Topic Work

Benjamin Zephaniah Poetry

9:45AM

As part of our new topic, Black History Month, Year Six have been studying the poems of the world famous author Benjamin Zephaniah.

Brilliant, witty, funny – Benjamin’s poems could not be more different to the very serious, emotive poems from The Great War, which we were previously looking at. His poems, although based on serious topics, are full of humour and laughter, silliness and comedy: that’s why we like them so much!

Have you ever heard of a poem called Talking Turkeys? Neither had we until we watched this video. Take a look and see what you think about Benjamin and his poems:

9:50AM

After spending time, at the end of last week, studying and rehearsing one of Benjamin Zephaniah’s poems, currently we’re performing our poems for the rest of class. Keep checking back for pictures and videos!

10:10AM

What wonderful performances of some of Benjamin’s poems! Here we are during some of our performances:

 

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*New Topic Alert*

9:45AM

After studying World War Two for the last few weeks, Year Six are now moving on to a new, exciting topic. We’re currently watching this video… Can you guess what our new topic might be?

10:00AM

Any idea what our new topic is yet? Perhaps the spider diagrams we’re currently creating might give you a clue…

10:10AM

What does BHM stand for?

Any ideas yet? Some people might have guessed our new topic from the video we’ve been watching; others might recognise what BHM stands for.

BHM is Black History Month. What is Black History Month?

Black History Month is a month set aside to learn, honour, and celebrate the achievements of black men and women throughout history.

10:15AM

As part of our first lesson on Black History Month, we’re undertaking a P4C session to discuss the issues which inspired the start of BHM. We’re creating a series of philosophical questions to discuss as part of this session:

 

10:20AM

As a result of the questions we created, our topic of discussion is:

DID MARTIN LUTHER KING JR’S DREAM COME TRUE?

In response to this question, Gergo said, “Yes, I think it’s come true because, now, anyone can play with anyone in the playground at school and nobody says they can’t do it.”

Katie also said, “It came true because not as many people are being racist now. Nobody has to give up their seat on a bus because of the colour of their skin anymore.”

Finley disagreed. This is what he had to say, “Not really because there will always be that one person who’s out of line.”

 

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Poppy Project (Part Two)

Today was our second session on The Poppy Project. This week, in art, we were creating our own image of the poppy, inspired by both our own collages and research done on the iPads.

We were to create our design, in our sketch books, within a 15cm square. Once our design was complete, we had to trace our design onto tracing paper so that it could then be transferred onto a printing tile.

Here are some of the designs we created today. Stay tuned for the results of our printing session…

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World War Two Poetry

DULCE ET DECORUM EST

Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.
Gas! Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling,
And flound’ring like a man in fire or lime. . .
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.

Wilfred Owen
Thought to have been written between 8 October 1917  and March, 1918

Have you ever heard a poem from The Great War before? Or even World War Two? Neither had Year Six before this week. Passionate and moving, emotional and poignant, many of the poems that we’ve been looking at in Literacy this week are really affecting and made us feel lots of different emotions. Some of the poems were sad and about death; others remembered the sacrifices of the soldiers and celebrated their lives.

Our task was to study a selection of War Poetry and, as a pair/small group, choose one of the poems to perform for the rest of the class. We had the option of performing the poem like a drama or simply reading the poem with the appropriate emotion.

Here we are performing some of our favourites:

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A very special plane…

As you may have already read, Year Six have been learning all about WW2 and have just started studying the science topic, electricity. Feeling inspired, one of the Year Six pupils in Opal Class decided to have a go at home at combining the two subjects.

Here is the result:

Plane

Amazing, clever, brilliant – not only does this plane look like one of Britain’s fighter planes from WW2, it also has a working propeller! This pupil has used his knowledge of electricity to create a simple circuit which makes the propeller work.

 

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Writing, writing and… more writing!

Flaming, flying, whizzing – all our Year Sixes’ fingers are worn out with all the writing they’ve been doing recently. What with trips, workshops and exciting topics, we’ve had lots to write about.

Keep checking our ‘Writing Page’ to see the latest updates. All you have to do it click the tab at the top of this page!

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WW2 Interview Questions (Homework) – Cayleigh & Macie

This week, in our homework, children were asked to write some interview questions that they would like to ask someone who was alive, or perhaps fought, during WW2. Here are some of the best questions that two pupils in Opal Class came up with:

  1. How old were you when you went to fight in the war?
  2. What did you eat and wear during the war?
  3. How often could you write to your family?
  4. Did any of your older family members fight in WWI?
  5. What kept you fighting?
  6. Why did you decide to join the army to fight in the WWII?
  7. Did you receive/earn any medals whilst you were fighting?
  8. How did you pass the time when you weren’t fighting?
  9. How did you feel about WW2 starting?
  10. What part was your role in WW2?
  11. If you had a wife, what role did she play in the war?
  12. Did you get hurt in the war?
  13. Did you kill or injure anybody in the war?
  14. How did you feel when the war ended?
  15. Did you get any flash backs about the war?

Perhaps someone out there reading this blog post might know someone who could answer some of these questions? We’d love to hear from you!

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Poppy Project (Part One)

This week, in Art, we’re beginning our Poppy Project.

Seen as we’ve been studying World War Two in our topic work, studying the poppy in art seemed like a natural step to make. But why? Why are poppies important to The Second World War? Or any war for that matter?

On the BBC Website, all about Rememberance, it says:

The poppy has a long association with Remembrance Day. But how did the distinctive red flower become such a potent symbol of our remembrance of the sacrifices made in past wars?

Scarlet corn poppies (popaver rhoeas) grow naturally in conditions of disturbed earth throughout Western Europe. The destruction brought by the Napoleonic wars of the early 19th Century transformed bare land into fields of blood red poppies, growing around the bodies of the fallen soldiers.

In late 1914, the fields of Northern France and Flanders were once again ripped open as World War One raged through Europe’s heart. Once the conflict was over the poppy was one of the only plants to grow on the otherwise barren battlefields.

The significance of the poppy as a lasting memorial symbol to the fallen was realised by the Canadian surgeon John McCrae in his poem In Flanders Fields. The poppy came to represent the immeasurable sacrifice made by his comrades and quickly became a lasting memorial to those who died in World War One and later conflicts. It was adopted by The Royal British Legion as the symbol for their Poppy Appeal, in aid of those serving in the British Armed Forces, after its formation in 1921.

So what have we been doing?

Our first lesson was all about learning the significance of the poppy and studying its shape, colour and texture. In order to do this effectively, we created our own collages based on the poppy. These included lots of materials and colours, as well as research facts about the poppy itself.

These are some of the collages we created:

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World War Two by Ellis

Intriguing, exciting, fun – we learnt about Winston Churchill’s secret auxiliary units. We pretended we were the people risking their lives in WW2. The game we played was when we had 5 plates and crawled through the classroom with them. After, we placed the plates on a tank but the guard (Andy – our teacher) was there and every so often he turned his powerful torch on to check on the tanks. After a minute, BOOM!!! The tanks exploded and our mission was complete.

IMG_0316

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World War II Workshop by Scott

Confused, puzzled, scared – I was very excited to find out what we were doing in the hall, until he started shouting, then I was nervous. Andy Messer (who was a local author) worked with us on a World War II workshop. Some people were happy about it; others (like myself) were very scared. Each person was ordered to come to the front to do a hilarious action. My action was silly: I had to slither around the room like a snake. People were asking, who is this mysterious man? Eventually, we all found out that he was our WWII leader for the day. The main purpose of the activity was to understand how it would have felt to be evacuated.

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