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Y6 MB/MS

Welcome to Class Y6MB/MS

 

​Our teachers are Mrs Baker, Mr Skjold, Mrs Baz and Miss Spink.

 

​Follow us on Twitter: @Y6saji

Meet the staff - Mrs Baker, Mr Skjold (SENDCo), Miss Spink and Mrs Baz

Meet the staff - Mrs Baker,                             Mr Skjold (SENDCo),                                                Miss Spink                                             and Mrs Baz 1
Meet the staff - Mrs Baker,                             Mr Skjold (SENDCo),                                                Miss Spink                                             and Mrs Baz 2
Meet the staff - Mrs Baker,                             Mr Skjold (SENDCo),                                                Miss Spink                                             and Mrs Baz 3
Meet the staff - Mrs Baker,                             Mr Skjold (SENDCo),                                                Miss Spink                                             and Mrs Baz 4

Summer Term Project

Summer Term Project 1

At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid.

At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 1
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 2
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 3
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 4
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 5
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 6
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 7
At St. Ann's we are an inclusive school and we celebrate lots of important days. This week week we have commemorated D-day, world environment day and also celebrated Eid. 8

As part of our project we have created bird feeders to attract more wildlife in to our environment.

As part of our project we have created bird feeders to attract more wildlife in to our environment. 1
As part of our project we have created bird feeders to attract more wildlife in to our environment. 2
As part of our project we have created bird feeders to attract more wildlife in to our environment. 3
As part of our project we have created bird feeders to attract more wildlife in to our environment. 4

After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'.

After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 1
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 2
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 3
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 4
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 5
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 6
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 7
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 8
After the hard work of SATs we had a PSHE day. The local police came and worked on internet safety. We had some transport links and road safety from lifewise and also we worked on appearances and 'not judging a book'. 9

The school team went to play a tournament at Sheffield United's training ground. A Fantastic day!

The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 1
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 2
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 3
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 4
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 5
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 6
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 7
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 8
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 9
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 10
The school team went to play a tournament at Sheffield United's training ground. A Fantastic day! 11

As a 'well done' for completing SATs - Eden Brown, a local company sent a cake to the Y6s. It was well received.

As a 'well done' for completing SATs - Eden Brown, a local company sent a cake to the Y6s. It was well received. 1

The children in Y6 went to play and watch at the New York Stadium. We all had a great morning cheering the school team on.

Sparkling Start: Children went to the nature area to collect data.

Sparkling Start: Children went to the nature area to collect data. 1
Sparkling Start: Children went to the nature area to collect data. 2
Sparkling Start: Children went to the nature area to collect data. 3
Sparkling Start: Children went to the nature area to collect data. 4
Sparkling Start: Children went to the nature area to collect data. 5
Sparkling Start: Children went to the nature area to collect data. 6
Sparkling Start: Children went to the nature area to collect data. 7
Sparkling Start: Children went to the nature area to collect data. 8
Sparkling Start: Children went to the nature area to collect data. 9
Sparkling Start: Children went to the nature area to collect data. 10
Sparkling Start: Children went to the nature area to collect data. 11
Sparkling Start: Children went to the nature area to collect data. 12
Sparkling Start: Children went to the nature area to collect data. 13
Sparkling Start: Children went to the nature area to collect data. 14
Sparkling Start: Children went to the nature area to collect data. 15
Sparkling Start: Children went to the nature area to collect data. 16
Sparkling Start: Children went to the nature area to collect data. 17
Sparkling Start: Children went to the nature area to collect data. 18
Sparkling Start: Children went to the nature area to collect data. 19
Sparkling Start: Children went to the nature area to collect data. 20
Sparkling Start: Children went to the nature area to collect data. 21
Sparkling Start: Children went to the nature area to collect data. 22
Sparkling Start: Children went to the nature area to collect data. 23
Sparkling Start: Children went to the nature area to collect data. 24
Sparkling Start: Children went to the nature area to collect data. 25
Sparkling Start: Children went to the nature area to collect data. 26
Sparkling Start: Children went to the nature area to collect data. 27
Sparkling Start: Children went to the nature area to collect data. 28
Sparkling Start: Children went to the nature area to collect data. 29
Sparkling Start: Children went to the nature area to collect data. 30
Sparkling Start: Children went to the nature area to collect data. 31

Spring 2019

 

Welcome to the Spring Term for year 2018-19 in Y6 MB/MS 

Our essential question this term -

How far can your mind take you?

The children's project is inspired by 'The Mind.'

The children will create an escape room at St. Ann's. The escape room will be influenced by rooms from stories studied by Y6 and used as a driver to create writing, D.T. and art. The children will have first hand experiences and try to understand what it would be like to escape; how they must use their mind and how the mind can inspire their work today. The escape room will be used by school children and we will invite other schools. We will also collaborate with lockupescaperooms.com to perhaps use some ideas in their escape rooms and hopefully be rewarded with a percentage of the profit they make.

The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues.

The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 1
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 2
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 3
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 4
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 5
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 6
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 7
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 8
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 9
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 10
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 11
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 12
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 13
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 14
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 15
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 16
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 17
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 18
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 19
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 20
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 21
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 22
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 23
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 24
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 25
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 26
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 27
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 28
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 29
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 30
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 31
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 32
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 33
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 34
The Room... Children have helped create the concept of the room and their ideas have been used for the clues. The children's finished boxes were also used in the room to hide the clues. 35

Children came up with ideas for the room.

Children came up with ideas for the room. 1
Children came up with ideas for the room. 2
Children came up with ideas for the room. 3
Children came up with ideas for the room. 4
Children came up with ideas for the room. 5

Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process.

Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 1
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 2
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 3
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 4
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 5
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 6
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 7
Children in Y6 have been busily making boxes to store codes and questions as part of our project. Children have used DT skills - which some have found tricky - but are still enjoying the process. 8

On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning.

On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 1
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 2
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 3
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 4
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 5
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 6
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 7
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 8
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 9
On Thursday 21.3.19 we had some visitors in school to look at how we use questions to move our learning forward. The visitors loved how our children could explain how and why we use questioning. 10

The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups.

The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 1
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 2
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 3
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 4
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 5
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 6
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 7
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 8
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 9
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 10
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 11
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 12
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 13
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 14
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 15
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 16
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 17
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 18
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 19
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 20
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 21
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 22
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 23
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 24
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 25
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 26
The children in Y6 have been involved in science week. They have created science experiments and been able to talk about their learning to other year groups. 27

7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.

7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  1
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  2
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  3
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  4
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  5
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  6
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  7
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  8
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  9
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  10
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  11
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  12
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  13
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  14
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  15
7.3.19 World Book Day - Children and staff are dressed up and influenced from 'stories around the world'. Today we have had a read-a-thon, story from a part of the world and read with different classes.  16

5.3.19 As part of our 'Final Outcome' in the Autumn term - children from Y6 have been back to the 'National Holocaust Centre' to present our final journey books.

5.3.19 As part of our 'Final Outcome' in the Autumn term - children from Y6 have been back to the 'National Holocaust Centre' to present our final journey books.  1
5.3.19 As part of our 'Final Outcome' in the Autumn term - children from Y6 have been back to the 'National Holocaust Centre' to present our final journey books.  2

1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out.

1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 1
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 2
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 3
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 4
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 5
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 6
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 7
1.3.19 As part of the children's project, and English, the children were innovating a creative description of an escape room web page. The children had to write the text and then act it out. 8

28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to."

28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 1
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 2
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 3
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 4
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 5
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 6
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 7
28.2.19 Children from Y6 classes created their own assembly to tell the school about our current project. It was scripted and put together by themselves. One Y4 child told his class teacher that "...it was the best assembly I have ever been to." 8

We have been reading our class text 'Room 13' This text will inspire our escape room in school. Don't be scared year 6!

We have been reading our class text 'Room 13' This text will inspire our escape room in school. Don't be scared year 6! 1

28.1.19 As part of the Y6 Autumn Project, children were involved in the 'Rotherham Holocaust Memorial day'. Children from both classes sang 'A Million Dreams' as part of the service.

28.1.19 As part of the Y6 Autumn Project, children were involved in the 'Rotherham Holocaust Memorial day'. Children from both classes sang 'A Million Dreams' as part of the service.  1
28.1.19 As part of the Y6 Autumn Project, children were involved in the 'Rotherham Holocaust Memorial day'. Children from both classes sang 'A Million Dreams' as part of the service.  2

The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room.

The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 1
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 2
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 3
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 4
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 5
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 6
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 7
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 8
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 9
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 10
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 11
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 12
The children have had to use their minds today (23.1.19) to create a mythical beast. The children were watching a clip from Harry Potter when the screen froze and we were 'locked' in the blue hall. The children had to create a beast that was outside trying to get in the room. 13

Children have been to 'Lockupescaperooms' in Sheffield to escape a nuclear meltdown. Children had to use learning skills to escape the room and they will use ideas from this to create their own room.

The walls of the class have been designed to stimulate the brains of the children. How far will their mind take them?

The walls of the class have been designed to stimulate the brains of the children. How far will their mind take them? 1
The walls of the class have been designed to stimulate the brains of the children. How far will their mind take them? 2
The walls of the class have been designed to stimulate the brains of the children. How far will their mind take them? 3
The walls of the class have been designed to stimulate the brains of the children. How far will their mind take them? 4

Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom.

Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 1
Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 2
Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 3
Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 4
Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 5
Sparkling start 7.1.19 - Children have watched Harry Potter to be inspired by some of the 'rooms' and also completed some 'project maths' to find codes to escape the classroom. 6

Autumn 2018

 

Welcome to the Autumn Term for year 2018-19 in Y6 MB/MS 

Our essential question this term -

How do you keep memories alive?

The children's project is inspired by 'memories.'

The children will create a memory book of their experiences at St. Ann's. These experiences will be effected by war and used as a driver to create writing, drama and history. The children will have first hand experiences and try to understand what it would be like at war time, how this effected children and families and how that can inspire their work today. Their memory books will be used as part of a display at the National Holocaust Museum

The children dancing at the Christmas Party - sorry for the poor quality. MERRY CHRISTMAS EVERYBODY AND A HAPPY NEW YEAR! From all the Y6 team.

Still image for this video

Keeping the 'Memories' alive - Mrs Baker found a remembrance rock. She will get one of the children to re-hide it.

Keeping the 'Memories' alive - Mrs Baker found a remembrance rock. She will get one of the children to re-hide it. 1

12.12.2018 The Y6 children have been enjoying their Christmas dinner.

12.12.2018  The Y6 children have been enjoying their Christmas dinner.  1
12.12.2018  The Y6 children have been enjoying their Christmas dinner.  2
12.12.2018  The Y6 children have been enjoying their Christmas dinner.  3

3.12.18 The children in Y6 went in to Rotherham town centre to try and re-create war time photographs. The children will use these photos as part of mini outcome three in their project.

3.12.18  The children in Y6 went in to Rotherham town centre to try and re-create war time photographs. The children will use these photos as part of mini outcome three in their project. 1
3.12.18  The children in Y6 went in to Rotherham town centre to try and re-create war time photographs. The children will use these photos as part of mini outcome three in their project. 2
3.12.18  The children in Y6 went in to Rotherham town centre to try and re-create war time photographs. The children will use these photos as part of mini outcome three in their project. 3
3.12.18  The children in Y6 went in to Rotherham town centre to try and re-create war time photographs. The children will use these photos as part of mini outcome three in their project. 4

30.11.12 Children in Y6 have been using measures to create 'Christmas chains'

30.11.12 Children in Y6 have been using measures to create 'Christmas chains' 1
30.11.12 Children in Y6 have been using measures to create 'Christmas chains' 2
30.11.12 Children in Y6 have been using measures to create 'Christmas chains' 3
30.11.12 Children in Y6 have been using measures to create 'Christmas chains' 4

Y6 are using ReflectED to help understand meta-cognition. On 23.11.18 the children had a fun session to try to understand 'fixed' and 'growth' mindset. We had some visitors to the class to see how well the children in Y6MB-MS are doing with reflectED.

Y6 are using ReflectED to help understand meta-cognition. On 23.11.18 the children had a fun session to try to understand 'fixed' and 'growth' mindset. We had some visitors to the class to see how well the children in Y6MB-MS are doing with reflectED. 1
Y6 are using ReflectED to help understand meta-cognition. On 23.11.18 the children had a fun session to try to understand 'fixed' and 'growth' mindset. We had some visitors to the class to see how well the children in Y6MB-MS are doing with reflectED. 2
Y6 are using ReflectED to help understand meta-cognition. On 23.11.18 the children had a fun session to try to understand 'fixed' and 'growth' mindset. We had some visitors to the class to see how well the children in Y6MB-MS are doing with reflectED. 3
Y6 are using ReflectED to help understand meta-cognition. On 23.11.18 the children had a fun session to try to understand 'fixed' and 'growth' mindset. We had some visitors to the class to see how well the children in Y6MB-MS are doing with reflectED. 4

Year 6 children were part of a hockey festival where both the boys and girls group came 2nd. Go St. Ann's!

Year 6 children were part of a hockey festival where both the boys and girls group came 2nd. Go St. Ann's! 1
Year 6 children were part of a hockey festival where both the boys and girls group came 2nd. Go St. Ann's! 2

As part of our project the children have visited Rotherham Market to visit the poppy display. We have created poetry using poppies as a stimulus. We also visited the Cenotaph at Clifton Park to 'remember' people from the war. Abbey school were also paying their respects so we asked them to join us.

The children in Y6MB-MS read to Y2s.

9.11.18 The children have been making reading dens throughout school. The children have also read to other classes.

9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 1
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 2
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 3
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 4
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 5
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 6
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 7
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 8
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 9
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 10
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 11
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 12
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 13
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 14
9.11.18 The children have been making reading dens throughout school. The children have also read to other classes. 15

25.10.18 The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning.

25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 1
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 2
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 3
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 4
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 5
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 6
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 7
25.10.18  The children from Y6 led their own assembly about our project so far. The children scripted it themselves and decided what they were going to tell the audience. Children leading their own learning. 8

4.10.18 As part of our project we have looked at 'forces' in science and how they can work on certain war machines. here we looked at how friction varies on different surfaces.

4.10.18 As part of our project we have looked at 'forces' in science and how they can work on certain war machines. here we looked at how friction varies on different surfaces. 1
4.10.18 As part of our project we have looked at 'forces' in science and how they can work on certain war machines. here we looked at how friction varies on different surfaces. 2

25.9.18 Y6MB-MS went to the National Holocaust Centre and Museum to provide stimulus for the children to be able to answer the question 'How do you keep memories alive?' We followed a journey of a Jewish boy, Leo. We also talked to a Holocaust survivor about how she kept her memories alive. We have been asked to send the Museum a scrap book of our memories that will be put on display at the centre.

The children discovered a hiding place to keep safe.

Still image for this video

Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun!

Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 1
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 2
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 3
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 4
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 5
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 6
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 7
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 8
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 9
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 10
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 11
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 12
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 13
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 14
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 15
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 16
Today (7.9.18), as a continuation of our sparkling start, we had a drama day. Using our first hand experience of being evacuated, the film 'Goodnight Mr Tom' and clips from 'Carrie's War,' we created Tableaux pictures of an evacuation. We had loads of fun! 17

Today (6.9.18) we evacuated the children from Y6 to Doncaster. This was to try an get the children to understand what it might have been like for children in Rotherham at War time. The children went on a train (for some it was their first time) and went to Doncaster Museum to discover all about WW2. We will then use this experience to create our own memories.

Some children explained the station they were working at.

Still image for this video

Some children explained the station they were working at.

Still image for this video

5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme

5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 1
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 2
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 3
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 4
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 5
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 6
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 7
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 8
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 9
5.9.18 - How do you keep memories alive? The classrooms in Y6 have been immersed into a war time theme 10

5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom.

5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 1
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 2
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 3
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 4
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 5
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 6
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 7
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 8
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 9
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 10
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 11
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 12
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 13
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 14
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 15
5.9.18 - How do you keep memories alive? Sparkling start - children were subjected to a bombing raid and had to go outside to perform a wartime drill. They have also watched goodnight Mr. Tom. 16

5.9.18 - How do you keep memories alive - Drill.

Still image for this video
The children were subjected to a war themed air raid.

Summer

 

Welcome to the Summer Term for year 2017-18 in Y6 MB/MS 

Our essential question this term - What is Legacy?

The children's project is inspired by understanding the term 'legacy.' The children will write about what their legacy is at St. Ann's. They will try to put this in the form of a script. The best scripts will be performed at an end of year 'gala presentation' that year 6 will have costed, produced and then present this to an invited audience.

What is your legacy?

What an evening! The year 6 children only went and produced an outstanding event - The Leavers Gala. The children were part of a committee and produced the evening themselves. Real projects at its finest.

What an evening! The year 6 children only went and produced an outstanding event - The Leavers Gala. The children were part of a committee and produced the evening themselves. Real projects at its finest.  1
What an evening! The year 6 children only went and produced an outstanding event - The Leavers Gala. The children were part of a committee and produced the evening themselves. Real projects at its finest.  2
What an evening! The year 6 children only went and produced an outstanding event - The Leavers Gala. The children were part of a committee and produced the evening themselves. Real projects at its finest.  3

The children have now painted their designs on rocks.

The children have now painted their designs on rocks. 1
The children have now painted their designs on rocks. 2
The children have now painted their designs on rocks. 3

The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside.

The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 1
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 2
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 3
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 4
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 5
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 6
The children have designed an emblem/motif for a rock that they will leave as a legacy in the countryside. 7

The children have started to write their 'memory' scripts. We also peer critiqued our pieces.

The children have started to write their 'memory' scripts. We also peer critiqued our pieces. 1
The children have started to write their 'memory' scripts. We also peer critiqued our pieces. 2

As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy.

As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 1
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 2
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 3
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 4
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 5
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 6
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 7
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 8
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 9
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 10
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 11
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 12
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 13
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 14
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 15
As part of our 'Legacy' project, Rotherham United came in to show the play off final trophy. 16

Legacy Drama Day - children had a morning exploring their school memories. The children had fun creating a tableaux of an event that stuck in their minds. Children will take these memories and create a script.

Local legacy

Spring

 

Welcome to the new school term for year 2017-18 in Y6 MB/MS (formerly Y6ZH)

Our essential question this term - Is Reading Magic?

The children's project is inspired by the 'Harry Potter books' and will involve creating mythical beasts. They will write about their beasts to form a 'beast magazine' that children around the borough (if not the world) can read. 

The Final Outcome

The children in Year 6 created a magazine club which was after school. They put together a Mythical Beast magazine from their own work - this included reports on beasts, pictures of the beast they had created and lots of games to play. Part of the magazine had a competition element for children to create a beast. Pictured are some of the magazine club going to other local schools to promote the magazine and the competition.

The children in Year 6 created a magazine club which was after school. They put together a Mythical Beast magazine from their own work - this included reports on beasts, pictures of the beast they had created and lots of games to play. Part of the magazine had a competition element for children to create a beast. Pictured are some of the magazine club going to other local schools to promote the magazine and the competition. 1
The children in Year 6 created a magazine club which was after school. They put together a Mythical Beast magazine from their own work - this included reports on beasts, pictures of the beast they had created and lots of games to play. Part of the magazine had a competition element for children to create a beast. Pictured are some of the magazine club going to other local schools to promote the magazine and the competition. 2
The children in Year 6 created a magazine club which was after school. They put together a Mythical Beast magazine from their own work - this included reports on beasts, pictures of the beast they had created and lots of games to play. Part of the magazine had a competition element for children to create a beast. Pictured are some of the magazine club going to other local schools to promote the magazine and the competition. 3
The children in Year 6 created a magazine club which was after school. They put together a Mythical Beast magazine from their own work - this included reports on beasts, pictures of the beast they had created and lots of games to play. Part of the magazine had a competition element for children to create a beast. Pictured are some of the magazine club going to other local schools to promote the magazine and the competition. 4

23.3.18 Children in Y6 were put through their paces for the final time for Tag Rugby

23.3.18 Children in Y6 were put through their paces for the final time for Tag Rugby 1
23.3.18 Children in Y6 were put through their paces for the final time for Tag Rugby 2
23.3.18 Children in Y6 were put through their paces for the final time for Tag Rugby 3

The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them.

The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 1
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 2
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 3
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 4
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 5
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 6
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 7
The children have completed 'coding' their Harry Potter maze games. They had a go at each other's games and reflected on how they might improve them. 8

Children in year 6 have been reading with other year groups for 'World Book Day'. Y6MB-MS read with Y3MSki. I am very proud of the children as they sat and read books with Y3. You could hear the Y6 children talk Y3 children through corrections like mini teachers - fabulous!

Children in year 6 have been reading with other year groups for 'World Book Day'. Y6MB-MS read with Y3MSki. I am very proud of the children as they sat and read books with Y3. You could hear the Y6 children talk Y3 children through corrections like mini teachers - fabulous! 1
Children in year 6 have been reading with other year groups for 'World Book Day'. Y6MB-MS read with Y3MSki. I am very proud of the children as they sat and read books with Y3. You could hear the Y6 children talk Y3 children through corrections like mini teachers - fabulous! 2
Children in year 6 have been reading with other year groups for 'World Book Day'. Y6MB-MS read with Y3MSki. I am very proud of the children as they sat and read books with Y3. You could hear the Y6 children talk Y3 children through corrections like mini teachers - fabulous! 3
Children in year 6 have been reading with other year groups for 'World Book Day'. Y6MB-MS read with Y3MSki. I am very proud of the children as they sat and read books with Y3. You could hear the Y6 children talk Y3 children through corrections like mini teachers - fabulous! 4

Children in Y6MB-MS are carrying on creating their 'Mythical Beast'. The children have peer critiqued their second draft and are now on to their final draft (26.2.19)

Children in Y6MB-MS are carrying on creating their 'Mythical Beast'. The children have peer critiqued their second draft and are now on to their final draft (26.2.19) 1

The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing.

The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 1
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 2
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 3
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 4
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 5
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 6
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 7
The children have finished their 'Mythical Beast' story. The children were asked to take their work home and write this up as creatively as possible. Here are a few of their published works. Feel free to come in to classes to have a look. Well done guys as they are amazing. 8

23.2.18 - Children in Y6 are learning to reflect more on their work. We have started ReflectED which is the children 'thinking about their thinking'. Here's what some of the children had to say...

23.2.18 - Children in Y6 are learning to reflect more on their work. We have started ReflectED which is the children 'thinking about their thinking'. Here's what some of the children had to say... 1
23.2.18 - Children in Y6 are learning to reflect more on their work. We have started ReflectED which is the children 'thinking about their thinking'. Here's what some of the children had to say... 2
23.2.18 - Children in Y6 are learning to reflect more on their work. We have started ReflectED which is the children 'thinking about their thinking'. Here's what some of the children had to say... 3
23.2.18 - Children in Y6 are learning to reflect more on their work. We have started ReflectED which is the children 'thinking about their thinking'. Here's what some of the children had to say... 4

22.2.18 - The children have started a block of 'Tag Rugby'

22.2.18 - The children have started a block of 'Tag Rugby' 1
22.2.18 - The children have started a block of 'Tag Rugby' 2
22.2.18 - The children have started a block of 'Tag Rugby' 3
22.2.18 - The children have started a block of 'Tag Rugby' 4

The children have had a 'Family Learning Day' (6.2.18). Here the children have used the text from Harry Potter to create their own beasts.

The children have had a 'Family Learning Day' (6.2.18). Here the children have used the text from Harry Potter to create their own beasts. 1
The children have had a 'Family Learning Day' (6.2.18). Here the children have used the text from Harry Potter to create their own beasts. 2
The children have had a 'Family Learning Day' (6.2.18). Here the children have used the text from Harry Potter to create their own beasts. 3
The children have had a 'Family Learning Day' (6.2.18). Here the children have used the text from Harry Potter to create their own beasts. 4

Children in Y6MB/MS are busily creating their 'Mythical Beast'. The children have critiqued their original work and are on their second draft. (5.2.18)

Children in Y6MB/MS are busily creating their 'Mythical Beast'. The children have critiqued their original work and are on their second draft. (5.2.18) 1
Children in Y6MB/MS are busily creating their 'Mythical Beast'. The children have critiqued their original work and are on their second draft. (5.2.18) 2
Children in Y6MB/MS are busily creating their 'Mythical Beast'. The children have critiqued their original work and are on their second draft. (5.2.18) 3
WE have had more feedback about our attendance at the Holocaust Memorial Day. The following email was sent to us by 
Rosie Crook
Yorkshire and the Humber Regional Support Worker
Holocaust Memorial Day Trust

I was knocked out by the performance your young people gave; definitely a highlight in a week when I attended 9 HMD events!

I was also very impressed by how polite and well behaved they were during the long wait in the cold until they performed. They must have worked very hard indeed, with your colleagues, to deliver such a polished performance and I felt they did themselves, their families, and their school, proud. It was a lovely image of Rotherham to take away.

We have had feedback about the children attending the 'Holocaust Memorial Day'

 

Just wanted to say a Big Thank you to the staff and pupils at St Anns for participating in HMD day 2018.  They were fantastic as ever.

 

Thanks

Zaidah

 

Zaidah Ahmed, MBE
Corporate Equalities and Diversity Officer

As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S!

As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 1
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 2
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 3
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 4
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 5
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 6
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 7
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 8
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 9
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 10
As part of our last project 'What does it mean to be safe?' All Y6 and some Y5 were invited to perform the school anthem at the 'Holocaust Memorial Day' in the town centre. The children were amazing and were complimented on our efforts by Rosie Crook - a support worker from the Holocaust Memorial Day Trust. We are very proud of an ex-pupil Mario Gabor (now Clifton Y11) who composed and performed a song. WELL DONE ST. ANN'S! 11

The children have started creating their own stories (23.1.18). We have been watching Harry Potter but something 'went wrong when the train ride started to freeze'. The children have to write what happens next.

The children have started creating their own stories (23.1.18). We have been watching Harry Potter but something 'went wrong when the train ride started to freeze'. The children have to write what happens next. 1
The children have started creating their own stories (23.1.18). We have been watching Harry Potter but something 'went wrong when the train ride started to freeze'. The children have to write what happens next. 2
The children have started creating their own stories (23.1.18). We have been watching Harry Potter but something 'went wrong when the train ride started to freeze'. The children have to write what happens next. 3
The children have started creating their own stories (23.1.18). We have been watching Harry Potter but something 'went wrong when the train ride started to freeze'. The children have to write what happens next. 4

The children are creating their own 'Magical Maze' using the program 'scratch' in ICT. The children will eventually use their own mythical beast as part of the game. The game will be able to be played by other children.

The children are creating their own 'Magical Maze'  using the program 'scratch' in ICT. The children will eventually use their own mythical beast as part of the game. The game will be able to be played by other children. 1
The children are creating their own 'Magical Maze'  using the program 'scratch' in ICT. The children will eventually use their own mythical beast as part of the game. The game will be able to be played by other children. 2
The children are creating their own 'Magical Maze'  using the program 'scratch' in ICT. The children will eventually use their own mythical beast as part of the game. The game will be able to be played by other children. 3

We have started in earnest trying to answer our essential question. The children are creating their own 'beast' that will form part of their writing 'How to trap a...'. Here the children are critiquing their first draft.

We have started in earnest trying to answer our essential question. The children are creating their own 'beast' that will form part of their writing 'How to trap a...'. Here the children are critiquing their first draft. 1
We have started in earnest trying to answer our essential question. The children are creating their own 'beast' that will form part of their writing 'How to trap a...'. Here the children are critiquing their first draft. 2
We have started in earnest trying to answer our essential question. The children are creating their own 'beast' that will form part of their writing 'How to trap a...'. Here the children are critiquing their first draft. 3

The children were treated to our immersive Harry Potter themed classroom as part of our project 'Is Reading Magic?'

The children were treated to our immersive Harry Potter themed classroom as part of our project 'Is Reading Magic?' 1
The children were treated to our immersive Harry Potter themed classroom as part of our project 'Is Reading Magic?' 2
The children were treated to our immersive Harry Potter themed classroom as part of our project 'Is Reading Magic?' 3

Autumn

 

Welcome to the new school year 2017-18 in Y6ZH

Our essential question this term is - What does it mean to be safe?

Christmas Jumper Day - Team 6

Christmas Jumper Day - Team 6 1

Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe.

Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 1
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 2
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 3
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 4
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 5
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 6
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 7
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 8
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 9
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 10
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 11
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 12
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 13
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 14
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 15
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 16
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 17
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 18
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 19
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 20
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 21
Children went out into the community giving out leaflets, they had had produced, with the message of keeping safe. 22

Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time.

Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time. 1
Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time. 2
Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time. 3
Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time. 4
Following on from our essential question, the local Police officers have been to talk about keeping safe at winter time. 5

As part of our essential question this term is - 'What does it mean to be safe?' The children have completed poems of remembrance.

The children then took part in the Rotherham school service at Clifton Park.

'We Shall Remember Them'

School Remembrance service 10.11.17

School Remembrance service 10.11.17 1
School Remembrance service 10.11.17 2
School Remembrance service 10.11.17 3
School Remembrance service 10.11.17 4
School Remembrance service 10.11.17 5
School Remembrance service 10.11.17 6
School Remembrance service 10.11.17 7
School Remembrance service 10.11.17 8

St. Ann's 'Magic Day' 26.10.17 - Team 6

St. Ann's 'Magic Day' 26.10.17 - Team 6 1

More from the 'Magic day' - 26.10.17

More from the 'Magic day' - 26.10.17 1
More from the 'Magic day' - 26.10.17 2
More from the 'Magic day' - 26.10.17 3
More from the 'Magic day' - 26.10.17 4
More from the 'Magic day' - 26.10.17 5
More from the 'Magic day' - 26.10.17 6
More from the 'Magic day' - 26.10.17 7
More from the 'Magic day' - 26.10.17 8
More from the 'Magic day' - 26.10.17 9
More from the 'Magic day' - 26.10.17 10
More from the 'Magic day' - 26.10.17 11
More from the 'Magic day' - 26.10.17 12
More from the 'Magic day' - 26.10.17 13

We are now able to display some of the writing from our project

We are now able to display some of the writing from our project 1
We are now able to display some of the writing from our project 2

After our learning experience at Lifewise we received this endorsement.

 

 

The children were ferried to and from the Lifewise centre in 3 trips on the mini bus, meaning that some children were sitting at the end of the day for half an hour,  waiting for their lift. The second two groups waited sensibly, but when there was only the last group left I started to stack chairs and tidy up.

 

The children saw I was working and very kindly offered to help, stacking chairs, vacuuming up and replacing the chairs. This was very helpful to the Lifewise staff, and was above and beyond what we could have expected from visitors. It would be nice to thank them for showing such kindness and respect.

 

 

Jane Macdonald

Project Officer

 

SOUTH YORKSHIRE POLICE

Lifewise Centre

Kea Park Close

Hellaby

Rotherham

S66 8LB

Tel 01709 832330

Int: 722330

southyorks.police.uk

As part of our 'What does it mean to be safe?' Project we have visited crucial crew on 13.10.17. This visit will not only inform us of our life choices but help with further work in our project.

What fantastic comments from the museum staff aimed at our wonderful pupils.

What fantastic comments from the museum staff aimed at our wonderful pupils. 1

2016/17 Spring  An archive of last year's learning.

 

Our essential project for this term is: What's the cost of chocolate? 

 

These are our mini projects: 

How does it get here? 

In this mini project we will look at how chocolate is grown, where it is grown and the process it goes through to get in our shops. 

Who's the face of fairtrade? 

In this mini project we will look at creating our own brand of fairtrade chocolate and creating a new character to promote our chocolate. 

What's in a pitch? 

In this mini project we will look at promoting our new chocolate bar to different people in our community. To do this we will need to prepare a pitch, just like they do on 'The Apprentice'. 

Week 1

 

This week we had our project launch!

Picture 1

Week 2

We have been using the atlases to find the different countries where cocoa beans are grown. We discovered that all the countries are very close to the equator.

 

Picture 1
Picture 2
Picture 3

Week 3

This week we have had a fantastic trip to 'York's Chocolate Story'. Whilst we were there we found out where cocoa beans were first discovered and how chocolate has developed over time. We also got the chance to make our own chocolate lollipops. The staff at York's Chocolate Story put us on a workshop that was all about branding your own chocolate. We looked at different chocolate packaging and what attracts us to it. This will be really helpful for when we have to design and make our own chocolate brand in a few weeks time.  We had a fantastic time and are now more knowledgeable about chocolate.  Take a look at our photo slideshow below.