Year 6 Blog 2025/26

 Year 6 revised vocabulary about places in the school. They then changed the definite article - the to a the indefinite article- a/ an, which they then used this to write a paragraph introducing the school.  We wrote a paragraph together, then the children wrote their own independently.

 In year 6 today we have discussed the notion of rules and laws and how they keep us safe and protected. We spoke about how Christians view Jesus and whether he broke any laws. We had some fantastic, mature conversations that showed just how emotionally developed the children are. 

   Year 6 found out about the European Day of Languages,which is celebrated each year on the 26th September. They created a visual fact file about Italy, which included colouring in the Italian flag, identifying where Italy  is on the map, counting to 10 in Italian  and finding out about Italian foods and greetings. 

  This week in Year 6 PSHE, our focus was on understanding what makes a   healthy friendship   and how to manage   small disagreements   in a positive and respectful way. Through discussion, storytelling, and role-play, pupils explored how even the closest of friends can sometimes fall out—and that’s okay. What matters most is how we choose to respond when disagreements happen. We talked about: The qualities of a healthy friendship, such as  kindness ,  trust , and  support . How to stay calm during disagreements and use strategies like  listening ,  talking it through , and  finding compromise . Why it’s important to recognise how others feel and work together to put things right. We linked our learning to our school values of: Respect  – by listening to each other, speaking kindly, and accepting different points of view. Belonging  – by helping everyone feel included, safe, and valued in our friendships and in the wider ...

 The lesson began looking at  the earthquake that happened this week near the Philippines. Children were able to talk about what they saw and heard in the clip. Then, they recapped how the tectonic plates move causing pressure/friction and once this is released seismic waves carry move across the ground and cause the earthquake. From there, they looked at the focus (where the earthquake starts) and how the epicentre is directly above on the crust, which is where the earthquake will be felt the strongest. In order to understand the strength, the children identified how the strength and impact are measured either using the Richter Scale or the Mercalli Scale. Finally, they used a picture stimulus to identify how the land and people are affected by earthquakes.