School Savings Club paying in dates
Please note a change of day for the remaining School Savings Club paying in dates.
If your child has a School Savings Club account, we hold paying in sessions on the penultimate week of every half term.
Thursday 18 October 2018 3.15-3.45pm
Thursday 13 December 2018 3.15-3.45pm
Thursday 07 February 2019 3.15-3.45pm
Wednesday 20 March 2019 3.15-3.45pm
Wednesday 15 May 2019 3.15-3.45pm
Wednesday 10 July 2019 3.15-3.45pm
If you are unable to attend in person, please hand in any money to be paid in, to the office in a sealed envelope addressed to Mrs Tiffany.
If you would like your child to open an account, please enquire at the office. Pupils in Year 3 can still take advantage of the £10 incentive offer.
Living and Learning – body image guide for parents and carers
Our focus in Living and Learning, for the rest of this half term, is body image.
What is body image?
Body image describes our idea of how our body looks and how we think it is perceived by others. This can include our thoughts and feelings about our height, weight, shape, skin colour, and our appearance and attractiveness more broadly.
This parent and carer guide has been designed to give practical ideas to support your child in building their emotional resilience in this area.
Great competitors
Well done to pupils who have represented school recently in sporting competitions.
Congratulations to our Year 3 qualifier in the West Yorkshire cross country final. She ran a fantastic race at the event at Temple Newsam.
In wet conditions last Friday, our Year 5/6 hockey team competed in the Leeds Quick Sticks competition. Well done to all the children involved.
Thank you to parents and carers who supported these events by transporting the children.
Why is travelling actively to school important?
Sustrans have recently published this article about the importance of travelling actively to school.
With just two weeks to go, Sustrans Big Pedal, is one way we will be encouraging active journeys this term alongside our year round Living Streets WOW sustainable travel initiative where the children record how they travel to school on our daily travel tracker.
Sustrans Big Pedal is the UK’s largest inter-school cycling and scooting challenge, that inspires pupils, staff and parents to choose two (or three) wheels for their journey to school. We would love everyone to be involved. For the first time, walking (and park and stride) will be counted alongside cycling and scooting.
This year’s Big Pedal will run for five days, from 25th March to 29th March.
You might also be interested in a current bike promotion from our local Edinburgh Bicycle Cooperative branch.
Whodunnit? Continued…
In order to give Headquarters the best chance of arresting the correct person, we analysed their character traits and decided on their main motive.
Zidaan said, “Malvayon’s motive was jealousy. His dad paid more attention to the warlock than him and he wanted to be better than his brother.”
The Queen’s motive was greed. “She doesn’t want her gold to be robbed by the warlock. She wants it all for herself,” quoted Rabiya.
Zak explained, “Elphator’s motive was also greed because she wanted whatever the warlock had because she explored with him and she’s seen the treasure he’s got. She wants it all for herself.”
“Raemon would get the warlock’s castle if he disappeared and everything the warlock and his army had so he would be the new warlock. His motive is also greed,” stated Omar.
Our predictions were as follows…
We spotted a quick opportunity for some maths! We were challenged to create either a bar chart or pictogram (or even a pie chart if we really wanted a challenge) to display our data.
Homework Heroes
Year 5 have, yet again, completed their homework to a very high – and very creative – quality!
I can present a summary of our class novel so far.
Byron nominated Arundeep: “It’s an amazing drawing and it looks like he put loads of effort in.”
Eve nominated Darien: “Even though it wasn’t a big model, she drew a story map with lots of the parts of the story like when we threw the cheese at the painting.”
Ben nominated Gurnoor: “It seemed like she put lots of effort into moulding the clay into the words and her idea of a game was brilliant in general.”
Alexander nominated Omar for his story map.
Enas nominated Eve: “She made a big picture and cut out the eyes to make it look like a person like in the story.”
Kirsten nominated Evie: “She put loads of effort in because she made her own music.”
Sam nominated Finlay: “It looked like he put a lot of time and effort into it and it was a really good map.”
Rabiya nominated Nayaab for her poster.
Others used ICT…
… or used drawing and colouring to represent their summary!
Well done, everyone!
Living and Learning – I can do the right thing.
In this week’s Living and Learning lesson, we’ve looked at what it means to do the right thing. Sometimes, it’s not always clear and people may not act in the way you’d expect. We read situation cards:
We discussed what happened, whether this was the right or wrong thing to do and how the people involved might have been affected.
We also had a chat about our own ability to do the right thing. It’s important to know that it’s difficult at times! Talking honestly and being open about when you’re unsure can really help. Ask your child:
- What happens if you do the wrong thing?
- What choices can you make to improve the situation?
Whodunnit?
This week’s reading lessons have centred around a text similar to our Fighting Fantasy class novel. It’s a text about the mysterious disappearance of the Warlock of Firetop Mountain.
Year 5 have taken on the role of Detective Townmoor and it’s been our job to find out who is responsible for the crime.
Earlier in the week, we had to help a friend at the Yorkshire Evening Post by distinguishing between statements of fact and opinion regarding the case. This was important to make sure only facts – and no biases – are reported. We also looked at how this helps us to be safe online by being critical. Ask your child how to be a critical user of the internet. (Hint: fake news!)
Analysing the suspects and their relationships to the victim and each other will help us understand their thoughts and feelings. It may even highlight a foundation for why someone wanted the warlock out of the picture. First, we filled out a relationship grid to send back to our Headquarters by analysing three suspects.
Then we thought of questions to ask the suspects in order to find out more information …
… before we came together as a class to collate our analysis on a giant relationships grid where pink, green and yellow post its were negative, positive and neutral feelings respectively.
Next, we will put the suspects under the microscope even further by analysing their traits and motives for the crime.
Active travel update
Here’s an update on our latest active travel initiatives for this half term.
Living Streets WOW Travel Tracker
Meltem from Living Streets visited school for an assembly today to launch a new challenge for our WOW active travel tracker.
Currently, children record how they get to school on the WOW daily online travel tracker and those who complete at least one active journey per week to school (bike, scoot, walk or park and stride) are rewarded with a themed monthly badge.
As this has been a big success, with increased active journeys and less journeys by car, from March, we will be challenging children to make at least three active journeys per week to earn their monthly badge.
There were some queries that were raised at the assembly.
Can your three active journeys be different?
Yes – active journeys include walking, biking, scooting and park and stride so as long as your journeys are any of these three in a week you would qualify for a badge.
What can be included as park and stride?
Ideally park and stride is where you park away from school and walk the final 5-10 minutes to school. This ensures that areas close to school are free from traffic. Marks and Spencer has many spaces available for families to park and walk the final part of the journey to school.
Sustrans Big Pedal 2019
Get set… the Big Pedal is back! We’re taking part in Sustrans Big Pedal 2019, the UK’s largest inter-school cycling and scooting challenge, that inspires pupils, staff and parents to choose two (or three) wheels for their journey to school. We would love everyone to be involved. For the first time, walking (and park and stride) will be counted alongside cycling and scooting.
This year’s Big Pedal will run for five days, from 25th March to 29th March.
On each day, schools compete to see who can get as many of their pupils, staff and parents cycling or scooting to school then our results will determine our final position in the national league table.
If you need the car to bring your child to school, perhaps you could park and stride the last part (our suggested park and stride site is Marks and Spencer car park).
The Big Pedal will run alongside our year round Living Streets WOW sustainable travel initiative where the children record how they travel to school on our daily travel tracker.
Why we’re taking part
It’s a great way to get more of our pupils travelling to school in an active way. Also, schools will be entered into a daily prize draw for rewards including equipment and accessories if over 15% of our school community cycle, walk or scoot on that day of the challenge.
What do you need to do?
All you need to do is encourage your child(ren) to cycle, scoot, walk or park and stride to school every day during the event, and join them on their way.
Living and Learning: Being me
- I cover my mouth (when I yawn, cough, sneeze). Get your child to demonstrate the ‘vampire’ method to family members at home.
- I can say something good about myself. It’s important that your child can confidently talk about themselves in a positive way.
- I pay and receive compliments in a sensible way. Try paying compliments each day to each other! Some children struggle to hear positive words about themselves, but this is important for self-esteem. Try paying (and listening) to praise and compliments.
- I recognise my talents. Talk to your child about talents, whether academic, physical, social or emotional. Some of us may have a natural talent, but most have talents that derive from lots of practice.
- I know the difference between being proud and showing off. We encourage compliments to be paid – but encourage your children to know the balance between being having self-esteem and showing off.