object before measuring it carefully.
Update
What a week of revision we have had this week. The children have been amazing ensuring they are ready for their SATS next week; I have been so impressed with their maturity.
Just a reminder that Year 6 children are invited into school at 8.15am next week for breakfast club (Monday-Thursday).
This weekend, please try to have a relaxing time. Perhaps you could play at the park, go on a bike ride, have a movie day or go on a nature hunt. Children have done the hard work and deserve a weekend of whatever makes them happy.
Next Friday, we will be having a celebration day in Year 6 to mark the end of SATS. Children can bring in some games of their choice (please nothing expensive) and some snacks to share (please no nuts).
Have a happy and healthy weekend everyone.
Living and Learning – I know that being physically active is mentally and physically healthy
In living and learning we have been thinking about the physical and mental benefits to our health of being physically active.
We were surprised to learn that it is recommended that we should be active for one hour per day. We thought about our favourite ways of being active and made them into a word cloud:
Then we made a list of all the times that we are active across a week and added them up. The highest weekly active minutes recorded was a fantastic 21 hours!
We were surprised by how quickly walking/cycling to and from school, wake up shake up, break and lunchtime added up! We reviewed what the biggest ‘contributors’ were to our active minutes and found that playing at school and ‘playing out’ after school were often the biggest chunk.
Help at home: discuss with your child how you make sure you stay active to look after your physical and mental health. You could also think about if there are any new ways of being active you would like to try together.
York and Venice
This week in Geography, we have been learning about flood defence in the cities of York and Venice. We discovered where both cities are located and why flooding is such an important problem there.
We created fact files about each city and explored the similarities and differences between them.
Help at home:
Watch both videos of York and Venice. Discuss the similarities and differences between them. Can your child remember any facts about each city?
Exploring Africa and Discovering Non-Fiction Texts
This week in English, Year 2 have been enjoying reading Africa, Amazing Africa as part of our learning about Kenya. Today, the children explored the differences between fiction and non-fiction texts.
We discussed some of the key features of non-fiction books, including:
- headings and subheadings
- photographs and captions
- contents pages
- labels and diagrams
- facts and information
We also talked about features often found in fiction books, such as:
- characters
- story settings
- imaginative events
- speech and illustrations
The children looked carefully through a range of books and worked brilliantly to identify whether they were fiction or non-fiction by spotting these different features. They especially enjoyed becoming “text detectives” and explaining their reasoning.
How you can help at home:
- Share both storybooks and information books together.
- Ask your child whether the book is fiction or non-fiction and why.
Living and Learning
Being safe
This week we took part in the NSPCC Speak out Stay Safe online assembly.
The assembly highlighted children’s rights. The UN Convention on the Rights of the Child (UNCRC) sets out the rights of every child in the world to:
- survive
- grow
- participate
- fulfil their potential.
You can find out more here:
https://learning.nspcc.org.uk/child-protection-system/children-the-law
The clear message throughout the assembly was for children to ‘Speak out, Stay safe’. As with all our Living and Learning lessons, children were able to talk about who their trusted adult is. We use this every week to remind children and use as a discussion point:
Help at home: Who is/are your child’s trusted adults? Do they feel confident talking to them about any worries or concerns they have? Visit the Childline website where there is age-appropriate advice, games and other interactive tools.
Feelings First- Grateful
In our session about feelings first, today’s focus feeling was -grateful. We explored different scenarios to understand what grateful looks like in everyday life and discussed related words such as contented, happy, and appreciative. We thought about the kinds of things that might make us feel grateful and how this feeling connects to being peaceful, which is our Christian value this half term.
After a quiet moment of reflecting and connecting, we each wrote a list of five things we are grateful for. We also talked about how, when we are feeling a little down, using positive self-talk and thinking about what we are grateful for can be really helpful and give us a boost of happiness.
Ava -‘ I am grateful for school because some children don’t get to go to school and learn. I love learning!’
C-‘ I am grateful for my new black bike and helmet.’
Thomas-‘ I am grateful because I went to mission out at the weekend.’
Ada-‘ I am grateful for all my family.’
Living & Learning – Speak Out Stay Safe with the NSPCC
In living and learning, we’ve been thinking about being safe .
We’ve considered a message from the NSPCC which tells children to
‘Speak out. Stay safe’.
We discussed how all children have the right to:
- speak out and have their views taken seriously,
- be kept safe,
- get help when they need it.
We’ve identified trusted adults who are people that we feel confident to ask anything to. We discussed the importance of having these trusted adults and why we should always speak out rather than bottling things up.
If children don’t feel confident speaking about their feelings or worries, we also have a ‘Living & Learning’ box in class where children can write how they are feeling and either include their name or share it anonymously.
Help at home: visit the Childline website with your children (https://www.childline.org.uk/kids). Explore the games, interactive tools and age-appropriate advice.
Fine Motor Control and Writing Stay and Learn
On Wednesday afternoon, we were so lucky to invite so many of our parents and grown-ups in to explore some fine motor challenges with us. We had the chance to show everyone just how well our pincer grips are developing.
Some of the activities included pegging out the washing, creating butterfly paintings using cotton wool buds, and filling the holes in LEGO pieces with water using pipettes. The children showed great focus and enthusiasm throughout.
Mrs Kendrew then spoke to our grown-ups about how we are developing both our gross motor skills (big movements) and fine motor skills (small and pincer movements) to support correct pencil grip. We also discussed the 4 P’s of handwriting: posture, pencil grip, paper position and pressure.
Finally, we talked about writing for a purpose—for example, creating shopping lists, labels, cards, letters and postcards. These are all activities that can easily be practised at home using the children’s phonics knowledge.
Help at Home: try some of the example above and bring them in to show the teachers. Don’t forget the 4 P’s of handwriting when you do.
Plants Investigation
This half term, Year 3 have been busy becoming biologists in our Plants unit! We have planted sunflowers to investigate Does the number of seeds planted affect the rate of growth?
As scientists, we are observing changes over time and carefully recording what we notice. We are measuring the height of each plant, the amount of water added and the mass of soil in each pot. To make our investigation fair, we are changing only one thing- the number of seeds in each pot. We are keeping everything else the same, including the type of seed and the light source.
We are really enjoying watching our sunflowers grow and spotting any differences between them!
How you can help at home:
Ask your child about their investigation. What have they observed so far? Have they noticed anything surprising or new?
We can’t wait to share our results with you soon!