Welcome to Year 6!
Year 6AH are taught by Mr Allan and Mrs Hare and 6G by Miss Gowers. They are supported by Chanpreet and Teresa. They can be contacted via firstname.lastname@example.org
We hope you had a lovely summer break. We have many exciting learning experiences to look forward to this and cannot wait to share them with the chidlren.
In English lessons, we are looking forward to reading the Power of Reading stories ‘Kensuke's Kingdom’ by Michael Morpurgo and 'No Ballet Shoes in Syria' by Katherine Bruton which we are very excited about as it is a new addition to Year 6. If the children already own a copy of these books and would like to read along with us they can bring a named copy to keep in your tray at school.
Guided reading will start from Wednesday 15th September and we will share weekly home tasks in your child’s pupil handbook. Weekly spellings will also be shared in these handbooks every Monday. Please encourage your child to read and practise their spellings regularly.
In Maths we will begin with a focus on number and place value. We will ensure that children have a strong timestable recall and encourage all children to continue with Timestable Rockstars and Doodle Maths. Later in the term we will be working on our core arithmetic methods including long division. We will also continue to have lessons taught by our specialist teachers, Mr Osborn, our new Art teacher, Mr Hopcraft for Music and AM Sports will continue to lead our PE lesson each Tuesday and we will receive specialist gymnastics teaching from Billie on a Thursday (6AH in Autumn 1 and 6G in Autumn 2).
Our Topic lessons begin with exploring the question ‘What impact do humans have on our rivers and oceans?' As part of this topic we will be visiting Teddington Lock to participate in a range of practical activities to enhance our knowledge of rivers. After half term, our learning will focus on the Mystery of the Maya: What can we learn from them? We are really fortunate to have Dr Diane, the only British Maya archeologist, visit us to share her extensive knowledge of the Maya. Did you know the Maya people were some of the first to eat and drink chocolate? ??
In Science, we will be exploring and investigating Light and we will be showing the children how to bend a pencil without breaking it as well as learning about how our eyes process light! After half term we will building on our knowledge of Electricity with lots of opportunities to build circuits for a purpose and discovering the significance of parallel and series circuits.
Thank you to all parents and carers for the support that you always show. If you have any questions or queries please do not hesitate to email.
You can find out about our approach to all our subjects through the curriculum page but the headlines for the year group are below.
Children can maintain positive attitudes to reading and understanding by:
- I can read age appropriate books that are structured in different ways and read for a range of purposes
- I can increase my familiarity with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- I can identify and discuss themes and conventions in and across a wide range of writing
- I can learn a wide range of poetry by heart
Children can understand what they read by:
- I can identify how language, structure and presentation contribute to meaning
- I can discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- I can participate in discussions about books building on my own and others' ideas and challenge views courteously and with clear reasoning
- I can summarise the main ideas drawn from more than one paragraph
- I can provide reasoned justifications for my views
- I can write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (eg. The use of the first person in a diary; direct address in instructions and persuasive writing)
- I can describe settings, characters and atmosphere in narratives
- I can integrate dialogue in narratives to convey character and advance the action
- I can select vocabulary and grammatical structures that reflect what the writing requires eg. using contracted forms in dialogues in narratives, eg. using passive verbs to affect how information is presented, eg. using modal verbs to suggest degrees of possibility
- I can use a range of devices to build cohesion (eg. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
- I can use verb tenses consistently and correctly throughout my writing
- I can use the range of punctuation taught at key stage 2 mostly correctly
- I can use semi-colons, colons and dashes to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]
- I can use a colon to introduce a list, semi-colons within lists and bullet points to list information
- I can use hyphens to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
- I can use inverted commas to indicate speech
- I can spell most words correctly from the year 5 and 6 list and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
- I can maintain legibility in joined handwriting when writing at speed
Greater depth (working above the expected national standard)
- I can write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what I have read as models for my own writing (e.g. literary language, characterisation, structure)
- I can distinguish between the language of speech and writing and choose the appropriate register (I can recognise that certain features of spoken language - e.g. contracted verb forms, other grammatical informality, colloquial expressions, long coordinated sentences - are less likely in writing and be able to select alternative vocabulary and grammar)
- I can exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this.
- I can use the range of punctuation taught at key stage 2 correctly and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity:e.g. semi-colons, dashes, colons, hyphens
|Autumn 1||Autumn 2||Spring 1||Spring 2|
In Maths we follow the White Rose Hub. You can find out more about White Rose through our dedicated maths page
We set homework in Key Stage 2 in the following ways:
- Spellings - bring handbook to school as usual
- Guided Reading - bring handbook to school as usual
- Literacy and Topic - Google Classroom
- Talking Homework - Google Classroom
- Maths - TTRS (Times Tables Rock Stars) and Mathletics
Students without digital access will get paper copies (need to return book)
Days to remember
Spelling Test (set the week before)
Art with Miss Ockwell
Guided Reading homework in
PE - wear your PE kit to school
Music with Mr Hopcraft
|Wednesday||Guided Reading day and Guided Reading homework set.|
|Thursday||PE - wear your PE kit to school|
|As frequently as possible but at least x times per week||Reading, Time Tables Rockstars and Doodle Maths and English|
Other things you need to know
|School Uniform||Packed Lunches & Snacks||Contact Us|