09 January 2026
Our whole-school homework this week is:
Living and Learning:
Democracy is one of four values important in the UK and many countries. We’ve already encountered democracy in the Autumn term when we voted for Junior Leaders.
For younger children, spend time thinking about situations when they’ve voted. Can your child think about a situation at home when voting might be a good idea?
For children In Key Stage 2, Check out this BBC Bitesize session or this BBC clip about democracy.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time:
We are historians in our topic lessons this half term. Have you ever wondered what it’d be like to be around during historic events like the building of the pyramids of Giza in Ancient Egypt? Or the Great Fire of London? Or the end of World War II?
For this week’s Talk Time homework, we’d like you to do exactly that and consider these three questions:
Would it be good to travel back in time?
Would it be good to travel forwards, into the future?
When and where would I go and what would I do?
When talking about travelling back in time, you could use these question prompts to support discussions at home:
- What time period would you travel back to?
- a time from recent history (eg your lifetime)
- a point from your parents’/grandparents’ lifetimes
- over 100 years ago
- Where in the world would you like to be at that point in time?
- Does it relate to an important historical event?
- What have you learnt in a current or past history topic that you’d like to experience?
- Who would you like to meet?
- What historical figures have we learnt about at school?
- Are there people you’d meet who aren’t famous eg family members?
- Is there anything about the past that you’d try to change?
- If so, how would you go about it?
- Would you realistically be able to make that change? Would you need help?
Many of the points above will also help you to discuss travelling into the future. As well as those, it’s important to think of what would be gained from travelling forwards in time. When coming back into the present, would you tell people what the future is like (good and bad things) and why?
These R2s will get you thinking critically about your own ideas:
- What reasons can you think of in support of time travel?
- Are there reasons why you might be against it?
Challenge: Rank your ideas by importance. Imagine you could only do five, or maybe even three things.
12 December 2025
Our whole-school homework this week is:
Living and Learning: spend a week giving compliments to each other at home each day. Try to make sure the compliments are about what we’ve done and not just how we look – we’ve got more power to change what we do than how we look so these compliments can be much more effective. Some children find it hard to receive compliments, so this week of giving compliments might help, too.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week’s homework has cultural theme.
I can talk about different music.
In music lessons this year, pupils have listened to different pieces of music. We’d like you to listen to two contrasting pieces of music and discuss them.
Here are some questions that could help to structure your discussions:
- How does the piece of music make them feel?
- Do you like the music? Why? Why not?
- What instruments can you hear?
- How does the music change during the piece?
- What is different and what is the same between the two pieces of music?
There is some vocabulary below (we call them musical dimensions) which we introduce to pupils in music lessons across key stage 1 and key stage 2. It would be great if you and your child could try to use some of this vocabulary when discussing the pieces.
| dimension | definition |
| pulse | a steady beat like a ticking clock or your heartbeat; it can be measured in time by counting the number of beats per minute (BPM) |
| pitch | how high or low a note is |
| dynamics | how loud or soft (quiet) a part is played |
| tempo | the speed of the music |
| rhythm | the pattern of long and short sounds in a piece of music |
| timbre | the type of sound that an instrument makes (eg voice: whisper, hum, sing; eg instrument: tinkly, hard, soft, buzzy) |
| structure | the order of the different parts of the piece of music or song (eg traditional pop music usually follows a verse, chorus, verse structure) |
| duration | the length of time each note is played for |
| texture | how different sounds are layered |
Finally, here are some links to pieces of music which you may want to listen to:
| Mars from The Planets
Holst 20th Century |
Hard Day’s Night The Beatles
Pop |
Jai Ho from Slumdog Millionaire
A R Rahman 21st Century |
Space Oddity
David Bowie Pop: glam rock |
Gamelan percussion (Indonesia) |
05 December 2025
Our whole-school homework this week is:
Living and Learning: our families and our friendships are all different, so whether your child has a wide group of family and friends or a smaller group of people, encourage your child to reflect on how special they are. Question prompts to help could include who’s important, when has this relationship helped, how is this relationship important.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week’s Talk Time is about Science – and we’re learning to observe shadows in the world around us!
A shadow is formed when a light source is blocked by an object.
Go for a short walk in the evening and observe shadows created by light sources like lampposts, car headlights or security lights.
Use light sources in your house to create shadows or shadow puppets.
Observe your shadow or the shadows of other objects at different times of the day.
Things you may notice are:
-
- How long or short the shadow is.
- Where the light is coming from (e.g., a lamp, the sun, or a torch).
- How your shadow changes when you move closer to or farther from the light.
- If only opaque objects create shadows.
Please be careful not to look directly at light sources as they can damage your eyes.
28 November 2025
Our whole-school homework this week is:
Living and Learning: encourage self-respect, establishing the link to our own happiness. When can we feel especially proud of about ourselves?
For children in Key Stage 2,check out ‘Self-awareness’ from BBC Bitesize.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week’s Talk Time relates to this half term’s Art topic.
I can compare and contrast different artworks.
I can give my opinions, and back them up with reasons.
In our Art lessons, we’re thinking about the work of these artists and we’re using the following vocabulary:
Y1,2 Artists:
Vocabulary: primary colours, secondary colours, shape, line
Y3,4 Artists
Vocabulary: complementary colours, warm colours, cool colours, abstract, figurative
Y5,6 Artists
Vocabulary: sculpture, form, shape, scale, abstract, figurative, modern, classical
The key to this task is being able to explain thoughts and opinions. It’s worth remembering that the opinions of one person may not match those of another and that it’s okay to disagree.
We’d like your child to speak confidently and passionately about art. Using ‘because’ will encourage your child to think carefully about their own interpretation of the art. Offering your own opinions may also help your child to consider alternative viewpoints and perspectives.
Discussions about the art could take place in a number of ways. Here’s a couple of suggestions:
- Discuss each piece separately before then looking at them side by side.
- Have both pieces side by side from the start.
Whichever approach you opt for, referring to these questions and the vocabulary above will help to focus your discussions at home:
- Explain what you like about each piece.
- Explain what you dislike about each piece.
- How are the two pieces similar?
- How are the two pieces different?
Considering what is most important to you, which piece do you prefer?
14 November 2025
Our whole-school homework this week is:
Living and Learning: this is one of the most important Living and Learning statements. Make sure you and your child talk about our two STOP acronyms:
Definition: Several Times On Purpose
Solution: Start Telling Other People
Beyond this week alone, keep talking about these – one’s a definition of bullying and the other’s a solution.
Talk about the differences between falling out and bullying, and between a one-off situation and something that’s happened more than once.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
Living and Learning is the focus of this week’s Talk Time.
I know how to STOP bullying.
On Monday, it was Anti-Bullying Day. We’ve placed a strong emphasis on what bullying is and how to stop it.
‘STOP’ is an acronym that provides a clear definition of bullying:
Several Times On Purpose
An example of bullying would be someone saying on multiple occasions that you can’t join in with their game. On the other hand, getting upset/angry in the heat of the moment or accidentally bumping into someone wouldn’t be considered bullying.
‘STOP’ not only tells us what bullying is, but also how to make it stop:
Start Telling Other People.
Our school ethos statement is that our school is a happy and healthy place to achieve and believe. School will not be a happy and healthy place if we do not know how to stop bullying.
You could also watch this video with your child which helps us to understand how bullying is a group behaviour and outlines the different roles involved in bullying.
What we’d like you to do in your discussions this week:
- Identify examples of what bullying does and doesn’t look like.
- Ask your child what ‘STOP’ means – encourage them to remember both: Several Times On Purpose and Start Telling Other People.
- Reflect on the video about bullying as a group behaviour and the different roles involved in bullying.
07 November 2025
Our whole-school homework this week is:
Living and Learning: this is the first of two themed weeks in the year. Whilst learning lots of skills in managing money, your child will find out fascinating financial facts.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
Living and Learning is the focus of this week’s Talk Time. At the end of our Me and My Money themed week this is a chance to reflect with your child about aspects of their awareness of understanding all things financial. This could be:
- Why money is an important part of most people’s lives
- Understanding the difference between needs and wants
- Choices about how to save and spend money
- How to keep money safe
- Comparing prices of things to give your child a growing sense of prices and value for money
- Know where money comes from e.g. earning, finding, borrowing, being given
Have a discussion together. Is there anything they are already doing? e.g. they have a bank account and can talk about their understanding of where money comes from.
Can your child show they’re aware of the value of things? Try playing a game online or on a shopping trip: who can estimate the cost of different items? For an extra challenge, can you estimate the total cost of a number of items?
23 October 2025
Our whole-school homework this week is:
Living and Learning: we’ve reached the end of the half-term. This Living and Learning statement provides an opportunity to review and reflect on the learning this half-term.
Talk to your child about what they’ve learnt about:
- Does your child know the protected characteristics?
- Can your child explain what democracy is?
What examples of manners and courtesy does your child demonstrate really well?
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
Living and Learning is the focus of this week’s Talk time and we need your help!
Which charity should our school support?
Discuss the purpose of charities and consider what charity might be important to an individual.
With your child, have a look at the list of charities below. Ask your child to consider which charity they’d like to be our chosen school charity – make sure they can express their opinions and back these up with reasons.
Below are the chosen charities that we’ll choose from:
Emmaus (pronounced em-may-us) helps people move away from homelessness by providing a home, training and work opportunities as part of a package of long-term support.
Martin House provides family-led hospice care free of charge for children and young people with life-shortening conditions.
National Deaf Children’s Society, who support deaf children with any level of hearing loss.
Woodland Trust, the UK’s largest woodland conservation charity, whose vision is a world where woods and trees thrive for people and nature.
Zarach, whose mission is to end child bed poverty, giving children the opportunity to engage at school and break the cycle of poverty.
The charities will be reviewed in class on Friday 07 November. Each class will vote for one charity which will be brought to the Junior Leadership Team who will have the final vote.
17 October 2025
Our whole-school homework this week is:
Living and Learning: we choose our new Junior Leadership Team during this week. Talk about what characteristics are needed for someone to represent the class. Also, think about other situations when voting is used. Can you think of situations when voting can help solve problems?
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: Use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week, your homework is to become a Season Detective!
We’re learning about how the seasons change — and you can help by observing what’s happening around you.
Over the next few days, go outside or look out of your window and notice signs of the changing season. You can use your eyes, ears and even your nose!
Here are some things to look out for:
- What time does it start to get dark?
- Are the leaves changing colour or falling?
- Can you spot any conkers, acorns or pine cones on the ground?
- Do you see any flowers or plants growing?
- What animals or birds can you see or hear? Are any behaving differently?
Write down or draw at least 3 things you noticed. You can add pictures, drawings or labels to show your ideas or you can write a few sentences to explain how these signs show the season is changing.
Bring your seasonal observations to share in class!
10 October 2025
Our whole-school homework this week is:
Living and Learning: there are nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. These characteristics are all protected in law. The acronym DR GRAMPSS or DR S GRAMPS might help to remember them, but you might prefer to just talk about a few of these depending on the age of your child. More important than simply remembering all of them is to encourage your child to be aware of fairness and equality.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: Use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week’s Talk Time has us thinking about the question What makes a good leader? As it’s nearly time to choose our new Junior Leadership Team (JLT)!
A leader is someone who helps others, makes fair choices and listens to everyone. Think about the kind of person you would like to choose as a Junior Leader. Should they be kind? Helpful? A good listener? Brave? Fair? Why do you think those things are important?
Let’s talk about what kind of people make good leaders and how we can all use our voices in a kind and fair way.
Note: Previously, we’ve used this homework as an opportunity for pupils to prepare their speeches for the JLT elections. However, this year, pupils will prepare speeches within a lesson at school.
03 October 2025
Our whole-school homework this week is:
Living and Learning: speak with your child about respect and link with previous learning so far this year: rules, manners, rights and responsibilities. Then talk about respecting people, even if they’re different in some way – we’re all different and yet we’re all the same.
How can we make sure we show respect to everyone?
BBC Bitesize ‘What is discrimination?’ is worth checking out with children in Key Stage 2.
Reading: please make sure your child is reading on a daily basis.
Number Fact Fluency: Use Numbots or Times Table Rock Stars in regular short bursts.
Talk Time
This week’s Talk Time relates to a moral issue and also links with our current Geography learning.
Is it okay to build new houses on green space (fields and parks in towns and cities)?
Your child may already have some views on this. However, this statement is all about taking different viewpoints into account.
This week’s ‘Remember 2s’ (R2s) will support your child as they reflect on the pros and cons of building new houses on our green spaces:
- What are the reasons for (the pros) building new houses there?
- What are the reasons against (the cons) building new houses there?
- Reach a conclusion – Do you take one particular side or is there a compromise that could satisfy everyone?
There’s a range of ways to approach this moral question. We suggest exploring the 5Ws and H (who, what, where, when, why, how).
Check out the examples below to help get discussions flowing:
- Who needs new housing (young people, families, elderly etc)? Who would build the new houses?
- What would new housing look like? What will be the impact on the environment with fewer trees and plants?
- Where would the animals from the fields/parks go? Where else could people go for walks/exercise?
- When would things be able to run normally (traffic, pathways etc)? When would people want more houses?
- Why don’t people move into houses that are already built? Why do we need more housing?
- How long would it to take to build the houses? How much would the new housing cost? How many people could live in the new housing?
Fancy an extra challenge? Your child might like to plan the new housing or design the type of housing that should go on some green space.