Year 6 did an amazing job of finishing their debating on drugs.
They were exceptional in working in two large groups. The organised themselves, created an order and sorted main points.
It was impressive team work.
When the debating began, it was clear each side were out to win.
They were courteous while others spoke, stood up to counter argue a point and were well spoken.
The debate question was “Should we legalise all drugs.”
The “for” team had some excellent facts and definitely a lot of passion. Great facts-including the boy in the news who needed an illgal drug to manage his severe and chronic pain. He was denied it because it was illegal to use regardless of the fact that it was the only thing that relieved his pain.
The “against” team were full of hard facts and determination. They put up a worthy debate. They were a great group, but on points, they were just pipped to the post by the “for” team. Boundless passion and counter arguments won them the debate.
Well done Year 6. You showed great cooperation, communication and presentational skills.
Year 6 put their debating skills to the test this afternoon! They have been researching and discussing drugs. It seems there is more to drugs than we initially thought. Medicines are drugs but are named as such to show that they are used for treating illnesses, but even they can be harmful. We discussed key words such as limits, overdoses, legal, illegal, recreational, depression, highs and prescriptions.
After researching types and adverse affects of drugs we discussed why some drugs are classed as illegal. Some children wanted to know why there were restrictions on drugs, when they help people get better.
An excellent point, which led us to playing out a scenario. This then led us to writing points FOR and AGAINST legalising a new drug. The class researched lots of key facts and began to write them up.
Today we shared some of our ideas and next week we hope to have a full debate on the matter.
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.
• 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.
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).
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.
Mrs Butterworth and Mrs Johnson took circle time with Year 6 on Thursday afternoon.
The session started with children sharing things that are worrying them.
Then the children discussed more specific topics:
What are the risks to children / what do you think children might be at risk from?
A number of children said, “Being outside for a long time when something could happen to you (there could be people who could hurt you) and no-one would know what had happened.”
Children suggested ways of dealing with this:
• have a phone with you (always ensure it’s charged and you have credit)
• make sure you’re always with someone you
• go into a shop / knock on someone’s door for help.
• run away
• shout for help
• be aware of where you are so you can let someone know.
What should you not do if you someone is being mean to you / threatening you?
• don’t get involved because it’s what they want
• don’t try do anything to them because it could make it worse
• don’t fight them
• don’t threaten them
• don’t try to deal with it yourself, talk to a trusted adult about it
• don’t use anything as a weapon
The children discussed the idea of carrying a weapon further and thought of a range of reasons why it is not something you should do:
• it’s illegal and you can get in trouble for carrying a weapon
• it could seriously injure someone
• the weapon could be used against you
• it could hurt people close to you
• a silly mistake early in your life can have a negative effect in your later life (eg it could stop you getting a job)
Circle times on the theme of personal safety and choices made outside of school will continue next half term.
Year 6 have been writing persuasive letters in English and, building on their PSHE lessons, have focussed on the environment. As part of their research they have investigated various ways in which our planet is under threat: plastic pollution, deforestation, air pollution, animal extinction and the volume of rubbish that we produce and don’t recycle. The children have worked hard to use their understanding and specific facts to write persuasive letters explaining that we must work harder to preserve our world.
Year 6 Eagles class have produced 60-second films all about smart meters.
The nationwide competition, orgainised by EON was setup to encourage primary and secondary school pupils to think about smart meters in a fun and engaging way.
Pupils were being encouraged to write, produce and record a 60-second film all about smart meters, including information about what they are, the benefits they can bring and how they can help consumers use less energy and save money on their energy bills.
All Eagles class produced their own films, below are two examples.