In today’s PSHE lesson, we discussed advertising and the effect of media on our choices, as well as stereotyping in the media.
The media is:
► The internet
► Adverts on posters.
► Adverts on TV
► TV programs
► Social media
We looked at the ways in which adverts persuade us to buy their products, we saw:
► Bright colours
► jingles- catchy songs
► funny adverts
It was clear that we are persuaded to buy different products because they look great and also because the people who have them are happy/healthy/popular/clean or even funny. This is a little stereotyping, making you feel that all people will be that way if they eat or have something.
We have to make up our own minds by using all the information we have and talking things through.
We had a little experiment to see what adverts came up in between children’s programs.
As expected, lots of food adverts were seen, with very catchy jingles that kept us entertained in class!
Today Year 4 continued with their Fair Trade discussions.
They recapped what it meant and why it was important.
They decided that it was so important that they should persuade others to try harder to buy Fair Trade items. They decided to write a letter to Mrs Knipe and persuade her to think about what she buys, paying specific attention to Fair Trade labels.
Have a look at the language they used and some of the letters.
I feel that…
I am sure that…
It is certain….
In some ways…
On the other hand…
For this reason….
In other words….
Without a doubt…
Don’t you agree…?
Today we tested our consumer power. We had a token each to use as a vote for our favourite chocolate. We tasted a piece of dark chocolate, white chocolate and milk chocolate.
We noted down what we thought of the tastes- there were some interesting adjectives!
Dark chocolate– strong, like living in heaven, lovely, horrible, gross, nasty, weird, amazing White chocolate– great, incredible, delicious, tasty, excellent, sweet, milky, indescribable, Milk chocolate– luxurious, mouth watering, disgusting, awesome, creamy
Once we had voted we added up the votes. The results were:
Dark chocolate- 6 votes
White chocolate- 8 votes
Milk chocolate- 15 votes
This showed us that we all preferred milk chocolate way more than the others and if we were to open a shop, we would make sure we had plenty of milk chocolate to sell! Consumer power influences what is sold in shops.
As part of Safer Internet Week, Year 4 Robins did a wheel to represent what we all do online (notes on picture below.)
Then we talked about identity. Here are some of the notes put into a sentences.
Your identity is who you are online and in the real world.
► Your identity can be your name, hobbies and even personal information.
► Identity is really important and it can affect you, your mind and actions.
► Your DNA is important because it controls you and helps you with your life.
Year 4 have been learning about money in our PSHE lesson.
We started with thinking about where it comes from, where we keep it, how it feels to get money and best of all, where to spend it!
We also looked at Pride Place, a lovely street, with lots of interesting characters. These characters are going to help us learn more about money over the next few weeks.
We started by helping Bert with his shopping. He had £35 to spend from his pension but he had to buy food for three days, as well as getting top ups for the phone and the electricity…not to mention his wife Ada wanted a “treat”. The class managed all the shopping and treat for less than £35! That’s
Excellent as shopping on a budget is not easy. The class made very sensible decisions, making a choice of bread, so they could make sandwiches as well as having beans on toast. Very wise.
They also made sure the essentials of the top ups went into the basket first so they could see how much was left over for the food. Mrs Sabir was very impressed with the class. Wells done.
Year 4 Robins have been learning about features of a comic strip. They said the following features were important; design, colour, short snappy titles, speech bubbles, thinking bubbles and key characters.
Robins then created a comic strip based on their PSHE lesson of climate change and being environmentally friendly.
The children suggested the following facts could be included in their strips:
► Switch lights off when not in use
► Ride a bike to school instead of being driven to school
► Read a book instead of using a computer
► Recycle rubbish
The app children used was Comic Life on the iPads.
The children were aware of the common dangers around us. We don not always see them as “dangers” but we know to be careful.
• empty buildings
• building sites
We also discussed SAFE people and SAFE places. People we could go to for help, for example, Police men/women, teachers or people who work in SAFE buildings like those working in a school, doctors surgery and shops.
We also discussed gangs or groups of people who hang around together.
The children discussed what they might encounter with the gangs and how gangs can be seen to be intimidating. We also discussed what we could do if we felt uneasy and referred back to the SAFE people we could go to.
Today year 4 discussed what we know as legal and illegal drugs.
There are four categories that drugs can be divided into:
• socially acceptable drugs-
• prescribed drugs-
• over the counter medicines-
• controlled drugs (illegal drugs)-
The children thought about what drugs they would put into each category.
We then went on to looking at legal drugs such as alcohol and smoking. Many children would not see these as drugs as they are commonly seen and used, but a drug is a medicine or any other substance which changes your physiology (the part of the body which deals with how you function normally) when used or eaten.
Well done Year 4 for having a very mature discussion this afternoon and then thinking of some slogans to help keep away from drugs.
Year 4 spent some time discussing Anti bullying week, completing an online survey and making a slogan banner!
A busy afternoon!
It was lovely to hear the children discussing ways of dealing with bullying. They talked about all the trusted adults they could talk to, following Peacemakers themselves, helping each other and even using the strategies we discussed in RE to overcome “struggles”.