16 October 2026

Our whole-school homework this week is:

Living and Learning:

I take part in democratic decisions.

Democracy is one of four values important in the UK and many countries.

Using democracy, 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 situations at home when voting can help solve problems.

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?

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:

Vocabulary is the focus of this week’s Talk Time.

Topic vocabulary: Thinking about the topic vocabulary this half-term, I can describe my learning in History this half-term.

This half term, we’ve all been historians, learning specifically about The Great Fire of London/Ancient Greece/ Stone Age to Iron Age and Ancient Egypt.

Here’s a list of key words that are being learnt and applied as part of our learning:

Years 1 and 2 History vocabulary:

 Years 3 and 4 History vocabulary:

 Years 5 and 6 History vocabulary:

Some of these words have already been discussed in lessons but there may be others that are going to be covered in the coming weeks.

Encourage your child to think back to their History learning so far. The following questions might prompt your child to remember even more about the vocabulary:

• What does this word mean?
• Can you use the word in a sentence?
• Can you (where possible) give an example of this?
• Have you seen a picture or video that links to the word?
• Can you link this word to one or more of the other words?
• Which of these words would you group together?16

09 October 2026

Our whole-school homework this week is:

Living and Learning:

I understand some characteristics are protected by law.

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, like last year, pupils will prepare speeches within a lesson at school.

01 October 2026

Our whole-school homework this week is:

Living and Learning:

I respect others.

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.

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:

Today, we celebrated National Poetry Day. In class, your child was introduced to the poem that they’re going to learn for homework this week. Encourage your child to practice by learning the words and projecting their voice as they perform. In school, next week, your child will have the opportunity to perform the poem with their class.

Have fun learning this poem:

Y1,2

There was an Old Man with a Beard

There was an Old Man with a beard,

Who said, “It is just as I feared!

Two Owls and a Hen, four Larks and a Wren,

Have all built their nests in my beard.”

Edward Lear

Y3,4

Talking

It is always good to talk

about the worries in our head

or the fears we feel at night

of monsters hiding under beds

talking is the light that shines

through the foggy night

bringing comfort to our minds

seeing everything’s alright

and sometimes words are tricky

when the feelings aren’t so clear

but just begin, your words will win

and find somebody’s ear

start with saying I feel

or do you ever wonder?

and watch them go, the words will flow

like rain that follows thunder

keeping them inside

I think would be a flop

they’ll fizz like bubbles in a drink

one big shake, and they will POP!

Donna Ashworth

Y5,6

The Tyger

Tyger Tyger, burning bright,

In the forests of the night;

What immortal hand or eye,

Could frame thy fearful symmetry?

In what distant deeps or skies.

Burnt the fire of thine eyes?

On what wings dare he aspire?

What the hand, dare seize the fire?

And what shoulder, & what art,

Could twist the sinews of thy heart?

And when thy heart began to beat.

What dread hand? & what dread feet?

What the hammer? what the chain,

In what furnace was thy brain?

What the anvil? what dread grasp.

Dare its deadly terrors clasp?

When the stars threw down their spears

And water’d heaven with their tears:

Did he smile his work to see?

Did he who made the Lamb make thee?

Tyger Tyger burning bright,

In the forests of the night:

What immortal hand or eye,

Dare frame thy fearful symmetry?

William Blake

25 September 2026

Our whole-school homework this week is:

Living and Learning:

I know that rights come with responsibilities.

Alongside every right comes responsibility. At school for example, children have the right to play and relax, and the responsibility to play alongside others safely and respectfully. In lots of situations, we’ve the right to express our views, but we must do so in a respectful way. Think of more examples.

BBC Bitesize ‘Rules, rights and responsibilities’ 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 the knowledge we’re gaining in our History lessons this half term.

The statements below detail what children are learning across this half-term.

I can show off my knowledge of history.

Years 1 and 2 – The Great Fire of London:

I know and can use words and phrases relating to time and chronology (eg old, new, past, a very long time ago, present, ancient, modern).

I know what houses were like before the Great Fire of London and that fires were quite common.

I know that Samuel Pepys’ diary helps us to know what the Great Fire of London was like.

I know why the fire spread quickly and how it was eventually put out.

I know what changed as a consequence of the Great Fire of London.

Years 3 and 4 – Ancient Greece:

I know that ancient Greece was divided into many city states and I know that Athens and Sparta were the most powerful.

I know some of the main characteristics of the Athenians and the Spartans.

I know about the influence Ancient Greece has had on the world (e.g. philosophy, arts, science, maths, literature and politics).

I know that democracy is a Greek word meaning ‘government by the people’ and that our government today is a legacy of the Athenian assembly and council.

Years 5 and 6 – Stone Age to Iron Age:

I know how Britain changed between the beginning of the Stone Age and the Iron Age.

I know the main differences between the Stone, Bronze and Iron Ages.

I know what is meant by ‘hunter-gatherer’.

I can compare life in Britain 3000 years ago to life in Ancient Egypt.

I know that the Ancient Egyptians had a writing system called hieroglyphics.

I know that the Ancient Egyptians built pyramids as tombs for pharaohs and that the biggest was built around 2500BC.

This week’s homework links directly to three of our 8Rs for learning:

• Remember – Think back to history lessons, learning, tasks, games etc.
• Reflect – Which knowledge are you most confident with? Which do you need to work on?
• Resourceful – For knowledge you’re unsure of, how can you improve your understanding? Who could you ask at home or at school?

18 September 2026

Our whole-school homework this week is:

Living and Learning:

I use good manners.

Good manners help people to get on well with others. Encourage your child to greet people politely (including the adults as they arrive at school), to say please and thank you, and to avoid interrupting.

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:

There’s a social theme to this week’s Talk Time:

I can set some goals for the year ahead and understand how I can achieve them.

The start of a new academic year brings new beginnings and opportunities. Setting goals can have many benefits such as giving direction to figure out what you want, staying accountable and motivated. The types of goals you might consider setting could be related to your learning in school, something to work on at home, or taking up a new skill/hobby outside of school.

Here are some top tips to help get you started with setting some achievable goals:

1. Reflect on the past year with a grown-up at home and create a wish list. Are there any goals you’d like to continue, update, stop or start?
2. Start by setting small and achievable weekly goals.
3. Tell your friends and family about your goals.
4. Plan for any obstacles to help keep you motivated.
5. Reward yourself at each step.

Our weekly message: Friday 11 September 2026

Did you catch Monday’s message with news of our Summer Competition winners? Well done to them and to all who entered – we loved seeing all your creative ideas.

At the start of every half-term, children in Years 1 to 6 begin a new topic. This week’s message is all about the new topic so you can chat with your child at home about what they’re learning over the next few weeks.

(If your child’s in Reception, check out their Class News page.)

What is this half-term’s topic?

This half-term, we’re historians. We’ll develop our understanding of the past, both in Britain and the wider world.

Each phase has age-related specific knowledge, skills and vocabulary. See pages 26 and 27 of our Topic Curriculum Guide.

Each phase also has key historical concepts which will feature within most lessons. These historical concepts are themes that are revisited, strengthened and deepened during your child’s journey through the history curriculum. See page 23 of the Curriculum Guide.

Years 1 and 2

In this topic, children will learn about a significant British historical event: The Great Fire of London. Children will learn about life at the time of the Great Fire of London. They’ll learn where the fire started and how it spread so quickly and the innovative ways that it was extinguished. Importantly, they’ll learn about the different sources of evidence that have helped us answer these questions, including Samuel Pepys’ diary. Finally, they’ll learn about the significant changes that occurred as a result of the fire, such as legal changes about the way houses were built and the beginning of a fire service in London.

Years 3 and 4

Children in Years 3 and 4 are learning about Ancient Greece. They began by sequencing periods of British history and seeing where the ‘golden-age’ of the Ancient Greek civilisation sits alongside. They’ll then learn about two contrasting city states: Athens and Sparta. Children will learn about the type of government these states had and what the lives of the people living there were like. They’ll then debate which city state was the best.

Importantly, they’ll focus in on the influence that Athens has had on the world: democracy, mathematics, philosophy, literature, culture… Finally, they’ll learn about how the civilisation ended. 

Years 5 and 6

In this topic, children learn about Stone Age to Iron Age Britain and contrast it with Ancient Egypt. They begin by looking at and creating timelines which sequence the periods of British history and also placing Ancient Egypt on this timeline. They’ll learn about the advances and innovations that occurred during the New Stone Age, Bronze Age and Iron Age. They’ll learn about and understand that the sources of evidence we have are limited to archaeological evidence. They’ll then learn about the Ancient Egyptian civilisation and contrast this with what was happening in Britain at the same time – it’s a stark contrast!

The key concepts for this topic are innovation and power.

How can you help?

Check out the links above. They’ll take you to BBC Bitesize webpages with some really good pages about the different units being studied this half-term.

Talk to your child about what they’ve been learning in class. The Class News pages of the school website are a good place to go to find out more about what the children are doing.

Find some books from the library which match what your child is learning. I’m sure there will be plenty of books about the history your child will be learning about.

Watch television shows about history. Horrible Histories is great (regardless of your age!).

For KS1, there’s an excellent website about the Great Fire of London. As well as a game for children to play, there’s information for adults as well.

If it’s a rainy weekend and you’re looking for something to do, why not spend a morning or afternoon in a museum? A visit to Leeds City Museum (next to Millennium Square) would be great for all children but especially for Y3,4 and Y5,6 children as it has some Ancient Greek and Ancient Egyptian exhibits, including Nesyamum, the 3,000 year old Leeds mummy!

Have a happy and healthy weekend.

11 September 2026

Our whole-school homework this week is:

Living and Learning:

I know and show Christian values.

The Christian values at St James’ are compassion, courage, forgiveness, honesty, peace and perseverance.How does your child demonstrate these values at school? What about at home? How do they help us to become better people?

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 homework brings together the learning about rules that has happened in our Living and Learning sessions. The children will be reading and talking about the Acceptable Use Agreements in class this half-term, as well as a copy being sent home to be agreed, signed and returned to school.

As well as considering these agreements within their classrooms, also talk about how these agreements can be applied at home and take the opportunity to set or reaffirm some ground rules for the use of technology in and around home.

Copies of the agreements can be found by clicking on the links below:

Early Years and Key Stage 1 agreement

Key Stage 2 agreement

04 September 2026

Our whole-school homework this week is:

Living and Learning:

I follow the school rules.

Make sure your child knows our three school rules. Is one more important than another? Is there a rule that’s ‘missing’? Make a link between our school rules and home: are there similar rules in the home? Also link to a wider context and talk about the country’s laws.

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:

There’s a social theme to this week’s Talk Time and it directly links with the Living and Learning theme.

In our school, we have 3 school rules:

1. We’re respectful.
2. We’re ready.
3. We’re safe.

Is it important to have rules to follow in and outside of school? Is there a rule that we’re missing?

This week’s R2s (‘remember tos’) will help you to provide a balanced argument before you reach a conclusion:

• What are the reasons for having rules to follow (the pros)?
• What are the reasons against having rules to follow (the cons)?
• Reach a decision. Is it valuable to have rules to follow?
  • One list may have more points than the other.
  • Some points have a greater importance than others.

One way to approach this Talk Time is to have a debate with people in your household. This will not only help you generate ideas but also practise a range of oracy skills. Last year, one of the oracy focuses was building on the views of others and reasoning. When someone raises a point that you’re in agreement with, use one of the following phrases to start your response:

• I agree with you because…
• That’s a good point. I also think that…
• Furthermore, I’ll add that…

On the other hand, you may disagree with a point made by a family member. When that’s the case, it can be hard not to interrupt them. Another oracy focus from last year was turn-taking. To be respectful of others’ opinions, wait until a person has finished speaking and then respond using one of these sentence starters or one of your own:

• I hear what you’re saying but…
• That’s a good point. However…
• I take your point but…

10 July 2026

Our whole-school homework this week is:

Living and Learning:

I know how to cope with change… is our Living and Learning statement this week. Talk about change: big changes and little changes, long-term and short-term changes, changes we can predict and plan for, and changes which are unexpected. What changes has your child already successfully encountered?
BBC Bitesize ‘How to deal with change’ 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:

We’re now a couple of weeks into our final topic of the school year, Design and Technology.

Thinking about the new topic vocabulary, I can begin to use these words at home.

Years 1 and 2:

• design process: the steps that need to happen for something to go from an idea to a finished product
• to plan: to think about and decide how you’re going to do something
• to evaluate: to decide, after careful consideration, how good or bad something is
• felt: a kind of cloth made from wool
• needle: a thin piece of metal or plastic with a point at one end and a hole or eye for thread in the other, used in sewing
• thread: a long, thin strand of cotton used in sewing or weaving
• over stitch / whip stitch: a stitch that circles the edge of a piece of fabric

Years 3 and 4:

• product: something that is designed and made
• function: the purpose of something
• design brief: a description of what a new product should do
• design criteria: the precise features a product must have to be successful
• annotated sketch: a detailed sketch labelled with notes (eg dimensions, materials)
• fabric: cloth or other material produced by weaving or knitting fibres
• binka: a firm piece of fabric with holes in to help beginners to sew and embroider
• over stitch: a stitch that circles the edge of a piece of fabric
• running stitch: a line of small even stitches
• template: a tool used to mark out shapes repeatedly

Years 5 and 6:

• design criteria: the precise features a product must have in order to be successful
• innovative: an adjective to describe new or original ideas
• sustainable material: a material is sustainable if it comes from renewable sources and it does not damage the environment
• dimension: a measurement of something in a particular direction (eg height, length, width)
• aesthetic: something about the appearance (eg something can be aesthetically pleasing)
• running stitch: of a line of small even stitches
• back stitch:  a method of sewing with overlapping stitches to form a solid line of stitching
• applique: pieces of fabric sewn or stuck on to a larger piece to form a picture or pattern
• pattern: a repeated decorative design

When having your discussions at home, you could start by explaining the end goal of this topic. What product are you designing and then making? What materials and skills will be required? Refer to the definitions provided when you’re explaining new vocabulary Challenge yourself to see if you can explain them in your own words.

03 July 2026

Our whole-school homework this week is:

Living and Learning:

I know that people I see in the media don’t always reflect real life… is our Living and Learning statement this week.

Body image is part of self-esteem. It is how you feel about how you look. Body image also includes how you think others see you. Physical appearance shouldn’t really matter too much in contrast to what you might have talked about in the previous week. However, children – like everyone – are exposed to so many images of people in the media: music stars, actors, YouTubers, influencers… Often, these people present an image of themselves that’s far from real life. Help your child become a savvy media critic by talking about bodies on television, in magazines and on the internet. Chat with them about the pictures of models they see in print and online ads. Explain that many of these images are retouched or changed so the bodies appear ‘perfect’.
For children in Key Stage 2, BBC Bitesize talks about a related theme: ‘Understanding the media’.

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 your end-of-year report.

I can talk with adults at home about my report, recognising successes and strengths.

It’s important to remember that your achievements come in many forms. Your key strengths could relate to your learning behaviour, your attainment in a particular subject or your speed of progress.

This is also a great opportunity to apply your understanding of the 8Rs for learning:

• responsive
• ready
• (safe) risks
• responsible
• resourceful
• resilient
• remember
• reflect

Being reflective will be the most prominent of the 8Rs in your conversations as you’ll identify successes recognised by your teacher in the report but also other strengths that you’re aware of. Consider which of the other 8Rs you currently excel at the most. Perhaps you’re a very responsible individual who always demonstrates good learning behaviour. Maybe you’re extremely resilient and have a never-give-up attitude. It could be that you’re very resourceful, using what’s around you to support your learning and not always seeking help right away.