Category Archives: PSHE

Climate change

Energy Saving Challenge Sheet

Today, in PSHE, Robins discussed climate change and how we can help the environment.

We had an informative look at climate change. Mrs Sabir was impressed that lots knew it was to do with the weather and how it is changing. We looked at the atmosphere around the earth and how it is affected by what we do on the planet.

Having looked at the adverse effects of climate change like: hurricanes, floods, droughts, forest fires, earthquakes and ice caps melting, we discussed what we could do to help reduce greenhouse gasses and protect the atmosphere.

The class then recorded their ideas in their books.

To finish off Robins have been set an energy saving challenge- seeing what they actually do to help save energy and how they can maybe do more over the next week.
I wonder how many of these things you already do….can you do more?

I am looking forward to seeing the results next week. Well done Robins.

Understanding Rules

This week Year 4 Robins class have looked at rules. As part of their PSHE topic of “It’s our world” Robins began by devising a class charter. They have all signed it and agreed to follow the rules and take on the responsibilities.

This week we recapped the class charter and looked at rules in more depth.

There was lots of interesting debate and discussion. Robins showed excellent listening skills, working well with others and responsibilities.

Year 4 Class Charter – all the children have signed and agree to

When asked “Why do we have rules?” there were lots of interesting ideas and comments, here are some:

Pippa- “If there were no rules with this Corona Virus, it would have spread easily.”

Paige- “On the playground at lunchtime you could hurt yourself, or others and if people don’t get told off, they won’t learn from their mistakes.”

Frankie- “Rules help you stay safe.”

Ibrahim- “Rules help to sort things out that might happen in the future, so you know what to do when they happen.”

We also discussed that we have different rules in different places, especially at home. Although some rules are the same- like not playing football indoors….

Blessed- “I broke the TV because we played football inside when I knew I was not allowed.”


We talked about who rules Britain and got some interesting discussions:

Some of the class thought it was -The Queen.
Some of the class thought it was- The people.
One person thought it was- The army,
and one person thought it was- The people.
Do you know?

It is the people, yes, we rule because we live in a democracy and vote for the leader of our country.

Democracy means ‘rule by the people’. It comes from the Greek words Dêmos, which means people, and krátos which means rule or strength.

This is because the idea of democracy was developed in Greece in about 507BC.

Well done for all the Robins, showing lots of good behaviours for learning. 😊

Advertising and stereotyping

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
► slogans
► jingles- catchy songs
► catchphrases
► 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!

Fair Trade persuasion letters

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.

Persuasive language:

I think….
I feel that…
I am sure that…
It is certain….
In some ways…
On the other hand…
For example….
In fact….
For this reason….
In other words….
Without a doubt…
Don’t you agree…?

What else would YOU use as persuasive language?

Have a look at some of our examples above.

Consumer power

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.

Fair Trade

Year 4 looked at what Fair Trade meant PSHE. It was very interesting.

Amelia shared that she and her mum always look out for Fair Trade bananas. She knew that it meant the growers of the bananas are paid a fair price for what they grow. Well done Amelia.

Leo knew that Dairy Milk chocolate has a Fair Trade sign on it. We talked about how that meant that the growers of the cocoa were given a fair price for it.

The children enjoyed understanding the process by which things are grown, harvested, traded and sent to shops for us to buy.

Do you know of any other products which carry the Fair Trade logo?

We will continue this next week…and even manage to do a taste test!

Online identity

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.

Learning about money

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.

Climate change comic strips

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.

Dangers – safe people and safe places

The children were aware of the common dangers around us. We don not always see them as “dangers” but we know to be careful.

Things like:
• roads
• railways
• empty buildings
• building sites
• canals

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.

Well done Year 4 – a very good discussion.