Adventure is out there!
During our final project at Manor Field, we will consider what we have achieved during our Junior School adventure and where we would like our new adventures to take us. To begin with, we will look at the lives of Ellie and Carl from Disney Pixar's 'UP', as we discuss what makes a positive relationship. After writing an entertaining narrative, we will then use our class reader, The Unforgotten Coat', to think about what our memories at Manor Field have been. Alongside our production, we will create our own MFJ scrapbooks and a 'Manor Field Good Guide', before writing letters to our future selves:
What do we want to have achieved in 10 years time?
Please note that, due to the demands of production rehearsals, and the ongoing homework routine, we will not be setting a Home Learning project for the children.
What's the Real Truth?
Before we began our local history study, we completed our book study: Rose Blanche, by Ian McEwan and Roberto Innocenti. Through this incredibly powerful story, we explored how World War 2 impacted families from across the world. We wrote in role as some of the key characters from the text, as well as forming our own opinions about Rose’s actions and the actions and behaviours of others.
After SATs, we then focused our history study closer to home, as we considered the impact that the war had on Basingstoke and its surrounding areas. Using a range of primary and secondary sources of evidence, we gained an understanding of what it was like to be a child living in Basingstoke in the Second World War. Considering ‘cause and consequence’, we looked at how and why the war broke out, as well as Basingstoke’s contributions to the war effort.
Finally, and using Shaun Tan’s ‘The Arrival’ as inspiration, we took on the role of a Basingstoke child during WW2; we recounted our experiences, whilst presenting our historical understanding of the time period.
Tales of Time Forgotten...
During the half term, we were historians! We studied the life and legacy of the Ancient Greek and the Mayan Civilisations, and explored and evaluated a range of primary and secondary sources, finding out about what life was like during these historical periods. When studying the life of the Maya, we compared similarities and differences between Mesoamerican and British history. As independent Manor Field Learners, we used our research to help us when writing our own Greek myths, adventure stories and non-chronological texts.
A Matter of Curiosity!
During the first two weeks of the half-term, our key concept was ‘tolerance’, as we explored the powerful, award-winning picture book ‘The Island’, by Armin Greder. As rights respecting Manor Field Learners, we discussed the key themes in the text, before designing and presenting our own ‘Island Law’.
For the rest of the half-term, we were curious scientists, as we investigated how things work. Using ‘Until I met Dudley’ as a stimulus for our writing, and supported by a visit from Mr Cushing, we developed our knowledge and understanding of how water rockets work; we wrote and shared scientific explanations.
Ambassadors for Change!
Last half-term, we were ‘Ambassadors for Change’, as we considered how we have the potential to make our world a better place.
Our key concept is: respect
Inspired by Sir David Attenborough’s film, “A life on our planet”, and the highly topical ‘Cop26’ debate, we explored the impact that our human choices can have on our environment; this inspired us when writing our own informative texts and persuasive speeches for a better world. We researched some of the different biomes around the world, with a focus on how they are rapidly changing.
For the first week of the half-term, we unpicked our School Agreement and settled in to the Year 6 routines. During the week, we explored what being a Manor Field Learner should look like in the classroom and around school!
Our project then began, inspired by the story 'Varjak Paw', by S F Said.
Our key concept during Autumn 1 is 'belonging':
We explored the importance of belonging, both to Manor Field and to our wider community, as well as having our own identity.
Following the theme of belonging, we explored how Varjak was treated by his family, as he struggled to 'fit in'. We unpicked the key characters in the text, evaluating how negative choices can impact those around us. As principled and resilient Manor Field learners, we discussed and debated whether Varjak should risk his life for a family who had left him feeling 'different' and isolated...