Paperclip

The Headteacher's Blog

Introduction

Welcome to Lydgate Junior School.

We aim to ensure that all children receive a high quality, enjoyable and exciting education.

We feel that our school is a true reflection of the community we serve. Lydgate children are well motivated and come from a range of social and cultural backgrounds. Within the school community we appreciate the richness of experience that the children bring to school. This enhances the learning experiences of everyone and it also gives all pupils the opportunity to develop respect and tolerance for each other by working and playing together. We want your child's time at Lydgate to be memorable for the right reasons - that is, a happy, fulfilling and successful period of his/her childhood.

Yours sincerely,
Stuart Jones

Latest Curriculum Topics List

Introduction

Welcome to Year 3!

The Y3 teachers are Mrs Dutton & Mrs de Brouwer (3D/dB), Miss Hayden (3RH), Mrs Holden (3SH) and Miss Wall (3AW). We have several Teaching Assistants who work with Y3 children at different times through the week: Miss Mahon, Mr Bartholomew, Mrs Dawes and Miss Kania.

We will use this blog to keep you up-to-date with all the exciting things that we do in Year 3, share some of the things that the children learn and show you some of their fantastic work. We hope you enjoy reading it!

The Y3 team.


Latest Curriculum Topics List

Introduction

Welcome to the Y4 blog. 

The Y4 team consists of the following teachers: Mrs Purdom in Y4JP, Mrs Smith and Mrs Smith (yes, that's right) in Y4SS, Mrs Wymer in Y4CW and Mrs Drury in Y4JD. The children are also supported by our teaching assistants: Mrs Proctor, Mrs Cooper, Mrs Mulqueen, Mrs Allen, Mrs Hill and Mr Gartrell. We have help from Ms Reasbeck, Miss Lee and Mrs Grimsley too. What a team!

We know that the question children are mostly asked when they arrive home is 'What did you do today?' The response is often 'nothing'! Well, here is where you can find out what 'nothing' looks like. In our weekly blogs your children will share with you what they have been getting up to and show some of the wonderful work they have been doing. Check in each weekend for our latest news.


Latest Curriculum Topics List

Introduction

Welcome to the Year 5 Blog page.

The Year 5 teaching team consists of: Mrs Loosley (5NL), Miss Cunningham (5EC),  Mrs Ridsdale and Mrs Webb (5W/R) and Mr Bradshaw (5BB).  The children are also supported by our teaching assistants: Mr Swain, Mr Jenkinson, Mrs Hornsey and Mrs Allen. We have help from Mr Jones, Miss Lee, Ms Grimsley and Ms Reasbeck too. What a fantastic team!

Our PE days are Tuesday (indoor) and Wednesday (outdoor): the children need to wear their PE kits for school on those days. 

Spellings are sent home every Monday, to learn ready for a spelling dictation each Friday. 

Homework books (maths and SPaG) will be sent home once a week - the days will be decided by the class teachers who will let their classes know. They will have a whole week to complete the homework tasks. 

In our weekly blogs, the children will share some of the things they have been doing at school. Check in each weekend for the latest Y5 news!


The Year 5 Team

Latest Curriculum Topics List

Introduction

We are the children in Y6 at Lydgate Junior School. There are 120 of us and our teachers are: Mrs Shaw and Mrs Watkinson (Y6S/W); Mrs Rougvie and Mrs Jones (Y6R/J); Mrs Phillips (Y6CP); and Miss Norris (Y6HN). Also teaching in Year 6 are: Miss Lee (Thursday in Y6R/J); Mrs Farrell (Thursday  in Y6HN); Mrs Grimsley (Thursday in Y6CP); and Mr Jones (Thursday inY6S/W).We are also very lucky to be helped by Mrs Hill, Mrs Mulqueen and Mr Gartrell. We use this space to share all of the great things that are happening in our classrooms. Join us each week on our learning journey....

Latest Curriculum Topics List

Popular Tags

22 Dec 2020

Greater Depth Writing - through your Thank You notes

The Greater Depth standard in writing (though there isn’t one for reading or maths) has only four requirements:

that children write effectively for a range of purposes and audiences,

distinguish between the language of speech and writing,

exercise an assured and conscious control through manipulating grammar and vocabulary,

and correctly use the range of punctuation taught.

To achieve the third of these I think we need to use both Thesaurus and Dictionary in the process of composition. Typically, our pupils already have a rich and broad lexicon at their disposal, but we still need to get them to select more accurately and purposefully.

https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks2-english-writing

It amuses me now, when I have to challenge a child about a behaviour incident, how well they select language to present themselves in a better light. A subconscious cognitive process kicks in and whole sentences are instantly constructed to shift blame, deny an event or to include others and share the responsibility with an inevitable ‘it’s not fair’. I have, too many times, had a child deny they had ‘hit’ someone – because in their heads they have only ‘knocked’ or ‘bumped’ or ‘accidentally caught’ them. Ask why they punched the other child and they will say they didn’t (because they ‘hit’, or ‘pushed’ or ‘struck’.

This may be an innocent use of semantics, but it does reveal an innate ability to ‘exercise control through manipulating vocabulary’.

There’s a scene in Friends, more intelligent at times than it might seem, where Joey (Baby Kangaroo Tribbiani) is shown the Thesaurus by Ross, and then uses it to make his adoption recommendation for Monica and Chandler ‘smarter’ by changing every word. His warm, big hearted, friends become ‘humid, pre-possessing homosapiens with full-sized aortic pumps’.

https://www.youtube.com/watch?v=LcM4zWiikKQ

Just letting a child loose with a Thesaurus is not going to do the job of editing and improving their writing. If we ask them to extend a noun by adding an adjective, it may be lacking purpose or point. If we want a variety of verb (often to replace the overused ‘said’) we may not get characterisation developed if the alternative is not well chosen. Going for the power of three (a short list of adjectives promoted as a technique by some schemes) does not work if they are tautological – dirty, filthy, grime is still just grime.

To do it well the writer has to have both the breadth of words readily available, and a deep understanding of their shades of meaning. Mud, dirt, grime, filth, muck and sludge are all nasty things to walk through barefoot, but each is lightly different in texture, location, cause and discomfort (I assume). The skilled writer will choose for effect.

It appears that few children practiced much writing during the summer term (when most were not attending school) and it is in this area that we seem to have lost most ground. To recover the previous position and ensure our pupils make the writing progress they are capable of they need to practice with conscious control (and lots of fun).

My mum insisted we wrote our Thank You cards as soon after Christmas as possible. If you do the same, perhaps you can try to coax a bit of conscious control over vocabulary and grammar. ‘Dear Grandma, thank you for all the presents’ is okay, but could be varied, more detailed and more heart-felt, while stopping short of being Joey-esque and saying, ‘Beloved Female Ancestor, gratitude towards yourself because of your benevolence’.