We started the session by playing 'blast off' which started off as a challenge. This was because we hadn't thought about strategies, steps to success and was working as individuals. As we started to communicate and share strategies and listen to each other, the game became easier and we were successful before the final rule was implemented.

We followed this with thinking about our school environment, what we enjoyed most about it.

After that we thought about our goals for the year(s) ahead, not only considering academic goals, like improving our handwriting and gaining a better understanding in maths, but personal goals too.

Today we started by revisiting key vocabulary from the previous session, including 'refugee' and 'migrant'.

We then thought about some possible worries that a refugee child could have, moving to the U.K. or any other country.

We were then given the question 'What do all children need in order to be able to learn?' We considered necessities and rights and the responsibilities we each have to make sure that these happen.

To be free from discrimination

Hamza suggested that we all have a right to an education regardless of race, beliefs, gender and skin colour and that if we were to see something and not agree with it, we should stand up for it.

The need for equipment

Karim said that it is our responsibility to look after our belongings and make sure we have what we need including our book and bag.

A right to be curious and to question/A right to be heard

Abel believes it is our responsibility to give the person talking our 100% attention and to listen, which links to our oracy goals.

We looked at what good behaviour looks like and how it should be rewarded.

Y2 discussed the rewards they can earn

Dojos

Postcards home

Whole class rewards

Certificates in assembly

The children were able to sort pictures into positive helpful behaviours and negative unhelpful behaviours and discuss the children’s actions and appropriate rewards or consequences.

Together, we spoke about different strategies and coping methods to use when we find ourself in these zones.

Youth Festival

https://www.big-ideas.org/black-heroes-of-mathematics-youth-festival/

We took great care and pride in this work as we realise its importance.

As you can see, we ditched the uniform and came to school in our pyjamas to raise money and awareness for Children in Need.

Understand that everybody’s family is different and important to them.

The children looked at different scenarios before identifying the conflict and coming up with a resolution.

Protected characteristics are the special things that make each person who they are, and learning about them helps children be kind, respectful, and confident in themselves and others.

The children then got into mixed gender pairs and worked out any similarities they had such as we both like pizza .

We were introduced to some new vocabulary such as ‘Mezuzah’, ‘Shema’, ‘Torah’ and ‘Synagogue’.

We looked at a range of mezuzahs and a) thought about what they are and b) guessed what belongs inside.

Finally we learned about how they fit in with Jewish life and listened to the Shema.

Understand that everybody’s family is different and important to them.

WALT: understand how being different could affect someones life; and

be aware of our attitudes towards people who are different.

We talked about what is different and what is the same about us all. We looked at protected characteristics in the Equality Act. Then We read about the life of Robert Cowell (born in 1918) who had a fantastic and inspiring life despite facing some personal challenges. He was transgender and transitioned to become Roberta. The children thought that he was brave and resilient during a time when society was less tolerant than it should have been.

https://www.theboltonnews.co.uk/news/25917236.celebrating-5-unsung-bolton-women-international-womens-day/

Today we observed international women’s day by watching a short video, engaging in class discussions and and celebrating the women in our own lives by reflecting on how they act as role models.