All posts by Mr Baddhan

Different forms of abuse

Following the assembly by the NSPCC last week, they returned to school to do a session with Year 6, considering different forms of abuse.

During the session, the children considered a variety of scenarios and justified their opinions whether they were: Always OK, Never OK or Sometimes OK.

Scenarios included:
• Keeping a secret
• Someone watches or touches a child when they don’t want them to
• A family member gives a child a kiss goodnight
• Someone send or shows a child an inappropriate film or message

The children realised that for all scenarios there are situations where they are OK and others where they are definitely Never OK, and showed excellent understanding of what to do if ever they encountered a situation where it was not OK.

They then progressed to considering a video of a child’s daily life – a child who was suffering from Neglect – showing real empathy for the boy (Guy) understanding the emotions he must feel and the challenges he faces in his life.

Fortunately, Guy sought out help calling the NSPCC and speaking to a trusted adult in school. He and his family got help and, in time, his life did get better.

Anti-Bullying Week: They never let me play!

Whenever I try to play they tell me to go away and call me names.” Sam aged 7.

How do you think Sam feels? What is his day like?

Year 6 started Monday morning by considering the effects of bullying.

Children discussed the above scenario, all contributing sensibly to the conversation.
He feels lonely because he doesn’t have anyone to play with.

He doesn’t like coming to school.

Sam might start to think that the names they are calling him are true.

He probably feels misunderstood.

He should:
– tell a trusted adult or friend
– don’t keep trying to play with them
– try to ignore them if they’re being horrible to him (but that’s not easy to do)

The children then progressed to discussing how others could help Sam and the importance of showing RESPECT in our daily lives.

Understanding unity and harmony

Year 6 Eagles discussed unity and harmony.

They discussed their ideas of what it meant, talking about working together, ensuring there is no war, hatred or fights.

We looked at the story of Noah and how in Christianity, the story is told as God asking Noah to unite the people and follow his commandments. As the people didn’t, God sent rain for 40 days and 40 nights resulting in only Noah and his family being saved from the flood.

Year 6 then discussed Jainism, the oldest Indian language, older than Hinduism. It taught unity and harmony and as with all other religions- it taught forgiveness. A huge emphasis is put on forgiveness and the class discussed why.

“It makes you feel better.”
“To forgive means you keep your friends.”

In Jainism they used forgiveness circles and the class used this concept to research some forgiveness quotes. It turned out that the children were inspired to write their own!

Have a look and see what you think…

Year 6 Reading Books

>Click here for Year 6 Reading Books

Click here for a Reading Guide for Parents

Authors suitable for year 6. I have put together a list of authors that are appropriate and that will help the children progress with both reading and writing.

You will notice that this is not an exhaustive list, but is intended as a starting point. Any books not on list are still suitable because the more children read the better. If your child has a favourite author already, do not stop them reading these. It would be good; however, if some of these authors are also slotted into their reading diet alongside current favourites.

I have included some titles but there are many others.

Morris Gleiztman – Once, Then, Now
Elizabeth Laird – Oranges in No Mann’s Land, Welcome to Nowhere, Lost Riders
David Almond- Skellig
Eion Colfer- Artemis Fowl series, Half Moon Investigations
Cornelia Funke- Inkheart, Inkspell, The Thief Lord
Anthony Horowitz- The Power of Five series, The Stormbreaker series
Philip Pullman- His Dark Materials Series
Frank Cottrell Boyce- Millions, Framed, Cosmic
Charlie Higson- The Young Bond books
C. S. Lewis- Narnia
Lynne Reid Banks- The Indian in the Cupboard
Gillian Cross- The Demon Headmaster series, The Great Elephant Chase
Michael Morpurgo – Kensuke’s Kingdom Out of the Ashes, Private Peaceful, Alone on the
Wide Sea, Adolphus Tips, Why the Whales Came
Malorie Blackman- Hacker, Pig Heart Boy, Tell Me No Lies
Zizou Corder- Lionboy
J.K. Rowling – Harry Potter
John Boyne – The Boy in the Stripped Pyjamas
Berlie Doherty – Street Child

Models for division

Year 6 Eagles have started their maths unit on division by exploring models for division. It was a really useful morning looking at different representations to support mental calculations, as well as reminding ourselves about the efficiency of the grouping method before we go onto more formal written methods of division.

Environmental issues

Having looked at democracy around the world Year 6 looked at the Earth as a whole. We focussed our discussions of the environmental issues affecting the Earth.

Eagles knew lots of issues that affect Earth like pollution and deforestation.
They then set about researching and noting some issues and what they were as well as how they affected us.

Lexi found that medical waste was a concern, as needles etc have to be disposed of.

Jamie found that agriculture polluted the waters and land causing animals to die.

Kaicee noted that noise pollution was also an issue and we discussed some of the different types: aeroplanes as well as cars.

Year 6 will continue with their research next week.

Red Cross: Refugees and asylum seekers

Year 6 were fortunate to welcome a visitor from the Red Cross this morning. The children learnt about refugees and asylum seekers: understanding what each term means and why people might become one.

The children shared their ideas confidently and showed great maturity in their answers, with some willing to share their own experiences.

What could make it unsafe to live in a country?

  • If someone is trying to take over control of the country.
  • If the country is at war.
  • Poverty, where people can’t even grow food to live on, let alone afford to buy food.
  • Severe pollution can damage people’s health.
  • Laws in certain countries can lead to people being persecuted for the beliefs, race or sexuality.
  • Weather: drought, hurricanes, volcanoes, fires. (there are now climate refugees who have to move from their own country because of changes in their environment).
  • Contagious diseases.
  • The difference between a refugee and an asylum seeker:

    “Asylum seekers are looking for a place to stay.”

    Asylum seekers are legally allowed to live in a country while their application to stay in the country is processed. If their application to stay in the country is granted, they become refugees.

    How might asylum seekers feel when they first come to a new country?

  • Scared / afraid – living somewhere new that they have no knowledge of.
  • Confused – not knowing the laws and cultures of the new country.
  • Lonely / isolated – having left their family and friends behind.
  • Excited – at the prospect of making a new, positive life.
  • In light of these discussions, the children then designed welcome packs for asylum seekers adding a well-reasoned variety of information that would enable them to adapt quickly into their new environment and to feel safe. All children worked collaboratively in developing the welcome packs and in presenting their excellent ideas to the class.

    How should we treat asylum seekers?

  • Make them feel welcome
  • Act as role models to other countries
  • Make them feel safe
  • Make sure they understand how to get around and where they need to go
  • Treat them with respect
  • Give them a home
  • Help them to have fun
  • Include them as part of the community
  • Ensure they have enough food
  • Help them to feel emotionally strong / treat them with sensitivity and compassion
  • A massive thank you to Anne-Marie for coming in to work with us; the children really enjoyed the session and have learnt a lot from it.