28/02/2017 at 20:40
This morning, 6T went to visit St John’s Church in Farsley – definitely worth a visit. They explored the church to identify information that was relevant to the life of Marsden and how the people of Farsley honour him.
They were excellent citizens and listened carefully. Hannah – the curate – also commented on how well the children engaged with the task and explored carefully and independently. I was equally proud of this as it’s something the class have worked really hard to develop. This week, we are going to write our own discussions about if we believe Farsley should be proud of Samuel Marsden.
The children also learned how graves can be used to help us understand history. The oldest grave we found was from a person born in the 1600’s but it was very worn so we could be wrong. Tragically, the youngest grave came from a child who was under a month old, which is a reminder of how lucky we are to live in the 21st century where children survive to become excellent citizens in our community.
25/02/2017 at 09:36
With the poetry slam truly nailed, year 6’s next challenge is to compete in the spelling bee competition. I’m sure they’ve been learning the words for the past couple of weeks and are getting much better at them.
Incase the children’s copy of the words is missing or they need a spare copy, please feel free to download it from the link below.
Don’t forget, spelling is incredibly important and as such the children should be spending time learning these as often as possible. The second document is also useful as it contains lots of strategies that may help the children learn – explore and find the one that’s right for them.
24/02/2017 at 20:49
This week, we have continued to learn about the history of Leeds and focussed on a significant individual from Farsley’s history – Samuel Marsden.
He is a viewed very differently people in Australia and New Zealand because of his actions. The children are going to use their English and History skills to make an informed decision based upon what Marsden did at various points throughout his life.
Next week, we are going to turn this into a discussion text and integrate more complex punctuation and cohesive devices.
24/02/2017 at 20:31
This morning, year 6 took part in a poetry slam, where they tried to out-perform the other children that had selected the same poem. This ties in with the curriculum objectives about learning by heart and performing with confidence.
The performances were amazing and children overcame some really serious nerves to impress everyone in the room – so much so that extra certificates and prizes for the winners!
Definitely a year group to be proud of!
23/02/2017 at 10:14
This week, we have introduced a new activity for the start of lessons called myminimaths that will improve our maths fluency – speed and accuracy while calculating.
We have also looked through the 2016 paper that we sat before half term and identified the two different types of mistake:
- Silly, where the mistake was easily avoided – e.g. 6 + 3 = 8 or doing an addition when the question was a subtraction.
- Misunderstanding, where the mistake was from a lack of understanding or missing some information – e.g. the algebra questions.
Finally, we revised percentages and how to find a % of a number and the value of equivalent fractions, decimals and percentages. It is important to be able to recall these quickly:
1/3 and 2/3 – are recurring numbers when represented as a decimal.
- Read pages 62 – 65 of the Revision book.
- Create a poster that shows the conversions for metric units of measurement:
– Distance – cm, m, km (also km to miles).
– Capacity – ml, l
– Mass (weight) – g, kg, ton
- It would be great to see you include images that match the units of measurement e.g. bag of sugar for grams.
- Include the key measurement conversions – cm to m, m to km etc.
- Clear structure and layout.
- You may use the computer or work by hand.
- Adding colour is great – if you don’t have any at home, let me know and we can arrange for you to do that part in school.
11/02/2017 at 13:53
This week, as I’m sure some you know, I’m going to Ypres in Belgium to explore the battlefields of the First World War with Steve. Both he and I are interested to know any questions you have that we can answer while there.
- what the battlefields look like
- what the soldiers would have experienced
- the trenches and what it’d be like to live in the trenches
We will answer as many as we can while there and support with as many pictures as I can take!
We went to visit Lijssenthoek cemetery today – from these photos, what do you think it was and why?
How many nationalities do you think are represented?
Why does N. Spindler stand out? Look really closely at the enlarged photo!
This evening, I had one of the greatest honours of my entire life. I laid a wreath on the Menin Gate on behalf of the children of Farsley Farfield with students from Leeds Trinity University and the University of Cumbria.
Today has been incredibly emotional for me; we visited several sites that represented some really tragic parts of the war: Hill 60, Passendale museum, Tyne Cot memorial, St Julien and Langemark.
Hill 60 and The Bluff:
This is the largest Commonwealth Cemetery in Belgium and there are 11,000 graves and another 34,000 men named on a memorial for the missing. The poppies you made in December were laid by a student from either the University of Cumbria or Leeds Trinity University on your behalf after hearing a bit about you.
How do these photos make you feel?
Any I wonder moments?
This monument marks the point where the first gas attack was carried out. The troops that were stationed there initially fled from the poison and left a hole in the defences; Canadian troops came to reinforce the area and the monument is in their honour.
What do you think of it?
Do you think such a simple statue reflects their brave acts?
What makes this so different to the other monuments and cemeteries?
Do you think it honours the soldiers’ sacrifice?