Farsley Farfield Class 6S blog

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07/02/2018 at 14:48


After learning about Charles Darwin last week, we went on to look at the evidence for evolution by studying fossils. The children had four activities to complete:

Activity 1 – Fossilisation process cards

Put the statements in the correct order for the fossilisation process and match them with the correct pictures.

Activity 2 – Fossil evidence for evolution

Look very carefully at the fossil pictures and the living relative of the turbot. When looking careful, we noticed that the living relative has a much rounder body, some extra bones and the tail and fins are smaller.

Activity 3– Real fossils pack

The children were archaeologists. They searched through the sand to find fossils then had to name them, sketch them and find out some facts. One thing we found out was that Crinoids are ancient marine animals that appeared 300 million years before dinosaurs!

Activity 4 – reading

There were three different books to read, some of which were story books and one which was a fact book. We found out lots of interesting things including that the word fossil comes from the Latin word fossilis, which means ‘dug up’.

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Victorian Britain

02/02/2018 at 13:15


Follow the link to find out more about the Victorians:

Victorian Britain



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31/01/2018 at 12:43


Following on from our philosophers’ theories of evolution two weeks ago, today we concentrated on the man himself, Charles Darwin. We watched some short videos about his adventures on the HMS Beagle to the Galapagos Islands, what he did and found there and the conclusions he came to.

His theory of Natural Selection as the process behind evolution is testable and observable FACT.

Darwin found about fifteen different species of finches on the Galapagos Islands. He noticed they were all similar but their beaks were all different shapes. He realised that the different beaks matched the different food available on each island. The finches which ate insects had skinny pointed beaks so they could pick them up better. Those that ate hard fruits had beaks that were sharp so they could get through the skin.

Darwin realised there was only one way this could have happened – their beaks must have adapted to their environment over time. This led him to another idea – the survival of the fittest. Darwin suggested that those plants and animals best suited to their environment are more likely to survive and pass on their characteristics to their offspring.

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Year 6 Poetry Slam 2018

31/01/2018 at 09:38


On Friday 23rd February, Year 6 will be holding a poetry slam event in the hall where they will be performing well known poems for one another.

Part of the Year Six English curriculum is to learn by heart a variety of poems. Over the next few weeks, we would like all children in Year Six to choose and memorise a poem from this list of poems. In each class, only two children will be permitted to choose each poem so we have a lot of variety.

You need to think about your volume, speed, expression and actions to help you perform your poem. Make us smile, make us laugh – be entertaining!


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Isambard Kingdom Brunel

23/01/2018 at 12:19


Click on this link to find the BBC Primary History website all about Isambard Kingdom Brunel.

Working in small groups, make brief notes on a certain aspect of Isambard Kingdom Brunel:

  • Thames tunnel
  • Bridges
  • Railways
  • Ships
  • Family Life



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Animal Intuition

23/01/2018 at 10:17


An afternoon of awe and wonder in Year 6!

We were delighted to welcome Mags from Animal Intuition. Year 6 children learnt how different animals have adapted to their habitats over millions of years to become successful animals today. We learnt so much:

  • snakes used to have legs;
  • spiders and tarantulas haven’t really changed for many millions of years;
  • there’s a good reason why hedgehogs don’t have spikes on the bottom of their bodies – can you remember?

Below are some photographs from the afternoon:


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