Year 6 discussed what they thought “Roots and commitment” meant. It was a very interesting discussion.
We also discussed how roots and commitment are shown in this country. The children quickly remembered that we have “Remeberance Day”. This is a day the country has committed to remembering World War II. Remembering the past ensures we don’t forget the hardships or victories and how they were achieved.
The class then looked at commitment and what they felt people can and do and commit to.
We decided these were among the most important things to commit to:
We also read and discussed the story of Noah. He showed a lot of commitment as he worked for over a year to build the boat for his family and all the animals. His commitment to God was rewarded. His family survived the flood. We discussed how he would not have known that and and yet he committed regardless of his eventual “reward”.
We often commit to things for lots of reason and not always because we will gain something from it.
That is why a commitment is so hard yet satisfying.
All these are very important when thinking about making a new product.
The class had a lot of fun thinking about a variety of functions to put into their designs.
We had designs such as:
• A floating bed with some super features,LED lights, rocking motion and phone charger
• A smart watch that has a strap which changes with your heartbeat
• Boots that help you boost off the ground
• A jacket that keeps you heated in the winter and cool in the summer
• An advanced car
• And some others…
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.