Place Value Sliders

Year 6 have been looking at multiplying and dividing by 10, 100 and 1000 including decimal numbers. They were set the challenge of answering the questions pinned up around the room. The questions were titled with countries involved in World War 1 and had to be answered in alphabetical order. The class used the place value sliders to support their understanding of the process. They were then given a challenge to find their way through a maze of multiplication and division using different sets of criteria.

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Say What You See

Year 6 have been looking at the patterns and rules for choosing the correct grapheme for the ‘l’ sound at the end of the word. They set up a challenge for their learning partner by hiding an image. They uncovered it bit by bit trying to guess what word with an ‘l’ sound it could be. They then used their words to further organise the rules for choosing the correct spellings.

 

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Piecing together the story

Today, Year 6 were given some unfamiliar language, which would appear in the section of Private Peaceful that we are reading this week. We discussed the meaning of the language and used this to draw images to represent the words. From the images and words, Year 6 had a go at predicting the events of the section we are going to read. They were amazingly accurate and were even able to predict which characters might say which things.

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Exploring characters in Private Peaceful

Year 6 have been thoroughly enjoying reading Private Peaceful. Last week, we explored the character of the Colonel in depth looking at how the author uses both direct and indirect description to make the reader really dislike him. The children were amazing at explaining what the indirect descriptions were designed to make us feel and also discussed why this might be a useful technique as an author. Today, they demonstrated how they are able to use expression to ensure that the meaning is understood when they were reading to their partners.

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The beginnings of World War 1

Year 6 have been exploring seven different events which could have contributed to the cause of World War 1. They have been looking for chronological and non-chronological connections between the events and the resulting discussions have been incredible. Following that, we have been making sense of the sequence of events that occurred after the assassination of Archduke Franz Ferdinand.

 

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Walter Tull

In Writing, Year 6 have been learning about Walter Tull. It will form part of their World War topic but, at the moment, we have been looking at his football career. We have explored the moments when he had to leave his family to enter the orphanage. The language the children used to show his feelings was incredible. Walter Tull was the first black, professional outfield player and suffered from racial abuse at a football match. At the time, he couldn’t speak out about it. We have been giving him a voice imagining how he felt and what he wanted to say. Year 6 have worked hard to select the language and structures to have maximum impact.

 

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Impressionism

In Art, Year 6 have been learning about Impressionism. They looked at different artworks before exploring Monet’s Japanese Footbridge. They looked at and practised mixing different colours and then painted their own ‘impression’ of part of the Impressionist painting. The results are very impressive!

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Private Peaceful

Year 6 have been exploring the beginning of Private Peaceful. They’ve dramatised and explored language before looking at characters, events and language choice more closely. They were challenged to explain an author’s choice of sentence without using the words ‘effective’, ‘powerful’ and ‘to make you read on’. The children showed a real depth of understanding by providing answers the specifically linked to different points in the text.

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Making justified inferences

This week, Year 5 have begun a new text in Literacy, ‘Escape from Pompeii’. We began with a small image, where two children were staring fearfully at something, from which we had to draw justified inferences. The quality of response was incredible.

“They must be looking at something bright because of the shadow that has been cast across their bodies.”

“They would have slightly different feelings as the older child would need to hold in their fear to protect the younger one.”

Then, the whole image was revealed and the children could see the erupting volcano. From this, we continued to make inferences using all the clues available to us. We dramatised and wrote the conversation between the two children. The writing was excellent with children dropping in information about their characters’ emotions throughout the conversation. During the drama, the children had carefully considered who needed to speak first to best represent the emotions and how to show an emotion through conversation.

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