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Year 6

Literacy

Children will work with a wide range of fiction, including, myths and legends, modern fiction, fiction from our literary heritage and books from other cultures and traditions. They will also explore poetry, plays, non-fiction texts and reference/text books.  

 

In the Autumn term, we will be reading Anthony Horowitz’s Stormbreaker focusing on story openings, figurative language and the impact it has on the reader. 

We will be producing varied pieces of writing including newspaper reports, diaries and various narrative pieces.

 

In the Spring term, we are looking at texts linked to our topic 'Volcanoes and Earthquakes'. We will begin with researching Pompeii and Mount Vesuvius. We will then write a non-chronological report about the famous eruption. From this we will be producing varied pieces of writing which will display taught skills.  

 

In the Summer term, we will be reading Cosmic written by Frank Cottrell Boyce. Our focus will be persuasion which will written around events in the story.

 

Punctuation and Grammar

Punctuation and Grammar will be taught daily. It will be taught discretely as well as being linked to our class novel so that a greater understanding is achieved. CGP books will be used as homework exercise to help both children and parents to understand grammatical terms and punctuation

 

Year 6 in particular are expected to know, be able to identify, apply and understand a wide range technical vocabulary and grammatical structures to give them the necessary language associated with grammar and punctuation. The demands placed upon them in terms of spelling, punctuation and grammar are rigorous, extensive and demanding. It is vital that we place a greater emphasis upon giving children the correct vocabulary from an early age if we are prepare them for the revised expectations of a new curriculum.

 

Children should have a wide range of writing opportunities, both narrative and non-narrative. Staff will use topic work, such as science and history to provide engaging writing opportunities.

 

Spelling Routines

Children in Year 6 are given weekly spellings and have either a spelling pack to support their development of spelling or their own specific spelling list. The children use jotters in school to practise their spellings on a daily basis.

An Overview of Teaching Spelling in Year 6

Maths

Over the year children in Year 6 will be working on key mathematical concepts enabling them to apply their knowledge and understanding to a wide variety of real life contexts and opportunities for problem solving.

 

Within counting, partitioning and calculating the key focuses of mathematical learning are:

  • Addition and subtraction
  • Mental calculations
  • Efficient written methods: whole numbers and decimals
  • Ordering, partitioning and rounding decimals to 3 places: +ve and -ve integers
  • Solving multi-step word problems involving numbers, money or measures
  • Explaining reasoning and conclusions, orally and on paper, using words, diagrams, symbols
  • Multiplication and division
  • Mental methods: TU × U, TU ÷ U and special cases
  • Written methods: TU × TU, HTU × TU, HTU ÷ U, multiplying and dividing decimals by one-digit integer
  • Using a calculator

 

Within securing number facts and understanding shape the key focuses of mathematical learning are:

  • Multiples, factors, primes and prime factors
  • Tables to 10 × 10; squares, squares of multiples of 10
  • Tests of divisibility
  • Mental methods: multiplication and division facts applied to decimals
  • Patterns, relationships and properties of numbers and shapes; suggesting hypotheses
  • Representing a problem using calculations, symbols, formulae, diagrams
  • Visualising and classifying 3-D and 2_D shapes, including quadrilaterals
  • Making and drawing shapes
  • Using a calculator including to find inverses

 

Within handling data and measures the key focuses of mathematical learning are:

  • Language of probability
  • Finding outcomes from data
  • Constructing frequency tables, bar charts for grouped discrete data and line graphs
  • Interpreting pie charts
  • Finding the mode, range, median and mean
  • Collecting, processing presenting and interpreting data to solve problems
  • Describing and interpreting results and solutions
  • Identifying further questions
  • Estimating and measuring to required degree of accuracy
  • Metric units, conversions
  • Comparing readings from scales
  • Using ICT

 

Within calculating, measuring and understanding shape the key focuses of mathematical learning are:

  • Calculation
  • Mental and written methods: integers and decimals, including HTU × TU
  • Metric units, conversions, imperial units
  • Reading from scales
  • Solving multi-step problems, using a calculator where appropriate
  • Estimating and checking results
  • Estimating, measuring and drawing angles
  • Angle sum of triangle; angles around a point
  • Coordinates
  • Reflection, translation, rotation
  • Area and perimeter of rectilinear shapes

 

Within securing number facts, relationships and calculating the key focuses for mathematical learning are:

  • Mental methods with decimals
  • Written methods: HTU × TU, U.t × U, HTU ÷ U, U.t + U
  • Explaining reasoning
  • Recording solutions, using symbols where appropriate
  • Checking solutions in context
  • Solving multi-step problems with integers and decimals
  • Solving problems with fractions and percentages
  • Solving puzzles by tabulating systematically
  • Simplifying fractions
  • Ordering fractions
  • Equivalent fractions, decimals, percentages
  • Fractions and percentages of quantities
  • Solving direct proportion problems by scaling numbers up and down.
  • Using a calculator

Autumn Term

Our learning theme this term is Death and Disease when we will be focussing upon a specific theme in British History.

As design technologists we will produce work at Wellfield Community School preparing us for life as a Year 7.

In computing we will learn how to use the internet safely and responsibly and we will also examine how to refine a search when looking for specific information.

In PSCHE we will study and discuss the importance of migration. We will look at the reasons why countries invade or colonise other countries. We will examine the effect of slavery and power and authority in society (past and present).

In RE we are studying why people use rituals in their lives. We will consider all religions, comparing and contrasting their main features.  Children will be encouraged to express their own views, giving reasons in support of their opinions.  Later in the term, we will look at what we can learn from the Gospels about the birth of Jesus.

In PE we will be learning to improve and enhance our skills including throwing and catching balls. We will be discussing tactics in team sports, such as rugby, and learning why it is important to live a healthy lifestyle - in particular why it is necessary to take part in regular exercise. 

 

Spring Term

Our learning theme this term is Volcanoes and Earthquakes.

As historians we will be studying what Roman life was like in Pompeii, how Pompeii was formed and discovered . For example, we will examine their life styles, culture, religious beliefs and recreational activities. We will be looking at Pliny, the Younger, and how his accounts of the volcanic eruption are used as evidence.

As geographers will be looking at the location of Pompeii and how this connects to the success of the city in the past. We will be searching locations of volcanoes across the world and how natural disasters effect the landscape. As well as this, we will look at San Andreas Fault earthquake in Nepal.  

As artists we will be producing landscape drawings of what Pompeii may have looked like in the past.

As design technologists and scientists, encompassing the topic of ‘Volcanoes and Earthquakes’, to produce an erupting volcano.

As musicians we will listen to and evaluate Italian composers and the pop band Bastille and their song Pompeii.

In computing we will learn how to present information and create hyperlinks.

In PSCHE we will link previous study of the importance of migration to this terms topic. We will be working on how to work collaboratively together. Alongside this, we will be thinking about and discussing how to cope with feelings of stress as we approach assessments.

R.E will be focused on next term due to the needs of the children requiring more PSHCE as we near assessments.

In PE we will be learning to improve and enhance our skills including throwing and catching within the game of cricket. We will be discussing tactics in team sports and learning why it is important to live a healthy lifestyle - in particular why it is necessary to take part in regular exercise. 

 

Summer Term

Our learning theme this term is Romans and an Italian Adventure.

As historians we will be studying how the Romans lived. For example, we
 will examine their life styles, culture, religious beliefs and recreational activities. We will look at how the Romans influenced us today.

As geographers we will study Roman settlements, country borders (including walls and forts) whilst comparing and contrasting modern day Rome to ancient Rome.

As artists we will be producing mosaics and we will produce pottery in the style of a typical Roman pot.

 

 

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