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.
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!
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
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.
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.