STAY TUNED for our Romeo and Juliet final project...
Who was William Shakespeare?
It is staggering to think that the works of Shakespeare are still so well known and popular over 500 years since they were written. Considering how old they are, the themes and ideas are very modern and the themes and ideas are still used in popular books and films today.
We carried out research about Shakespeare and wrote our own 'mixed media' non-fiction books about him and his life.
Here are some of the intriguing things we learnt:
Thousands of words and phrases we use today were invented by Shakespeare - e.g. All that glitters is not gold, the green-eyed monster, love is blind and knock knock who's there?
Shakespeare had a son called Hamlet.
The Lion King is based on the themes from Hamlet: a son seeking revenge for his father.
In History, we learnt about the Tudor and Elizabethan Times and what life was like when Shakespeare was writing his plays.
Explore the Powerpoint presentations below to see the areas of life we learnt about:
Romeo and Juliet
A tale of conflict, love, tension and tragedy...
By William Shakespeare
This half term, we have started delving deeper into the play about two star-crossed lovers in Verona. Each week, we will be exploring the themes using drama, discussion and creativity.
The first theme that occurs is 'CONFLICT' - the scene is set in the streets of Verona and we learn of the conflict between the two powerful families: The Montagues and The Capulets. Their servants begin to duel in the streets and despite many attempts to resume peace, the Prince of Verona has to intervene.
We acted out the duel and the Prince's speech and interviewed those involved as part of a live Verona News report. Thankfully, they were able to answer questions whilst sword-fighting and our interviewers did not get injured in the making of the report.
Can you still get sunburnt when it is cloudy?
In Science, we learnt that the answer is 'sort of!' When the sun shines, it emits UV (ultraviolet) light. This contains both UVA rays, those which tan our skin but also cause wrinkles, and UVB rays, those which burn our skin and cause damage and can potentially lead to skin cancer.
Most sun cream today offers protection against UVA and UVB rays, preventing us from burning and going wrinkly! In our experiments, we learnt about the processes involved in making sun cream and how we can go about testing it fairly (without getting sunburnt ourselves!)
We learnt that sun cream contains an active ingredient that blocks the UV rays and stops them from absorbing into our skin. This ingredient comes in the form of a chunky solid: in order to make it effective as a mixture with the sun lotion, it must be ground into a powder. We used sugar to represent the active ingredient and experimented with different grinding materials to see which produced the most powdered sugar.
Finally, we used UV sensitive beads to test the sun protection factor of 3 mystery sun creams. We used a control test to show what happened to the beads without any sun protection: they changed colour almost immediately. The beads with sun cream on took longer to change colour. The main finding was that the sun protection offered depends on how much sun cream you put on and how well the active ingredient spreads and blocks the UVA/UVB rays.
You should ALWAYS use sun protection when you are outdoors, especially in the summer months when the sun is stronger; even when it is cloudy!
Summer Term is here!
The sun was out for a fleeting few days; Year 6 decided to make the most of it and took their arithmetic skills outside on an orienteering egg hunt. The Easter Egg questions were long multiplication or short division questions so we checked these twice to make sure we were right!
This half term, we are also heading back in time. Our scientists were exploring the beginning of life on Earth. We worked in groups to film our own news reports. The groups wrote their own scripts, researched the facts themselves and even had their own cameraman. The videos were then edited in the studio on movie maker: watch them below!
Year 6 have been putting their maths skills into action in Physics this week. We explore the angle of incidence and the angle of reflection using a ball and a wooden block. This involved measuring with a protractor and creating a giant protractor to measure our results with. We also took multiple tests and some groups used this to generate an average.
We have learnt about being critical of our results and how repeat testing can show consistency. Using a scatter graph, we were able to plot our test results and identify if there was a pattern in the data.
Most groups found that their data was reliable and their ball generally would bounce in and out at the same angle. However, some groups found that a pattern was not as easy to identify. This could have been down to a number of factors/variables: the texture or elasticity of the ball, the smoothness of the surface or the accuracy of our rolling and the varied velocity at which the balls were rolled each time.
The results are in.... could Spiderman really exist?
After gathering all of the evidence, research and arguments, we wrote our answers: we made sure we presented a balanced discussion and were fair to both sides of the argument. You can read our formal discussion texts in class; they are summarised in the Powerpoint presentations below.
Could Spiderman Really Exist?
In our Science and topic sessions, we have been exploring this question in the hope that we can discover some answers. First of all, we considered if he would fall into any existing classification system for living things: we went out into our school grounds and explored the living things and how they would be grouped and classified.
We also wondered if there was a theory of evolution or adaptation that could explain why Spiderman has such unusual powers and abilities. Our SPAG knowledge came in handy here as we used subordinate clauses and colons to explain how he has adapted to his environment.
Over the next few weeks, we will continue to gather evidence and try to come to a conclusion about whether or not he COULD exist and what proof we have managed to collect to support our argument. Stay tuned for further investigations and our final discussions...
Happy New Year!
To welcome the new year as we mean to go on, Year 6 have been reflecting on the successes of last half term. In particular, their secret Christmas project...
We celebrated the gift of giving to others at Christmas time and the wonderful feeling we can share by helping others to feel joyful, often in simple ways. These short movies and presentations explain what we did and show the responses we got to our Christmas generosity project.
This week, we have been inspired by the new BBC series of the Blue Planet. We watched the trailer and were inspired by the amazing footage and wonderful descriptions. David Attenborough's narration was quite poetic.
We worked throughout the week to edit, plan, record, trim and add to our videos. On Friday, we watched each other's videos in a special screening - including popcorn! We evaluated them based on our own criteria - such as narration, video choice, descriptions - and we were all so impressed by how amazing they were.
One of our videos was shown in celebration assembly and the rest are available below.
Thanks to Shutterstock for the video clips and to The Blue Planet soundtrack for the backing tracks.
FORECAST: mostly sunny, some chances of rain in the Year 6 classroom.
Confused? All will be explained...
Will we ever see the water we drink again?
WATER is our new topic in Year 6. What a big subject!
We started by looking at how water travels around our planet and what processes are involved in the water cycle. We even managed to make it RAIN in our classroom!
Inside the pot was a small amount of water. The hot bag underneath the water caused the water to evaporate; the cold bag on top of the pot caused the water to condense. When the water droplets gathered and got too heavy, they began to precipitate (fall) from the top of the pot. It rained in our classroom!
Egyptian Dress Up Day in Y6
Y6 were Egyptians for the day! However, not just Pharaohs, Queens and Kings: we even had mummies, cats and a camel!
Take a look at our photo album below to see some of the fun things we got up to (a banquet, challenges, dancing, quizzes and more!)
Following today, we will be writing a news report about our incredible day - stay tuned!
The Temperamental Time Machine
When we arrived at school, lots of strange things had happened. Somebody's cat had gone missing, some cavemen had set up a campfire in our classroom, Roman swords were found in a lady's back garden and some other Egyptian objects had appeared. There were even reports of dinosaur footprints in Deighton.
Year 6 detectives pieced together the clues and they all pointed to our faulty time machine. When we inspected the flux capacitor, we found that it was past its 2 year warranty; we noticed there was an address we could write to so we set about writing them a letter of complaint.
We are hoping that as a result, Fluffy will be returned and that everything will go back to normal... or will it?
Multiplication and Division Fluency
It all comes down to your TIMES TABLES!
Crack this, and you will unlock speedy multiplication and division.
Over half term, if you do anything at all, make it your mission to learn your times tables.
Here are some links to games that can help you with this. Or just try the plain old 'say them out loud' - but say them forwards, backwards, quickly, upside down, etc!!
Y6 End of Day Quiz
Try it yourself! (Answers at the bottom of this section).
Q1: Spell the Egyptian word for letters and symbols (clue: it begins with h).
Q2: What did the Egyptians do in 5000BC?
Q3. Which country is the West of Egypt?
Q4. What is a vertical line of data called in a spread sheet/database?
In Year 6, we have an end of day routine. We say our end of day prayer to say thank you for the opportunity to learn and the safe homes we return to. We also enjoy an end of day quiz to put our knowledge to the test. The quickest correct answer gets to let their table go home first!
So far, our quizzes have been on the Egyptians, ICT, spelling, maths and much more!
How do you think you did?
Q1. hieroglyphics Q2. They started farming cattle and crops. Q3. Libya. Q4. A column.
Scary Stories in Year 6...
... don't read them in the dark!
This week, we have been reading scary stories and getting ideas for writing our own terrifying tales. We used the 'scary story randomiser' (See the spooky paper below) to draw out some random words to get our imagination going. Some groups had a tentacle, a broken bottle, spiders, a door slamming, whispers on the wind and many more... Each group talked about their ideas and shared their scary stories with the class.
Everyone has planned and drafted their own scary story - Miss Wilde had to read them all whilst it was still daylight, in case she got too scared!!
Check back in soon as we will be sharing some of our stories on here. WARNING: wear a woolly jumper, as you will definitely get GOOSEBUMPS!
One day, we will be able to read this!
Our first topic in Year 6 is the Ancient Egyptians. So far, we have learnt about the location of Egypt in the wider world and more specifically which countries and oceans are nearby.
We also put our history knowledge to the test and created an illustrated timeline to celebrate the developments and milestones the Egyptians achieved. We were amazed that they were writing hieroglyphics in 3500BC!
As we learn about the past from objects we find, we used our inference skills to work out what some Egyptian objects were based on the materials, shape and any other clues we could see.
We looked at objects from the Ancient Egyptian era from the Birmingham Museum Archives. Do you think you know what these objects are, what they're made from and what they are for?
(Click the link below for the answers)