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Sports Day Leaflets
Sports Day Leaflets
We created leaflets to explain the plan for our school sports day. We enjoyed writing for a real purpose and taking the leaflets home to our parents so they knew what to expect on Sports Day. We were all really excited. We had constructed a What Makes this Good Grid for our success criteria and tried to include everything to make them good! We hope you like them!!
MENTAL HEALTH LEAFLETS
MENTAL HEALTH LEAFLETS
We created leaflets about the different emotions we experience and how to control these different emotions so they do not get the better of us. We copied each leaflet we created and gave to our ELSA teachers to give to children in our school who struggle with their wellbeing. They wrote us a letter of thanks and thought it was a great idea.
Results from our well being survey: What did they tell us about our year group?
Results from our well being survey: What did they tell us about our year group?
What do they tell us??
I am pleased with the number of children that are feeling happy, good looking and sporty.
What surprised me was that 2 people said they do not feel kind and that 1 person did not feel clever because I think everyone should feel clever and kind.
What made me sad was that 1 person did not feel fun to be with and that 10 children feel like they worry all the time.
I wish that, the person who did not feel happy will feel happy again, the 10 people that felt they worry all the time will stop worrying and the 1 person that did not feel like they were fun to be with will feel fun to be with again.
What surprised me was that 11 people are not confident, 1 person thinks there moody, 10 people worry and 2 people are no good listeners
What made me sad was that 1 person is never happy, 2 people think they're not kind and 10 people think they're not good looking.
I wish I could make that person happy if I knew who they were.
I am sad that one person said that they are NEVER happy! No one deserves to never be happy.
I am pleased to see that most people think they are kind and sad that one person said they're never kind and that might be why 1 person said they are never happy.
I’m glad that most people said they were friendly.
I’m surprised that someone said that they are not clever at all but happy that 30 of us say that they are clever. I think we are all clever.
I’m surprised that 7 people said we are short tempered. I didn't know that many people had short tempers because I never feel angry.
I’m surprised that only 24 people said they are funny. Lots of my best friends are funny.
I’d disagree with 2 people who are not chatty. I'd say all of us are at least a 2 but it depends on where you are and who you're speaking to (we are a noisy class!).
DREAM BIG DAY:
DREAM BIG DAY:
We went around the school and gathered data from each class about what children had come dressed up as. You can see our results below. We explored the different roles and considered whether we felt our school gender stereotyped different roles. We also completed a graph of our results.
The most popular jobs for boys across the school were football and rugby players, followed by scientists and police officers or firefighters.
The most popular jobs for girls were teachers, dancers or gymnasts, followed by vets and nurses.
As a class we thought that they were stereotypical jobs where boys dominate the football and rugby, police and science. They are more boy friendly. The same for the girls, their jobs seem to be more typical for females to be nurses, teachers and dancers. We think as a school we definitely are influenced by what we see in our communities.
Remember YOU can be anything you want to be!! DREAM BIG! Girls can be football stars and boys can be dancers or teachers!
Time
Time
Learning how to tell the time and using clocks to work out to time problems.
TIMED ACTIVITIES - to the nearest second.
We gave the children the table above and allowed them discussion time to explore the information on the table and to answer the questions given. Working across the year group we randomly grouped the children and asked them to complete two different types of races in groups of 5. They had to record the different times they took to complete the race and compare the results. They then had to compile questions to ask about their data. Pupils were then asked to swap their table of results and questions with another group for them to answer. It was great fun using real data and keeping fit and healthy at the same time. It was also a great excuse to use the lanes from sports day again!
Weighing ourselves and anything we were curious about.
Weighing ourselves and anything we were curious about.
We had a variety of measuring scales in the classroom; we had to select the most appropriate scales and measure a variety of objects. We talked about the importance of estimating first, to make sure our readings were accurate. We had to look really carefully at the scales as sometimes they gave more than one choice. Pounds and ounces or grams and kilograms. We learned so much by exploring with the different scales.
CYMRAEG! All About Me!
CYMRAEG! All About Me!
Writing in the third person
Writing in the third person
We used AI to create photographs of us feeling unwell. Beth sy'n bod?
O, Dw i'n sal!.movWe learned a poem about feeling ill. Each group took a different verse to learn and we performed it for Mrs Parsons who recorded it. We did not take long to learn it off by heart!
We watched a short film called, 'The Present', about a young boy who is given a puppy by his mother. However he is not pleased with his gift. Watch the film to find out why or read our play scripts about the film to see what the problem was.
Looking for features of playscripts.
Diary Writing
Diary Writing
We used AI to generate images of ourselves carrying out 3 different activities we have always dreamed of doing. We then used these images to write diary entries for the three key events. We remembered to include the success criteria of WMTG? for diary writing. We had so much fun creating these. What would you dream of doing?
Reading Scales - Capacity
Reading Scales - Capacity
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