Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
We sang the song : changing as I grow.
We looked at the PowerPoint pictures of a baby, toddler, teenager, adult to elderly person. In talking partners children had to describe two changes they can visibly see happen to an elderly person. We all shared ideas. Drawed out from the children how our bodies might change and asked them to think about what other changes might happen, e.g bodies become slower, old people run less but might get wiser and kinder.
Made a point that change is a natural process as we get older and we have no control over it.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
In groups using the life circle cards children had to sequence from left to right to show the changes that happen as each living thing grows up. Reinforced the idea that every living thing has a life circle and grows from young/baby to fully grown/adult.
We talked about how the children have changed since they were babies (physical changes as well as developmental changes I.e what they can now do they couldn’t when they were a baby).
This half term our focus in Religious Education lessons is on Hinduism. Year 3’s big question is How can Brahman be everywhere and in everything?
This week Year 3 were privileged enough to receive a visit from Manisha, a practising Hindu. She shared a story abut how Ganesh got his elephant head and answered lots of questions about the religion in greater detail.
Year 3 then selected information from a range of sources to create a plan for their acrostic poems about Ganesh. By working collaboratively, Year 3 were able to discuss and improve their lines of poetry.
After completion of their poems, each pair spent time with their peers to assess each others work and offer suggestions for improvements. Then after rehearsing, each pair presented their poem to the rest of the class.
Shared ‘The jigsaw charter’ with the children to reinforce how we work together
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
We played a game called ‘switch’ children sat in a circle and asked to switch places if : you’ve lost something that was important to you, you have helped somebody else find something they have lost, etc.
Read the story ‘Goodbye mousie’
Story was about a boy who lost his pet, and how he deals with this loss. Children were then asked what feeling did the boy feel in the story? Why do you think he felt these feelings ?
Shared ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me
At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.
Today in jigsaw lesson children had male/female/both cards and a set of ‘whose responsibility?’ Cards. We asked the children to read each statement, children decided if it is a job mainly for men women or both and places it beneath the coresponding sign. Children also wrote extra ideas of their own.
Children then had to draw each member of their family and identity two jobs that each person, including themselves does.
We started the session off by sharing ‘The jigsaw charter’ with the children to reinforce how we work together.
Calm me…
This week in Jigsaw we read the children ‘The sad book’ by Michael Rosen. The book expresses Michael’s experience of deep sadness, how it affects him and how he tries to cope with it. In groups children had time to discuss and explore what the book tells us about feelings of sadness and loss.
Allowed each child group to share their ideas and conclusions from their discussions with the rest of the class.
This week Year 3 have been developing their knowledge of great artists by exploring the still life work of Wilhelm Kalf, Georges Braque and Pieter Claesz .
The Table by Georges Braque
Still Life with Cheese by Pieter Claesz
Still Life by Wilhelm Kalf
With each still life image, Year 3 used a range of questions to structure their discussions.
Why do you think the artist made it?
What can you see in the picture?
Which colours are used?
When do you think it was made?
How does the image make you feel?
With a final question of which image would you choose to have at home and why?
Year 3 then worked with charcoal in their sketch books to create still life sketches of peppers.
This week in Year 2, we have been discussing what we think plants and flowers need to survive. We decided that plants need water, sunlight, food and soil. To test this we have started an experiment where we will watch bean seeds grow over time.
To test whether they need sunlight, some have been placed in the sunlight and some have been placed in the dark. We predict that the ones in the sunlight will grow much better than the one in the dark. In addition, we have also planted them in cotton wool to test whether a seed really needs soil to germinate. Year 2 will be checking up on the bean’s progress weekly.
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