Living and Learning: What is consent?
In this week’s Living and Learning lesson, we discussed the meaning of the word ‘consent.’
It means you agree to something.
I think consent is saying yes.
Following our conversation, the children read an overview about a book named ‘Consent For Kids’ and completed the reading activity below.
LO: RIC
Consent means giving someone a choice about touch or actions and respecting their answer.
Consent (for Kids!) is an empowering introduction to consent, bodily autonomy, and how to respect yourself and others. Consent is like being ruler of your own country…population: YOU. This is a smart, playful guide to consent and bodily autonomy, packed with bright and energetic illustrations. Readers will learn about boundaries and how to set them; ways to respect themselves and others; what to do if someone makes them feel uncomfortable or unsafe; and much more. Along the way, they’ll be encouraged to reflect on (and improve!) their own behaviour and to practice consent in their daily lives. Whether you’re looking for a simple guide for teaching consent or searching for a way to talk to your child about what it means to be in control of their own body and respect others’, look no further! This humorous and insightful book is the perfect teaching tool, conversation starter and empowering resource for educators, kids, and families everywhere.
autonomy – letting children know that they have control over themselves and the choices that they make
- Name 2 things that readers will learn.
- Look at this sentence.
Along the way, they’ll be encouraged to reflect on (and improve!) their own behaviour and to practice consent in their daily lives.
What do you think ‘along the way’ is referring to?
3. Why has the author written two words in red?
Ask your child about this learning. What can they tell you about consent?
Brownlee Triathlon
Children from Years 3, 4 and 5 took part in the Brownlee Triathlon this week. The event started with swimming, followed by cycling and finishing with running. The children represented St James’ exceptionally well and we were very proud of them all.
“I enjoyed the swimming and I could see all the teachers pulling a ‘wow’ face which made me feel proud.” Harley
“It was great because everyone was cheering each other on. The swimming was my favourite part because I was the first person who made it all around the pool.” Leah
This week’s bible story
Jesus in the temple: Matthew 21:12-13
Have ever been really angry? Is there a difference between being angry because we can’t get our own way and being angry because something really isn’t right or fair? Can they think of a story when Jesus was angry?
The following story probably happened during the week leading up to Easter. Jesus had just entered Jerusalem on a donkey. Crowds of people came to see him and cheered him as a hero. Many powerful people were worried about how popular Jesus had become and some didn’t like his teaching.
The Temple in Jerusalem was a place of pilgrimage, especially at the time of the Passover. People would bring offerings, often of animals, as symbols of thanksgiving or of sorrow for past sins. These animals could be bought at the entrance to the Temple. It seems likely that the people who sold the animals, the money-lenders or merchants of the story, were charging too much and cheating the poor. Jesus may have heard about this, although that is not recorded in the Gospels. listen carefully to the story and think about the following:
How they think Jesus is feeling.
What Jesus does.
What he says.
Read the story of Jesus in the temple.
Reflection:
How do you think Jesus was feeling?
What did he do?
What did he say?
Was Jesus putting himself in danger by expressing his anger? are surprised to hear a story in which Jesus expresses anger. Why do they think he was angry? Are there times when it is right to show we are angry? Is it right to be angry about injustice or unfairness? What was Jesus trying to change by his anger?
Think about a time when you have been angry. Was it right to be angry?
Prayer:
God of all creation,
Help us as we try to understand all our feelings.
Help us to recognize when we are angry
and to see when things we do or say make other people angry.
Help us to see the difference between anger that is selfish
and anger that seeks justice for others or ourselves.
Help us to choose our actions with care, courage and love.
Amen.
Week beginning 16 May 2022
The SATs are over – Hooray. Sorry that you can’t be in school this week. Here are a range of resources linked to what is happening in class. Don’t forget to get in touch with your class teacher if you need support.
Maths
Follow this sequence of maths learning which is linked to fractions.
Lesson 1: video, worksheet, answers
Lesson 2: video, worksheet, answers
Lesson 3: video, worksheet, answers
Lesson 4: video, worksheet, answers
Lesson 5: video, worksheet, answers
Lesson 6: video, worksheet, answers
Lesson 7: video, worksheet, answers
Lesson 8: video, worksheet, answers
Lesson 9: video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. Email the class teacher if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. They should choose some past spellings that they feel less confident with. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our science topic of Living Things and their Habitat.
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency.
This is the text that we will be using in school. In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ll be using this RIC text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
At school, we like to promote a passion for reading. This website has a range of extracts and interviews with different authors. Choose one author each day and read an extract from their book. If you like it, carry out your own research on the author and book.
(Suggested time: 30 minutes daily)
Writing
In writing, we will be reviewing how punctuation is used correctly in our writing. Follow this sequence of lessons on punctuation. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.) Finished? Try this mixed grammar practice.
(Suggested time: 30-40 minutes for each)
Topic
Our topic this half-term is Explorers. In school, we’ll be comparing an area of South America with that of the UK.
Follow these lessons on Building Locational Knowledge: South America from Oak Academy. Follow the lesson sequence. It has 4 lessons so you could do two a week. We’ll also be looking at different biomes.
(Suggested time: 30-40 minutes)
Science
This term is all about electricity.
These six lessons from Oak Academy link closely to what we’ll be doing in class this half term. Start at Lesson 1 and work through, doing two or three in the week.
If Science really motivates your child, you could also use look at these lessons all about practical Science.
(Suggested time: 30-45 minutes)
PE
Don’t forget to do some daily exercise!
Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!
Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.
(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)
Extra stuff…
As an extra (or as an alternative, if this helps to motivate your child)…
Geography is our topic-driver this half-term so you could brush up on your locational knowledge. You could explore some online maps and try to memorise some new countries, capitals, rivers and mountain ranges. These three lessons about Europe are worth checking out.
What about some Living and Learning? While you’re away from school, you could check out these lessons on money!
Week beginning 16 May 2022
It’s the penultimate week before the half term break. Sorry that you can’t be in school this week. Here are a range of resources linked to what is happening in class. Don’t forget to get in touch with your class teacher if you need support.
Maths
Follow this sequence of maths learning which is linked to fractions.
Lesson 1: video, worksheet, answers
Lesson 2: video, worksheet, answers
Lesson 3: video, worksheet, answers
Lesson 4: video, worksheet, answers
Lesson 5: video, worksheet, answers
Lesson 6: video, worksheet, answers
Lesson 7: video, worksheet, answers
Lesson 8: video, worksheet, answers
Lesson 9: video, worksheet, answers
Lesson 10: video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. Email the class teacher if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. They should choose some past spellings that they feel less confident with. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our science topic of Living Things and their Habitat.
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency.
This is the text that we will be using in school. In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ll be using this RIC text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
At school, we like to promote a passion for reading. This website has a range of extracts and interviews with different authors. Choose one author each day and read an extract from their book. If you like it, carry out your own research on the author and book.
(Suggested time: 30 minutes daily)
Writing
In writing, we will be reviewing how punctuation is used correctly in our writing. Follow this sequence of lessons on punctuation. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.) Finished? Try this mixed grammar practice.
(Suggested time: 30-40 minutes for each)
Topic
Our topic this half-term is Explorers. In school, we’ll be comparing an area of South America with that of the UK.
Follow these lessons on Building Locational Knowledge: South America from Oak Academy. Follow the lesson sequence. It has 4 lessons so you could do two a week. We’ll also be looking at different biomes.
(Suggested time: 30-40 minutes)
Science
This term is all about electricity.
These six lessons from Oak Academy link closely to what we’ll be doing in class this half term. Start at Lesson 1 and work through, doing two or three in the week.
If Science really motivates your child, you could also use look at these lessons all about practical Science.
(Suggested time: 30-45 minutes)
PE
Don’t forget to do some daily exercise!
Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!
Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.
(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)
Extra stuff…
As an extra (or as an alternative, if this helps to motivate your child)…
Geography is our topic-driver this half-term so you could brush up on your locational knowledge. You could explore some online maps and try to memorise some new countries, capitals, rivers and mountain ranges. These three lessons about Europe are worth checking out.
What about some Living and Learning? While you’re away from school, you could check out these lessons on money!
Week beginning 16 May 2022
Hi everyone
We hope you’re feeling happy and healthy at home. We miss having you in school but we want you to know that you’re still very much part of our school community. Enjoy your home learning for this week.
Maths
Follow this sequence of maths learning which is linked to decimals.
- Lesson 1: video, worksheet, answers
- Lesson 2: video, worksheet, answers
- Lesson 3: video, worksheet, answers
- Lesson 4: video, worksheet, answers
- Lesson 5: video, worksheet, answers
- Lesson 6: video, worksheet, answers
- Lesson 7: video, worksheet, answers
- Lesson 8: video, worksheet, answers
- Lesson 9: video, worksheet, answers
Lesson 10: video, worksheet, answers
You don’t have to print the worksheet. Your child can write or draw their answers on paper. Your child’s learning will be most effective if you sit with them to pause the clip and check / praise / support your child as the clip moves on.
Practise times tables on Times Table Rockstars, too. If your child is in Y3, we’re concentrating on the 8 times table. If your child is in Y4, we’re concentrating on all times tables up to and including 12 x 12. Email the class teacher if you need your child’s login and password details.
(Suggested time: 30 minutes of Maths and 15 minutes of Rockstars daily)
Spelling
Look on the homework page to find this week’s spellings. They should choose some past spellings that they feel less confident with. Your child should complete one task each day.
- Day 1: Generate more words linked to the spelling pattern or ‘rule’. You could look out for the words in the book you’re reading at home, or any other text, like a website linked to our science topic of Living Things and their Habitat.
- Day 2: Practise the spellings using two of the ideas in our Super Spelling Strategies guide. (Set yourself and others at home a challenge of using some of the words when you’re speaking, too!)
- Day 3: Write separate sentences, each containing one of the spellings. (Don’t forget to show off really neat handwriting and make sure you sentence starts with a capital letter and ends with a full stop, exclamation mark (!) or question mark (?).
- Day 4: Repeat Task 2 or 3.
- Day 5: Get an adult at home to test you on your spellings. Practise any you spell incorrectly – you could write them out carefully until you’re sure.
(Suggested time: 15-20 minutes daily)
Reading fluency
This is the text we’re using in class this week to build up fluency skills.
In school, we generally follow this sequence:
- Day 1: Read the text aloud with your child listening. Read it clearly and slowly, pointing to each word as you read. Have a chat about any unfamiliar words.
- Day 2: Read aloud each sentence (a full short sentence or part of a longer sentence), and have your child read it back to you. Do this ‘echo reading’ for the whole text.
- Day 3: Read the text and talk about the effect of the punctuation on how you read it – pauses for full stops and expression for exclamations (!) or questions (?). Your child reads the text aloud.
- Day 4: Read together with expression (just like you practised on Day 3).
- Day 5: Your child reads independently and fluently.
(Suggested time: 15 minutes daily)
Reading comprehension
We’ll be using this RIC text in class to practise comprehension skills. RIC stands for:
- Retrieve: finding information in a text
- Interpret: using clues in the text to unlock information
- Choice: thinking about the author’s choice of words, techniques or organisation that make the text interesting and enjoyable to read
Follow these lessons from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)
(Suggested time: 30 minutes daily)
Writing
Follow these lessons from Oak National Academy. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)
(Suggested time: 30-40 minutes for each)
Topic
Our topic this half-term is about geography.
Follow these lesson from Oak National Academy: Europe, UK, and hemispheres. There’s a whole series of lessons, but start at Lesson 1 and work through, doing one (or maybe even two) each day. (If you’re self-isolating in your second week, stick with the series of lessons you’ve already started and aim to complete the full series.)
(Suggested time: 30-40 minutes)
Science
Our focus this half-term is about plants.
These six lessons from Oak National Academy link closely to what we’ve been doing in class. Start at Lesson 1 and work through, doing two or three in the week. If you’ve previously completed on of these lessons, have a go at the ones you haven’t completed yet.
If Science really motivates your child, you could also use look at these lessons all about practical Science.
(Suggested time: 30-45 minutes)
PE
Don’t forget to do some daily exercise!
Do two or three of these Five Minute Moves from Joe Wicks each day – spread them across the day as if they were playtimes, maybe!
Try working through this series of 25 lessons from the Association for Physical Education – do two or three in the week.
(Suggested time: 5 minutes daily, plus 30 minutes for the longer PE lessons)
Extra stuff…
As an extra (or as an alternative, if this helps to motivate your child)…
Fancy learning about a new religion? You don’t have to be religious to learn about, and appreciate, religions from all around the world. Check out this set of lessons from Oak National Academy – you could choose to focus on one religion or dip into each set for an overview.
What about some music? Choose one of these units and work through it on Oak National Academy.
13 May 2022
Y1: have live give love was
Y2: race ice cell city fancy knock know knee gnat gnaw
13 May 2022
This week’s Talk Time has a Living and Learning focus:
I know what consent is.
Consent forms a part of everyday life: permission to take or publish a photo is a form of consent.
Because matters around consent can occur anywhere, it’s important to consider a range of scenarios. That way, you’ll be able to appreciate how you, or others, might feel in those situations and can think about the words or actions that follow. As a starting point, you could look at the following scenarios and consider how you might respond:
- A friend asks you to play football at playtime but you’re feeling quite tired.
- You and a friend did really well in a quiz so you want to give them a hug.
- You’re getting ready for school and you notice your brother/sister has their jumper on backwards.
- Your teacher wants to take pictures of some pictures of your writing to share with the class.
- You’ve been learning a poem and the teacher would like to record the class to use as part of an assembly.
What other situations can your child think of where consent is important?
When we reviewed our Relationships and Sex Education Policy, very many parents and carers wanted consent to feature more. This is why we’re including consent in our homework. Talking about consent in relation to our own bodies can be appropriate for children of any age.
These R2s will help you in a situation where you’re asking for consent:
- ask for permission
- if that person says yes, great
- if they say no, respect their decision (even if it upsets you)
A lovely week of learning
Everyone’s been very busy this week! We’ve been busy learning all about worms and caterpillars, busy creating fantastic art and busy playing with our friends.
The children have enjoyed making lists of different sorts, including a wonderful list of ‘brown things’. We’ve drawn lots of different worms and talked about their lengths and we’ve also continued to develop our understanding of ‘one more’ and ‘one less’. We’ve been on another minibeast hunt and looked at different ways of sorting these fabulous creatures. We discovered that some have no legs, some have many legs and some have wings (and some have many legs AND wings). Our class caterpillars have been growing and changing each day and we’ve started to talk about their life cycles. Our focus book is currently ‘The Very Hungry Caterpillar’ and we’ll be creating some Eric Carle-inspired art next week.
We hope that the weather will be kind to our beans and herbs and they will grow taller and stronger in the sunshine. Hopefully, we’ll have a tasting session soon.
Dates for your diary:
27.05.22 – Jubilee day. Please bring your child to school dressed in red, white and blue to help us celebrate the Queen’s Platinum Jubilee.
Amazing animals!
In Literacy, we’ve been reading Walking through the Jungle. We had lots of fun using actions to help us remember the story. Click here to watch us!
The book led us onto learning about rainforests and where they are in the world. We learnt about different types of animals and why tropical rainforests are so warm.
Ask your child if they can remember a fact about rainforests.
In Maths, we continued to develop our understanding of composition of numbers to 10 through games and practical experiences, such as investigating different ways to represent 10 sausages from the counting rhyme, ‘10 Fat Sausages’. Composing and de-composing numbers involves the children investigating part–part–whole relations, e.g. seeing that 7 can be made of 5 and 2 more. We used our fingers, Numicon and counters to help us explore this.
We finally got to make fruit kebabs!
They were so excited when they saw the fruit on Monday morning.
They loved their fruit kebabs that much, they asked for more!
On Tuesday, Mrs Rippon and AM picked two radishes from our vegetable patch. They washed them so we could try some at snack time. Let’s just say it wasn’t very popular!
Home-Link Challenge
