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St Stephen's C of E Junior School

'Learning to change the World' 'Act justly, love mercy and walk humbly with your God' - Micah 6:8
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6CW

Welcome to our class web page where you can find out about our amazing learning journey. You will find

information about our activities, examples of our work and comments from us! Please visit often to see our learning journey develop.

Contact us!

We have our own 6CW email! If you would like to contact us, please do so with the secure form below- we will be checking it regularly. We welcome your comments and suggestions.

Key Information (Term 3):

6CW have indoor PE on a Monday and outdoor PE on a Wednesday. 

6CW's entrance and exit point is the main gate. Please wait on the path from the main gate to the office.

THIS WEEK'S TIMES TABLE: (9s)

Term 6

This term Year 6 are trialling a new way of showcasing our learning. We are embedding a Google Slide of our learning journey and this will contain lots of photos, videos and input from the children.

Being Writers

Article 28: The right to an education

We used the outdoors to inspire our work for using semi colons in a list.

Being Mathematicians.  Article 28: Access to education

Today Mr B helped us to become protractor experts.  We are getting so prepared for Y7!

Being an athlete - Who won the tug of war; boys or girls?

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Term 5

Enquiry Overview: To what extent do animals have rights? Sustainable Development Goal 16 - Peace, justice and strong institutions 

 

In terms 5 and 6, Year 6 will be using their skills as scientists to explore Darwin's theory of natural selection and discovering how evolution leads to adaptation. We will be finding out how animals have helped humans in the past and indeed, how animals help humans now. Following this, we will question the problems that animals face and what animal's rights activists do to help protect them. After looking at campaigns and protests, we will be writing our very own debate related to our text, 'Pig Heart Boy' which tells the story of a 13 year-old boy dealing with the moral dilemma of having a pig's heart transplant to save his life. Building on our knowledge of campaigns and what makes them successful, we will create our very own campaign which will speak out for animals on their behalf. Please check our page for updates on our fantastic learning journey! 

Being Scientists

Article 17: Access to information

What a fab science session learning through making mistakes.  Mrs Williams gave us the challenge to create a classification key to sort sweets.  At first our questions couldn't be answered by yes or no - so we needed to re-think.  Some of our questions were not specific enough because what some of us thought was big was different to what someone else thought was big.  In the end we got there, and really enjoyed eating the sweets!

Centre for Sustainable Energy (CSE) Article 6 - the right to life

In Week 4, we were incredibly lucky to work with people from CSE who taught us about renewable energy and non-renewable energy. We found out that over the last 30 years, we have been using less non-renewable energy and more renewable energy sources like solar, wind and tidal. However, it is not enough and a global climate emergency has been declared. We thought about how much electricity every-day appliances use and were very surprised to find out that a light bulb uses just 12W/hr compared to an electric shower that uses 7000W/hr.

Dog engagement.

Article 12- You have the right to an opinion.

Today we began the engage part of our new enquiry. In order to fully engage with our new enquiry- To what extent do animals have rights? Mr B brought into school his three rescue dogs. We all sat in the sun on the field to hear each of the three dog’s story of how they had been rescued. Each had a very sad story about how they had either been mistreated by breeders or been neglected.

Having listened intently to their stories, we all felt sorry for them and appreciated the importance of showing respect to all animals and championing their plight.

NO PENS DAY 

Article 28 - Access to education.

 

We have loved not having to write today!  Surprisingly to us though, we have learnt so so much.  We have talked more, acted more, discussed more and have had so much fun and grown in confidence.  Who would have thought the progressive tense could be so much fun.  Can you guess our actions and put them into a sentence using the progressive tense?

Decision Alley: Article 6 - Life, survival and development

 

Our new book 'Pig Heart Boy' has some very difficult decisions for our main character - Cameron. When faced with challenging choices, we use Conscience Alley to help our characters make important decisions in the story. What will Cam do? Watch our videos to find out.

What will Cameron do?

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What will Cameron do?

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Oracy Day (Article 12 - respect for children's views)

During Oracy day, we discussed what Oracy is and how our Oracy skills help us as well as when our Oracy skills would be useful. After that, we looked closely at the four strands of Oracy and sorted different oracy activities into the strands. Soon after, we enjoyed acting out many role-plays in small groups. Everybody took part and we had lots of fun. We found that by doing the role-plays, our confidence increased and we understood what an important skill Oracy will be throughout our lives. 

Being a Writer

Sometimes we have to get ourselves outside and immerser ourselves into a setting before we can come up with ideas about what to write. Our peaceful pond gave us lots of ideas for writing.

Being a Writer (Article 17 - access to information)

In Week 1, we went outside to imagine what it might be like if we were just 15cm tall! After enjoying a picnic snack (to fully immerse ourselves within the setting of a meadow) we led down and explored the ground and surrounding vegetation. From there, we collected words and phrases related to our senses that will help us to write our stories next week. 

Being Artists : Article 13: the right to express yourself.

 

Our 'use it'  art session allowed us to sculp again using just a strand of wire. We needed a growth mindset for this activity as it threw lots of challenges at us: how to join the wire, how to cut it and how to decorate are work are just a few of the issues we had.  Nevertheless we stuck at it and produced work we are proud of. 

Term 4

For the remainder of Term 4, the whole school are focussing all of their learning around the book: Here we are: Notes for living on Planet Earth by Oliver Jeffers. This wonderful picture book will take us on a journey through a series of heartfelt notes introducing planet Earth. From land and sky, to people and time, the notes explore what makes the world and how we live it. We will be using the book to re-establish our class and whole school community, focussing on important messages such as kindness and to inspire our writing, reading and to create some beautiful artwork too.

Term 4 Shining Star!!

Try it - Sculpting: Article 13: The right to express yourself. 

 

Wow! What a messy but fun afternoon.  I think these photos say 1000 words.  Our 3D art has started well.  We sculpted leaves out of chicken wire, covered them with newspaper, created veins with a variety of different techniques and then finally covered with tissue paper.  Think you will agree that they look fab!

Sketching - Article 13: The right to express yourself. 

We have really enjoyed being artists this term and using our sketch books to record our experiments and ideas.

We can't wait to show you what all this sketching is working towards.

Sketching - Article 13: The right to use art to express yourself.

This week we have been looking closely at insects while we practising our sketching skills. We realised that we were trying to draw things from memory rather than really looking closely. We slowed down the process and really took our time. We also took some time outside to sketch insect habitats.

 

Purple Learning - Article 29: The right to an education which develops your abilities as a learner.

Since we have been back at school, we have been thinking about what makes a learner a successful one. We have thought carefully about the things that move our learning forward, how talk can be helpful (using our oracy skills), how mistakes can help us learn and how having a growth mindset means we keep on trying. We had all this in our minds when we shared our dreams for the future.

Being a Mathematician in the natural environment - (Article 31: The right to play and relax)

We were so happy to get back to our learning today after a long lockdown! We took our learning outside and took part in a mathematical scavenger hunt - it was amazing what shapes we could find within nature. We enjoyed the sunshine and being together again.

 

 

Lockdown

The first two weeks of Term 4 were our final two weeks of remote learning. During the first week, we explored justice as historians and looked at how we can be responsible for our own health whilst we were being me. In writing, we learned about two new pieces of punctuation: hyphens and semi-colons. After watching a Viking Saga, we used our new skills to retell what had happened. As readers, we built on our inference skills and practised some retrieval too while reading 'The Highway Man'. Throughout Week 2, our learning was based around World Book Day and each day we had to guess who the masked readers were! Take a look below at our wonderful work.

Term 3

Enquiry Overview: How are decisions overturned? Sustainable Development Goal 16 - Peace, justice and strong institutions

 

This term, Year 6 will be using their skills as historians to find out about how the Vikings made decisions and settled disputes among their communities. We're going to find out who makes rules in the modern day and what our rights mean, focusing on 'change-makers' who have stood up for their rights. Linking this to our school community, we're going to consider the issues that we would like to change and create a campaign to raise awareness of what we feel passionate about. Alongside this, our writing will be based on the book 'Viking Boy' by Tony Bradman which tells the story of a boy who faces injustice and how he seeks revenge. Please check our page for updates on our fantastic learning! 

Comments about the book 'Viking Boy' which we read throughout Term 3 whilst locked down at home.

 

Rose

“I enjoyed the book and I thought it was very adventurous, I liked all the fighting and cliff-hangers. I also really like learning more about Vikings and what they did.

Frankie

“I loved the book and I liked the part where he gets to train with his dad again and he beats Skuli and he kept his oath. I don't like the part when he's a slave and gets put on the death pole.”

Mariamie

“I loved Viking Boy because of the determination and courage and how he had guidance and his friendships and his heart and how he kept on going and trust that goes on in the book.”

Chloe

“I liked Viking Boy because there is a lot of fighting. I also like Viking Boy because there were a lot of mysteries.”

Lockdown 2021

Well what a start to the year we've had! We were only back for one day before we were told that we would all need to do our bit to stay home and stay safe. It's not been easy but each and every one of you has risen to the challenge and continued to explore new learning and share your amazing work. There was lots of new learning this term: When 'Being a Writer' year 6 used new skills to embed extra information into their writing using dashes and brackets; 'Being a Historian' allowed the children to show off their research by producing some very professional-looking presentations and 'When being a Mathematician' year 6 persevered once again to tackle some tricky fractions!

 

There is almost too much to share but here is just a sample of what year 6 did during a very different Term 3.

 

 

Being a writer - (Article 28: The right to an education)

In Week 4, children at home have been planning their 'Prove its' after a couple of weeks of practising their sentence types. They used different methods to plan and have thought really carefully about their stories. We are sure you'll agree that they are super creative and we can't wait to read the final product!

Being historians (Article 13 - the right to find things out)

Being mindful - (Article 31: the right to rest and relax)

In Week 4, we pulled ourselves away from our screens and made some time for mindfulness. Our activity was to create a mandala from objects that we found around us. We enjoyed collecting different objects and carefully placing them into these beautiful patterns! Take a look below at our designs. 

Drama Afternoon - Article 31 - Right to Rest, Work, Arts and Play

During this afternoon, 6CW did an incredible turn around on rehearsing the Three Sisters section from our new class book, Viking Boy. We talked about voice projection and embodying characters through our attempts at voice acting. Everyone did a fantastic job and did an excellent job on the first day back.

Group 1 - Sisters Drama - 6CW

Group 2 - Sisters Drama - 6CW

Term 2

Term 2 Shining Star!

Enquiry Overview: How can Science help the homeless? Sustainable Development Goal 1 - No Poverty

For the first two terms of 2020, Year 6 are going to be investigating Global Goal Number 1- No Poverty. The focus of our learning will be about how Science can be used to give shelter, warmth, light and water. Alongside this, our writing will be based on the book 'The Garbage King' which tells the story of two boys from diverse economical backgrounds and their adventures in the capital of Ethiopia, Addis Ababa. Please check our page for updates on our fantastic learning!

I really enjoyed the Garbage King - especially the part when Merga was defeated. It was funny and he deserved it. - Colby

 

It was so sad when the young boy died but at least they found the dog at the end. - Noah

 

I was gutted when the book ended and hope there is a sequel. - Yunusu

 

Designing our final products was the best part and knowing we could help the homeless. - Alisha

Our Challenge: We designed products for homeless people using our knowledge of being Scientists. We had to use our Science skills and think carefully about which materials would be the most suitable. We hope you enjoy looking at our final innovations.

Maths Morning.  Article 28 The right to education

This morning we became maths experts, solving lots of Christmas puzzles.  We even had a live maths session with over 40 schools! 

Article 31: The right to art.

 

This afternoon we continued being artists and created the front cover to our class book in the style of Van Gough.  We practised lots first to experiment with tone and texture.  We are very impressed with our versions of The Garbage King front cover and can't wait to see our work on display!

Jigsaw

Article 23: Children with disabilities

In week six, we have been celebrating differences. We were amazed at the bravery, commitment and perseverance shown by Paralympic athletes. We role played scenarios where people were discriminated against because of their differences such as age, gender, religion and sexuality - can you work out which is which?

Building Shelters

Article 27: The right to shelter

The day finally came for us to build our shelters!  We followed our designs carefully (adapting sometimes after evaluations and discussions with others) to build a shelter to keep our Lego figure dry. We are now excited to test which structure is the best. 

NO PENS DAY. 

Article 12 children have the right to a view, to be heard and to be listened to.

Today was unlike any other typical school day as we were not allowed pens or pencils so couldn't write a thing.  It took some getting used to but we soon really embraced our discussions and enjoyed listening to and building upon the thoughts and views of others.  Our morning started with a word association game , we then had fun predicting the news article by just looking at the headline and had lots of fun in maths agreeing and disagreeing with opinions or choosing and explaining the odd one out!  The odd game or two featured throughout the day to keep us talking!

Being Scientists

Article 27: The right to a good standard of living

This Rights Respecting article links closely to our science-based enquiry because we are asking ourselves 'How can science help the homeless?' In week 3, we planned and conducted an experiment to find out which materials kept a beaker of water warmest for longest. Now that we have our results, we will use this this information to plan our final Challenge: Making a homeless kit.

DT

Article 27: The right to shelter.

Before we can make our model shelters to keep a Lego person dry and protected, we needed to test a range of joining techniques, structures and materials to see which would be the best. We had lots of fun in this investigating stage.  

Netball

Article 24: Good health 

This term, for our outdoor P.E, we are being taught by a Netball coach. For our first lesson, we practised our chest passes and pivoting. In small groups, we travelled across the court using our new skills. Visit back later in the term to see how our skills have progressed.

Term 1

Term 1 Shining Star 6CW

A huge well done to Ruby.

Article 31: The right to Art. 

 

We were excited to become Artists this afternoon.  This unit we are studying Van Gogh and using the medium paint.  Today we explored tone and texture and practised these skills painting sky, land and sea.  

Being Scientists!

Article 27: Food, clothing and a safe home.

6CW have loved being scientists over the past few weeks. We have been learning how to separate water from other materials; we have investigated which materials have the highest saturation points and we have been learning about electricity and where it comes from. All of these investigations are helping us to think about our challenge which is to make a kit for homeless people (in the UK or Ethiopia) which includes drinking water, warm clothes and shelter.

Jigsaw

Article 42: Everyone must know children's rights.

During our lesson in Week 5, Year 6 thought back to our Rights Respecting class charter. We discussed whether it was only adults that needed to follow the Rights Respecting charter. Our conclusion was that everyone was responsible for ensuring that all children are looked after. We looked back at the charter and thought about ways we could be more responsible such as Article 12: Respecting Eachother's Views. We are going to make an extra special effort to focus on this next week.

 

Being Geographers

6CW enjoyed being Geographers for the day.  We looked at both the human and physical features of Ethiopia and compared them to the UK. Afterwards, we created word banks and fact files about life in Addis Ababa to help us truly understand what life is like for Dani and Mano. Additionally, we loved looking at atlases and finding mountain ranges, rivers and cities.  We are now ready and prepared to use all of this knowledge to help us even more with our writing.  

Article 17: Access to information. 

WOW

Article 27:  Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs.

We were made homeless for the afternoon so built shelters from what we had available to us. We aimed to stay dry, comfy and protected. 

SSJ's allotment produce!

Article 24: The right to nutritious food.

6CW were so lucky to taste the first food harvested on our school allotment. The amazing Mr. Evans had grown some delicious corn on the cob, and Marie in the kitchen cooked them up for us. It was amazing to taste something grown in our own school grounds!

Dance

Article 24: The right to keep healthy and well.

We can’t wait to put all of our moves together to make a performance to share with you! Diversity watch out - 6CW are coming to get you! 

Decision Alley (Article 14 - The right to freedom of thought)

We have been reading 'The Garbage King' and thought about reasons why Mamo should and should not trust his 'uncle' Merga. After making a list of reasons that were for or against going with him, we put ourselves in Mamo's shoes and made a decision. Watch these videos to see how we justified our choices using our oracy skills and speaking in full sentences

Decision Alley

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WOW

Article 13 - the right to share our thoughts freely.

For our WOW, we watched some videos that introduced us to homelessness. We shared our thoughts and questions about homelessness and it was clear that we agreed homelessness is a problem that we would like to learn to change. Through watching a TED talk by a young inventor, who used batteries and electricity to protect his father's livestock from lions in Kenya, we were inspired to use science to help the homeless. To begin our learning journey, we thought about the problems that could be solved by being a scientist. Many of us have already thought  of inventions: food buses, back packs that turn into homes, a layered bag of life, mini gardens etc.  We can't wait to learn more so we can really make a difference to our homeless friends. 

Jigsaw

Article 13: You have the right to find out things and share your ideas.

For our first week in Jigsaw, we connected further with each other by learning more about our likes and dislikes. Pizza is definitely a favourite meal in 6CW!

6CW's Timestable Champions

Article 29: You have the right to education which tries to develop your personality and abilities as much as possible.

Well done to our times table champions for week 2! Sadly we couldn't quite beat 6RP but we gave it our best shot.

Maybe next week we'll be victorious!

Next week will be 3 times tables!

Purple Learning

Article 12 You have the right to an opinion and for it to be listened to and taken seriously.

We’re back! The new 6CW have completed their first week in Year 6 and have made an awesome start!

In week one, we reminded ourselves what it meant to be a Purple Learner. We began by thinking about all the things that help us to learn; the ‘movers’ and the ‘blockers’. We discussed how talk is really useful to our learning and how sharing ideas with our partners can help us understand new ideas.

Then we discussed how important is was to be diplomatic and how we can challenge each other in a polite way. Have a look at our examples of what to do and what not to do!

 

Diplomacy - Is it possible to disagree politely?

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Diplomacy - Does arguing get us anywhere?

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