Robins have been taking handwriting seriously. Well done!
We have been discussing the importance of developing fluent handwriting skills and making our writing more consistent and easier to read.
Oh no! Mr Lo has littered the classroom. (Now the classroom is cluttered just like the area outside the old man’s home in The Tin Forest!)
Robins were shocked and had to come up with a speech on how to persuade Mr Lo to tidy up the rubbish. Pupils thought about the key features of persuasive language and how to make their point. Robins did very well and used a range of persuasive language.
After listening we discussed the key features of how to persuade. Answers included:
Explain in detail, using words such as: Firstly… Secondly… In my opinion… Some believe that… I feel that… I am sure that..
Describe, using great adjectives.
Argue why it is so good or bad – be enthusiastic!
Use powerful verbs.
Give reasons for and against – use evidence.
Ask the recipient questions to get them thinking and make them realise they need this.
End with a summary of what you need.
Thinking about persuasive language is really important as it helps
1. encourage us to make careful word choices.
2. develop logical arguments.
3. Formulate reasons for opinions.
Finally, we looked at a persuasive language word map.
This will all help us prepare for our persuasive writing this week.
P.S Fancy doing some more persuasive thinking and writing? Take a look at this extension activity below.
Today year 4 reviewed their challenge of saving energy. Lots of the class had worked hard to keep a record of saving energy. They had been busy switching off lights, asking family to switch off devices and asking to walk rather than take the car! Good job Robins. You are very conscientious and working hard to been “green”, which means trying to save energy and think about the effects of our actions on the planet.
Pippa told us about her efforts to get her sister to turn off the water when she brushes her teeth.
Keep at it Pippa! ?
The class gave her lots of ideas on what she could do to show her sister the effects of not turning the water off because it wastes so much water. We thought of telling her about the polar bears, explaining that others don’t have water and also putting the plug in so she can see how much water is being wasted -as it will begin to fill up the sink! All great ideas Robins.
We also looked at the reality of the effects of climate change and really thought more about what it is that we can do.
Our main points were:
• Use the car less- share rides (after COVID restrictions), walk, use public transport, cycle of skate.
• Save water
• Eat less meat- have “Meatless Mondays”- raising, transporting and feeding animals for meat takes up a lot of energy
• Reduce the heat in the house- wear more layers to keep warm rather than turning up the heat.
• Use more renewable energy- solar, water and wind energy
• Reduce, reuse and recycle more
Well done Robins. You are a greener class that you were last week! Keep it up.
Robins are really enjoying their guitar lessons. Every session they have been showing excellent behaviours for learning including curiosity, perseverance and concentration.
Even though they have only had three sessions the Robins are now able to play the E and B string blues with an accompaniment which sounded great.
Below is a video with some clips of our excellent learning!
Did you know Ancient Greek art was an important part of the lives of the people.
Vase painting was important, and the pots would normally feature paintings of people or figures.
Vases were part of a way that the Ancient Greeks made money and artists would sell and trade vases to make a living.
Continuing with our learning about the Ancient Greeks. Robins have looked at the Ancient Greeks timeline and have been looking at images off artefacts to develop knowledge and understanding of Ancient Greece through historical enquiry.
By looking closely at Vases, Robins have been able to infer information from artefacts about what life was like in Ancient Greece.
For those of you who were not able to join us in this lesson, below is a summary of what we have discussed.
Have you had a chance to look at any more images of Greek Pottery? Let us know by leaving a comment!
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.
Robins recently have been working very hard on their maths looking at number lines and how we can use them.
Below is a video that recaps the learning.
Here are some challenges for you to try at home
We have also used Mathletics to deepen our understanding of place value.
Robins have a target to use Mathletics at home for ten to fifteen minutes each week.
Don’t forget you can access Mathletics at http://www.mathletics.co.uk and if you have lost or forgotten your login just let Mr Lo or Mr Baddhan know!
This week Robins have been conducting data analysis to identify features of the climate and geography of Greece and contrasting it with the UK. In addition, they have carried out research about Greece using secondary sources of written information.
Our class behaviours for learning include, creativity, working with others and taking pride in our work. Robins showed that today by producing a whole class project video on Greece. With only 45 minutes preparation time, Robins got themselves into teams, organised who would present, who would design the posters and who would film.
Without any rehearsals here is the result of our hard work. Well done Robins!
Furthermore, in our discussions we have discussed the position of Greece and considered why its position was significant. Its proximity to Europe, Middle East and North Africa made trade easier.
Extensions: Read aloud the following information about Greece at home! (It counts as one of your reading at home!)
Greece contains numerous physical features, including mountains, lowlands, plains and coastal areas. Beaches, rivers and large tracts of open land cover the surface of Greece as do forests and lakes. Greece divides into three distinct geographical areas, and its islands contain differing topography and even climates, hosting various species of trees, plants and animals.
Greece takes the title of the southernmost European country and the European nation with the longest coastline. It shares borders with the Aegean Sea, Ionian Sea and Mediterranean Sea. Greece contains a mainland, several outlying islands and a peninsula. The mainland contains tall, rugged mountains including the world-famous Mount Olympus.
Mount Olympus distinguishes itself as the highest mountain in Greece, reaching a height slightly less than 10,000 feet. This mountain appears in Greek mythology, reportedly once serving as home to Greek gods. Mount Olympus also contains Greece’s first national park, providing home to some endangered species of plants and wildlife.
Marine parks lie along Greece’s coastlines, protecting endangered species of fish, marine mammals and even migratory birds. Hardy shrubs grow throughout Greece, existing as small, thorny bushes resilient to dry, arid climates. Some herbs and plants grow in Greece as well, including oregano, thyme and rosemary. Rounding out Greece’s diverse topography are canyons, gorges, lakes, plains and wetlands.
If you find anything else about Greece, leave us a comment!
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.
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. ?
Robins have an exciting half term learning all about the Ancient Greeks.
Today we started the topic by first discussing where Greece is today.
Robins had great fun directing Mr Lo (the alien that had just arrived in the UK) on how to fly to Greece using 8-point compass directions! (Paige also shared a quick way to remember the compass points with the class. “Never Eat Shredded Wheat!”
Mr Lo also set another challenge for pupils to locate several countries on a map. Robins actively engaged in locating these countries using atlasses. Well done to Dehwa who suggested the use a globe!
For those of you who didn’t make it into school today… here is a completed one for you!
After that, we looked at the maps in detailed and noticed there were dotted lines. We discussed how they can be used to pinpoint locations on a map.
Finally, we discussed the purpose of a Topographical map and how it can be used to analyze the physical features of a country. Well done to the Robins that noticed Greece is mostly covered in mountainous areas and contains many islands.
Our class reader for the next couple of weeks is The Tin Forest by Helen Ward and Wayne Anderson. In this wonderfully illustrated picture book, an old man lives in the dark, grim middle of nowhere. He dreams of being surrounded by a beautiful forest and so, using bits and bobs of old scrap and rubbish, he begins to construct a makeshift tin forest of his very own. It isn’t perfect but it’s his. Then one day a small bird flies in and lands on one of the tin trees. This triggers a magical transformation of his world as his dreams slowly come true. This is a book in which the words and pictures compliment each other perfectly.
Today Robins have demonstrated excellent paired reading skills along with creative discussions.
Mr Lo told the Robins to close their eyes and listen to the following page:
There was once a place in the middle of nowhere filled with all the things that no one wanted.
Right in the middle was a small house, with small windows, that looked out onto huge piles of other people’s rubbish.
Robins then discussed what they could sense. (hear, see, feel, smell)
Don’t forget you can also listen to Mrs Parry read The Tin Forest below.
For Robins, every Tuesday morning is , “Talking Tuesday”. We allocate time to discuss important things that are happening in the UK and around the world. Having this time to read, watch and discuss is great opportunity for an inquiring young mind that is unbiased and provides the background to stories that children might have heard about outside of school.
Last week we looked at all kinds of news including
1. A restaurant that employs robot waiters in the UK.
2. Fires that are happening in California, USA.
3. Fears and worries pupils might have coming back to school.
4. The future of “Flying Cars”
We also read our junior news leaflet. We discussed that Marcus Rashford, the Manchester United and England footballer, has set up a group to tackle child food poverty in the UK.
Here is a video of it.
(Remember, reading the article at home counts as one of your three expected home readings! )
Most of us thought it was great that a celebrity was highlighting an important issue.
If you have time, why not research the following :
What should a healthy diet for a primary school child include?
Research what children need and suggest a full day’s sample menu, including quantities where possible.