Welcome to Marcus Rashford class!
Marcus Rashford is most famously known for playing football for Manchester United and England.
Marcus Rashford was born 31st October 1997 and lived in Manchester with his four siblings and his Mum, Mel. Marcus Rashford looked up to his Mum in many ways and said ‘Every positive characteristic you see in me is her’. Marcus Rashford had a difficult upbringing as his Mum worked three jobs to ensure that her family had food but sometimes this wasn’t enough and his Mum would sometimes go hungry. The family would often visit food banks and soup kitchens to ensure they always had food and he would rely on free school meals to have breakfast and lunch at school.
Marcus Rashford showed a talent for Football at the very young age of 5, when he started playing football. He started playing for a team called Fletcher Moss Rangers and by the age of 7 he had been selected for the Manchester United Academy where he could start a training programme when he reached the age of 12. This academy meant that the children would have to live away from their families in special accommodation nearer the club. Due to his difficult start in life, Marcus Rashford started a year earlier than most children. Marcus Rashford made his debut for Manchester United in 2015 and scored two goals, making him Manchester United’s youngest player ever to score a goal in a European competition. We chose Marcus Rashford as our inspirational person for all his work during the COVID-19 pandemic. Marcus Rashford supported low income families and fought for their right to still receive free school meals whilst the UK was in a National Lockdown.
Marcus Rashford demonstrates how it doesn’t matter what your background and upbringing is, if you have a passion for something you can do it. He demonstrates how one action can make a huge difference to many people across the country.
IB Learner Attributes
As part of our aim to become an IB World School we encourage the children to embody the ten learner attributes: balance, knowledgeable, principled, caring, communicators, reflective, thinkers, risk takers, inquirers, open-minded. The IB learner attributes are at the heart of our learning and we refer to these during every lesson. As a school community we comment and highlight to the children when they are demonstrating a learner attribute. We also give the children agency by thinking about which one of their peers has demonstrated a particular attribute and why.
The children in Marcus Rashford class are rewarded when they demonstrate the learner attributes and they are asked to explain why they believe they have been rewarded for displaying a learner attribute. The children also reflect on their work using a reflection ticket where they can explain which learner attributes they have used during the lesson. This reflection ticket will give the children agency as they can attach this to a piece of work which they are proud of. It does not matter if its not the neatest or longest, it encourages the children to carefully reflect on their learning journey and think about what made that piece of work stand out apart from the others. Marcus Rashford class have created their own essential agreement where they used the learner attributes to create this agreement.
As part of the IB Primary Years Programme (PYP), we teach the curriculum across six transdisciplinary themes. Our transdisciplinary theme this term is ‘Who we are’. This encourages the teachers to create an inquiry based around the descriptor for each transdisciplinary theme. From this, the teachers have a central idea which leads their inquiry. This term, Year 3’s central idea is ‘History demonstrates a potential lack of resources and technology could be detrimental to survival’. From this, the children have had agency over their learning and asked questions related to key concepts and lines of inquiry, such as the Stone Age and Iron Age.
Please find below the six transdisciplinary themes we will focus on throughout the year:
- Who we are
- Sharing the Planet
- How the world works
- How we organise ourselves
- Where we are in place and time
- How we express ourselves
Reading and Homework expectations
It is expected that children read their school book or a personal book every night and log this on their reading log which can be found on Google Classroom. The reading logs act as a platform for the children to track how much they are reading over the course of the term.The children’s reading books should be brought in to change on a Monday, Wednesday or Friday.
Homework menus are also uploaded at the start of each term with 9 tasks which link to our inquiry. The children are encouraged to complete a piece of work a week from the homework menu and submit it either on Google Classroom or to the class teacher. We feel that giving the children this choice will encourage agency over their learning.
Children should be completing their times table practice on TimesTables Rockstars. All children should have a login for this.
This term, in Marcus Rashford class, the children are following an inquiry based on expeditions and the need for resilience. Through this, the children have been researching and developing their understanding of key explorers in history. More specifically, they have been focusing on the likes of Amelia Earheart, Robert Falcon – Scott and an even more modern representation of Bear Grylls. The children have been creating fantastic pieces of writing, tying together the idea of expeditions and resilience. One of their favourites this term is writing a narrative, using their understanding of the South Pole through the reading of their core text ‘Pugs of the Frozen North.