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.
We have our own 6RP 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.
6RP have indoor PE on a Monday and outdoor PE on a Wednesday.
6RP's entrance and exit point is the main gate. Please wait on the path from the main gate to the office.
Times Table of the week: 8s
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.
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!
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.
Being an artist (Article 31 - the right to art)
In Week 2 we had excellent fun making 3D sculptures using chicken wire, tissue paper, paper mache and crisp packets! We focussed on a page from 'Here we are' and noticed that there were some insects in the forefront so we wanted to recreate them. After looking at the work of a variety of sculptors, we collaboratively planned our own project and finished them this week. Take a look at our photos below!
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 (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.
Red Nose Day (Article 1: the access to rights)
We had a fantastic Red Nose Day where we dressed up and shared jokes with each other - a lot of laughs were had! Importantly, we also explored the stories of children who are helped by the money that is raised. We loved buying the noses this year and some of us had a near-full collection! Take a look at our jokes below :D
Being an Artist (Article 31: the right to the arts)
In Week 4, we began to explore insects and flowers outside. After we completed our initial sketches, we returned to the classroom and built on our skills, both by sketching flowers in class and using images of insects that were cut in half to complete. Using pencil crayons, we practised layering the colours to get a more precise colour. Take a look at our work below!
Being a Purple Learner (Article 31: the right to rest and play)
In Week 3, to end the week, we made 'God's eyes' (which are made from sticks and wool). We got to put our perseverance to the test because at first it was really tricky but we were rewarding with the results! Take a look below!
Being a Purple Learner (Article 29: the aims of education)
In Week 3, we revisited what it meant to be a Purple Learner, which we know can also be described as a successful learner. It was really useful to recap our suggestions of 'helpful talk' and 'movers' and demonstrate these skills in discussions with our talk partners and in talk trios. We revised what 'the struggle' looked like and discussed how magnificent mistakes truly are since we cannot move our learning forward without them. Finally, we wrote ourselves a positive self-encouragement note and wore them on our jumpers for the day. Take a look at some below!
Being an athlete (Article 24: the right to good health)
In week 3, we started to practise our football skills in outdoor PE. To warm up, we passed the ball and gradually increased the challenge by using just one foot, not stopping the ball and increasing the distance. Then, we worked in teams of 5 to keep possession of the ball using our passing skills. We found that space and communication were key otherwise it was easy for the other team to take the ball from us!
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.
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!
Being Computer Technologists - (Article 17: the right to protection from harmful information)
In Week 6 we celebrated Safer Internet Day where we completed a number of fun and interactive online tasks. Firstly we shared our 'two truths and a lie' and it was fun to work out which was the lie! Then we used an online safety compass to explore how we would react to different online scenarios. Our third task was to create an 'unboxing' video where we had to find something in our houses and describe it as the next best thing! Finally, we explored digital friendships and thought about the positives and negatives of these. Here are some screenshots of our day's work!
Mental Health Week - (Article 24: the right to the best health care possible)
In Week 5, we celebrated Mental Health Week where we explored feelings, emotions, gratitude and how to express ourselves. Each day we completed a different activity to help us do these things. We know how important it is to feel a variety of emotions and be able to express them creatively and safely. Have a look at some of our wonderful activities below!
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.
Being athletes (Article 24: the right to good health)
In Week 3, we really enjoyed our PE session with Sporting Chance. We warmed up by playing chaos tag and then we had to use our problem solving skills as well as our teamwork skills to carry out the activity. Using hoops, we had to get our whole team to the other side of the hall but there were many rules and obstacles that we had to obey! Even though it was frustrating when we had to start again, we always managed to improve our route and tactics!
Being readers (Article 13 - the right to find things out)
In week 2, we focused on non-fiction texts. These are texts that convey information about a topic and this week, we found out about earthquakes. After reading the text carefully, we answered some quick quiz questions before completing some more in-depth questions so that we could truly understand what we had read. We will be using all of our skills so far to answer more questions throughout the week. Take a look below at what we have done so far.
Being historians (Article 13 - the right to find things out)
After just one day in school, many of us had to return to remote learning however this has not stopped us from doing fantastic work! In week 1, we learnt about sources, including the difference between a primary and secondary source. This helped us to understand how we actually know about the Vikings. Objects such as runes and coins are convincing evidence that tell us about how they lived. Their sagas and chronicles also provide us with knowledge. We researched some of these sources using a variety of websites and had lots of fun presenting our findings in creative ways. Take a look at our work below!
Being Artists (Article 31 - The right to access the arts)
Today, in Week 7, we used paint to recreate the book cover of our class text - The Garbage King. Firstly, we focused on the background and created strokes in the style of Van Gogh, who we have been studying this term, Once the background was dry, we chose thinner paintbrushes to add the fine detail of the 'skyline' of the scene. The trickiest bit was the title! We had to really take our time and persevere to achieve our fantastic results below!
Jigsaw (Article 23 - the rights of disabled children)
In Week 6, we celebrated differences by exploring Paralympic athletes and the Equality Act which states that nobody should be discriminated against based on a number of characteristics - including disability. We found out about Ellie Simmonds, a Paralympic swimmer, who has won 9 gold medals and many others! We were impressed that her disability hasn't held her back at all. Some of our thoughts are below. We also freeze-framed scenarios where differences cause conflict such as older people getting frustrated with younger people for often being on their phones. We role-played how these scenarios could be resolved, such as having a conversation or making a compromise.
Being authors ( Article 12 - the right to having your view respected)
In writing, we have been learning about formal language. When we are writing about a serious point or to somebody who we do not know, we have to write formally so that we are listened to. We thought about some text types that would need formal language like letters of complaint and newspaper articles which we are looking forward to writing! At the end of the lesson, we enjoyed a game where we had to match Standard English and slang terms - we all managed to find our partners!
No Pens Monday! (Article 13 - the right to share our thoughts freely)
We started the week with No Pens Monday! In each lesson, we were able to practise and improve our oracy skills by listening, discussing, presenting and asking questions. We are fantastic at answering in full sentences and standing to explain our thinking. Have a look at some photos below - no pen in sight!
Being mathematicians (Article 29 - the right to education)
In Week 3 we started to explore fractions. After discussing our stem sentences and vocabulary associated with fractions, we played fraction bingo where we had to get 5 fractions in a row to win. If we rolled a 5 then a 1, we had to miss a go until we rolled a fraction that we could shade. To challenge ourselves, we played an alternative game where we had to fill in the whole fraction. We enjoyed the competitiveness.
Being scientists (Article 27 - The right to a safe home)
As scientists, we explored different circuits and tested a range of conductors and insulators. We thought about where electricity comes from and made a very long list of the things we use electricity for. This led us to discuss the struggles that homeless people face without access to electricity. For example, they wouldn't be able to charge their phone to keep in contact with their friends and families. We are looking forward to building on our knowledge of electricity so that we can find a way to help the homeless.
Being athletes (Article 24 - The right to 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. To finish the lesson, we played a game where we had to get the ball across the line and we really enjoyed the competition.
Games (Article 31 - Right to play)
We used our indoor PE time to learn some games that we could play at break and lunch. We thought that they were great because they were fun and didn't involve any equipment. Here are some photos of us playing 'The Exaggeration Game', 'North South East West', 'Splat' and 'Do as I say'. We're looking forward to playing these games outside on the playground.
RE Islamic Patterns (Article 30 - The right to religion)
In RE, we have been learning about what it means to be a Muslim in Britain today. We explored the five pillars of Islam, Ramadan and Eid as well as what the mosques look like. We found out that mosques are very decorated with beautiful patterns so we had a go at creating some geometric patterns ourselves. It was really challenging at first so we started with the easiest design and built up our skills to create some fantastic results!
Being Scientists (Article 24 - The right to clean water)
This week, as scientists, we observed and recorded the properties of different materials. We learned the difference between mixtures and solutions and we know that soluble means that a material will dissolve, and insoluble means that it won't. We had lots of fun stirring different materials into water and making predictions about what would happen. This led to our next science lesson where we used filters and sieves to clean some dirty water. We thought about our homeless friends and if they would be pleased with how clean we made the water.
Being Global Citizens in Jigsaw (Article 32 - The right to protection from harmful work)
In Jigsaw, we explored how chocolate was made. We found out that it is made from cocoa and in Ghana, many children work on plantations to harvest the cocoa. Often, the children work instead of go to school and even if they do attend school, they are usually expected to harvest cocoa too. We discussed how unfair this was and the potential dangers that the children were exposed to such as poisonous snakes and using machetes. It made us think twice about the chocolate that we buy! We compared our favourite subjects, ambitions and feelings towards school to those of a child in Ghana.
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.
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.
Times Table Winner (Article 29 - The right to the aims of education)
In week 1 6RP were victorious in the 2,5 and 10 times table competition! Congratulations to Chloe who won against the other Year 6 competitors and congratulations to Zach who also represented our class!