All posts by Deleted User

Medusa and Lasers!

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This week we have we learning how to use our knowledge of angles to predict the path of light after it has reflected off a mirror.

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We used mirrors to help Perseus reflect the light around the walls of Medusa’s lair so as to  illuminate the gorgon without looking into her deadly eyes.

Prometheus, Archimedes and light

Year Six have been exploring the stories of light in Greek legends. We started by listening to the tragic story of the titan Prometheus and his punishment. Prometheus stole fire from the gods to give to humans. This was a noble gesture by the titan, but Zeus was not happy. The king of the gods  punished Prometheus.

We explored why the light this fire provided was so important to the Greeks which lead us to investigate how light travels .

light travelling

This week we have been asking questions about shadows and then testing our own hypotheses .

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Weaving a tale and Arachne’s pride

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This week year 6 have begun by considering the story of Arachne and her most unfortunate end. We have explored why , for thousands of years,people have told stories leading us to consider the purpose of Arachne’s tale.

This then lead us on to a discussion about pride and its importance in the story.

What is pride to you?

 

The Greek art of storytelling

This week, the year sixes have started to explore and experience the art of storytelling. We can learn so much about a culture from the stories that they tell; the ancient Greeks are no different.

We started  by learning two Greek stories: the tragic tales of Arachne the weaver and Icarus the ambitious.
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We created the right atmosphere for  telling stories in the classroom by building storytelling dens that the we used to pass on  these poignant tales to each other.

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Next, we will explore why the Greeks told these stories and how they related to some of the key, classical  Greek principles that defined their identity. For a clue, look for the words at   Delphi.

-tial and -cial endings

This week (25th September 2016), year 6 will be learning about words ending in -cial and -tial. These endings are generally pronounced as ‘shul’.

What does it mean?

These endings come from the suffix -ial which loosely means ‘of’ or ‘relating to’

E.g. the word residential is built from the word residence and the suffix -ial  (the root word being ‘reside)

so the word residential means relating to residences

A ‘residential area’ is an area that has a lot of residences (homes)

Patterns?

There are two different spellings for ‘shul’  and the ending depends on whether the word arrived in English via French or Latin (or both).

Looking at the letter before the ‘shul’ sound can help use identify whether it is -tial or -cial

If the letter before the ‘shul’ sound is a vowel, it is a good bet that the spelling will be -tial. If the letter is a consonant, -cial will be more likely.

Grammar 

Like the -ious  suffix, words ending in -ial are generally adjectives.

Words

 

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initial potential substantial
partial essential residential
spatial influential presidential
torrential confidential sequential
social financial judicial
special commercial beneficial
official artificial superficial
facial unofficial sacrificial
glacial antisocial
unsocial multiracial