Our Year 6 pupils led a wonderful Remembrance assembly today featuring songs, artwork and poetry. We were joined by Mr Fraser and Mr Honour, who also shared insights about their medals from military service.
Year 6 Blog
Remembrance Art
Year 6 have produced some beautiful ‘Pointillism’ poppies this week in response to Remembrance. After carefully sketching their poppy outline, children used cotton buds to create the dotted effect. Many people choose to wear a poppy in November for Remembrance Day to show respect for the people who died fighting in the First World War and the conflicts that followed it. But there are other coloured poppies too – purple, black and white – that have different meanings.
The red poppy is the most famous symbol used to commemorate those who sacrificed their lives in World War One and conflicts that followed. They say that the red poppy represents remembrance and hope. The purple poppy is often worn to remember animals that have been victims of war. The BlackPoppyRose commemorates the contributions of black, African and Caribbean communities to the war effort – as servicemen and servicewomen, and as civilians. The white poppy is handed out by a charity called Peace Pledge Union, which promotes peace.
We think Year 6 have shown excellent creativity!
Peer teaching in Year 6
Year 6 have been working hard in maths and recapping multiplication. In pairs, they taught each other how to multiply 4 by 2 digit numbers together. There was lots of praise and excellent modelling- super teamwork!
Steel Pan Fun!
Year 6 have been enjoying weekly steel pan music lessons. They have been getting to grips with the different notes and sounds all whilst learning about where steel pans originate from!
Descriptive writing in Year 6
This week, Year 6 have continued exploring emotive character descriptions based on the key text, ‘Rose Blanche’. They have learnt all about figurative language and its effect on the reader. Working as a class, they compiled everyone’s ideas to create a shared write based on a specific point in the text. We think they have demonstrated excellent creativity and teamwork to produce such a powerful image of Rose in the reader’s mind. See if you can identify excellent examples of similes, personification, alliteration and ambitious vocabulary in their paragraph below.
‘Her tear-filled, sorrowful, sapphire-blue eyes were like neverending waterfalls. Broken and fragile, her heart sank down into her malnourished, rumbling stomach which screamed in pain. Rose’s once golden hair was now as dark and gloomy as the forgotten forest. Slow shivers pulsed through her body as she looked over the empty clearing. Her cold, pale hand clutched a wilting blue flower; the only thing alive in this barren wasteland.’
Year 6 Art
Year 6 have started the year off with an Art project linked to history learning all about WWII. Children re-designed packaging for wartime food products whilst considering the impact of rationing and the need for items to have a much longer life than the usual fresh produce. We think the end results look excellent and have been so impressed by their creativity!
Polling Day: School Council
Today, classes visited polling stations 🗳️ to elect their new school council members. we have been learning all about democracy and fairness.
Well done to our new school council members for 24/25! 🎉
Computing: The micro:bit
Year 6 got to grips with using a micro:bit this week – a tiny programmable device that enabled children to understand how computers work and learn to code using the language of computers. They familiarised themselves with the device itself and the programming environment before creating their own programs. They then ran their programs on the device. We were impressed by everyone’s curiosity and concentration!
Transition workshops in Year 6
Year 6 participated in some great workshops in support of their upcoming move to high school. Our visitors were very impressed by their contributions and maturity.
Art in Year 6
Year 6 have been looking at the work of Patrick Caulfield this week, who was part of the ‘Pop Art’ movement with Peter Blake and David Hockney. They began by choosing and drawing an everyday object from different viewpoints and creating a linear aspect by adding black pen to their sketch. They then enlarged their linear drawing and used paint to provide flat areas of cover. Once their paintings were dry, children made their objects ‘pop’ in Caulfield’s style by outlining them in thick black pen. We think their finished outcomes look amazing!
