Inspire to Grow

When Room 6 was asked what they thought "Inspire to Grow" meant a few weeks back, I received many blank and confused looks. Fast forward a few weeks and we can now tell you- It's our school motto!

At first we weren't too sure what inspire meant and we figured grow meant "to get bigger". We have now spent a few weeks talking about our motto and have come to the conclusion that "Inspire to Grow" can be interpreted in many ways.

We have learnt that as we get older many people will inspire us: 

• people closest to us (our family)
• our friends
• people around our school
• people we may meet once
• people we see on television
• sometimes even people who we may never meet

We have also learnt that we can grow in different ways and is not always a physical change. We can also grow socially, physically and emotionally. 

For our class project we looked at ourselves for inspiration. What do we want to do when we grow up and what attributes will that profession require? Have a look below at how much we have already grown and take a look into the future to see who we want to blossom into. 

 

When I grow up I want to be a mummy because I can relax and I will have a baby.

 

When I grow up I want to be a zookeeper because I want to care for other creatures and because I love animals.

 

When I grow up I want to be an astronaut because I want to visit other planets.

 

When I grow up I want to be a police officer, work at a chocolate factory and be a builder.

 

When I grow up I want to be a rock star. I want to be a rock star because I want to be famous.

 

When I grow up I want to be a teacher because I want to help others.

 

When I grow up I want to be a zookeeper. I want to be a zookeeper to look after animals.

 

When I grow up I want to be a Knight.

 

When I grow up I want to be an astronaut. I want to be an astronaut because I want to visit other planets.

 

When I grow up I want to be a builder because I want to be like my dad.

 

When I grow up I want to be a scuba diver. I want to look at the fish because they are colourful.

When I grow up I want to be a teacher because I like kids. 

 

When I grow up I want to be a teacher because I want to have fun and help the kids.

 

When I grow up I want to be a scuba diver. I want to be a scuba diver because I want to see the fish.

 

When I grow up I want to be a scuba diver because I want to see all of the clown fish.

 

When I grow up I want to be a break-dancer because I want to be cool.

 

When I grow up I want to be a teacher because I care about kids.

 

When I grow up I want to be a teacher. I want to be a teacher because I like to be kind.

 

When I grow up I want to be a ballerina because I want to have fun.

 

When I grow up I want to be a teacher because I want to help kids.

 

When I grow up I want to be a teacher because I will be very smart.

When I grow up I want to be a scuba diver so I can look at fish.

*Thank you kindly for the baby photos they we a pleasure going through & the students enjoyed guessing who was who.

Welcome to the show...

It has been just over a week now since we started practicing our Talk For Writing story (Peter & the Wolf) and today some incredibly talented puppeteers and one extraordinary narrator took to the stage. 

WARNING: This video contains cuteness overload.

Save the Date

What is the most popular car colour at Y.B.P.S?

You guessed it (but we didn't) - SILVER

This week we predicted, ventured, tallied and graphed which colour was the most popular for the cars at Y.B.P.S. To the amazement of some students it wasn't pink or blue.

Yesterday we discussed which colours we see most on cars and why. We then predicted the most popular colour would be white, basing this on students prior knowledge about the cars they see on the road and the cars that mum and dad drive. After predicting we took to the road (from inside the school gate of course) and started tallying the colours to see if we were right.

Today we took the information we gathered through tallying and represented it on a bar graph. We had to organise our data and use our critical thinking skills to develop the bar graph. What we found out:

• The most popular colour was silver followed very closely by white.
• The least popular colour was blue.
• We didn't expect to see any purple or green cars, but we did and they were a hit and many students' favourites.

 We started our venture looking at the cars in the main staff car park.

 We then went to the car park near block 1.

 

We then used the tallied data to create our bar graphs.

Talk For Writing

 

This term our Talk For Writing text is ... PETER AND THE WOLF. It is a children's story and composition written by Sergei Prokofiev in 1936. We are currently loving imitating this story and learning it orally. We created our story map to help us remember the text and are focusing on key connectives like but, unfortunately, at that moment, luckily, who, first, next and finally. Alongside our story map we have learnt the actions for the story and use these actions to re-tell it everyday. This coming week we will be using our puppet theatre to act out the story. Once we have gained an understanding of the language of the text we will be focusing on descriptive writing for both characters and setting. 

In our class you will also find a Magpie Wall. On this wall you will see many words which we have "borrowed" from the text to remind us of the great ideas that other writers have used. When the time comes we can then use them in our own writing.

To find out more about the Talk For Writing program you can visit the following website:

http://www.talk4writing.co.uk/

Peter and the Wolf Story Map

Magpie Wall

We drew our own magnificent story maps!

Take a look at how creative we are...

 

Schoolyard Safari

To capture students' interest and find out what they already know about  living things, such as small animals, we went on a schoolyard safari. First, we predicted what we might see around the school and soon came to the conclusion that there will be no elephants or giraffes on our safari. 

We then role-played the movements and behaviours of these animals and insects.

After that, it was time to put our safari hats on and explore the school. First stop was the Nature Playground, followed by the school oval and finally the play spaces between the classrooms. On our safari we found:

• ants (many, many ants)
• spiders
• birds
• crickets
• butterflies
• millipedes
• bees
• flies
• beetles

The safari was an exciting and engaging way to start our science unit off this term.

 Binoculars are a must for a safari!

 Exploring in the Nature Playground

 We drew our findings

Someone heard a cricket...