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Year 6

7.2.25

This half term, Year 6 have been diving into the fascinating yet often harsh world of the Victorians. Last week, they explored the gruelling jobs that poor Victorian children—some as young as three—were forced to do just to survive. From chimney sweeps to factory workers, they researched the harsh conditions, long hours, and dangerous environments these children endured. Using their findings, the pupils then wrote emotive diary entries from the perspective of a child labourer, vividly describing their daily struggles, the unforgiving workplaces, and even incorporating Victorian dialect to truly step into their shoes. 

24.1.25

In Year 6, we have been learning about light in science and the Victorians in history. In the past two weeks, we studied about and made periscopes and learned about their use; we also conducted investigations to do with how shadows’ size and shape is affected by the light source. In history, we have been learning about the Victorian Workhouse and researching the lives of poor Victorian children and the type of jobs they needed to do from an age as young as five. This is in preparation for diary writing from the point of a Victorian child whereby Year 6 pupils will be putting themselves in their shoes.  

10.1.25

The Year 6 students had an exciting visit to Harris Ockendon Secondary School for a special science lesson. They had the unique opportunity to examine and dissect a real heart under the guidance of one of the school's teachers. During the lesson, the children handled the heart, explored its inner workings, assessed its health, and studied its different parts. This hands-on experience provided an unforgettable insight into the anatomy and function of the human heart.

WB 5.11.24

In English, in the first week, had the opportunity to demonstrate how creative and imaginative they are by applying their knowledge of personification and other metaphorical language whereby they chose a classroom or another object and gave it human traits. After their poems, they started their preparation of writing a balanced debate. In doing so, the children turned into debating teams by defending one of the sides of an argument of their choice. Once they practised the format and collected language specific to balanced discussions, they started planning their balanced argument text. The topic they researched and planned for was “Children be Allowed Electronic Devices in Their Bedrooms”. In geography, Year 6 discussed longitude, latitude, found and drew the Equator, the Prime Meridian, the Tropics of Cancer and Capricorn, as well as The Arctic and Antarctic Circles; they also explored the physical, agricultural and industrial features of Mexico. In science, Year 6 discussed the main symbols of electrical circuits and the advantages of parallel circuits in comparison to series ones,

WB 14.10.24

On Wednesday, 16th October, as part of our history topic on the Tudors, Year 6 went on an exciting trip to the Tower of London. There, we had workshops learning about Henry VIII’s six wives, what they were like, the role they played in England’s political life and the outcomes from their marriages. We also visited the White Tower and the Crown Jewels exhibitions; saw the glass pillow – a memorial to all beheaded in the Tower of London; and found out that Anne Boleyn and Catherine Howard, who were executed, were buried in the church on the premises of the Tower of London. 

WB 23.9.24

In science, the Year 6 children have been learning all about the circulatory system, the heart and what is included within our blood. Last week, they looked in detail at what actually flows within our blood and why each component of the blood is so important in ensuring our bodies are functioning correctly. For example, they learned all about the red blood cells, the white blood cells, the platelets and plasma. Once they had matched the definitions to each of the components- and had a solid understanding of the function of each one- they created their own ‘blood in a bottle’!

They were given:

  • 1 large plastic water bottle
  • imperial mints (white blood cells)
  • Cheerios (red blood cells)
  • Red food colouring (blood)
  • Yellow food colouring (plasma)
  • Cotton wool (platelets)

Then, they mixed up all of their ingredients, giving the bottle a good shake, to see what our blood really looks like as it flows through our many arteries and veins.

WB 13.9.24

In Year 6, we have been learning all about the circulatory system in science. First, we researched and made notes on the importance of the circulatory system and its function in the body before creating our own presentations in groups. One person in each group narrated the process while the rest of the group took on different roles, such as: the heart, the aorta, the arteries, the veins, the lungs, the blood and the superior vena cava and inferior vena cava.  

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