We have been learning about a number of topics with Mrs Reid and Mr Wilcox this term.
Autumn Term 2016
Right Respect Schools (RRS)
To begin the academic year we have revisited the concept of children’s rights and the principles of the UNCRC. This has given rise to our new class charter, which will be displayed within our classrooms and shared with parents. We have also undertaken a careful review of our understanding of the Pupil Voice Charter, the Playground Charter, the Dining Room Charter and the Assembly Charter – all of which were created in recent years by the pupils of THPS and are regularly reviewed by them.
We will begin the academic year by writing a letter to our future selves. This will be sealed into a time capsule and will be opened when we are preparing for our leavers’ assembly, in July 2017. We will then complete our first piece of assessed writing, which we will use to set our targets (areas of writing that are key to our individual progress).
Our first unit of work will be about the various narrative genres. We will be exploring our own favourite genres and extending our knowledge of the features of those with which we are less familiar. We intend to build on the children’s speaking and listening as well as writing skills via this unit.
To support our love of a diverse range of literature and ensure that we have the right to high quality learning resources we will also be visiting our local library approximately once a fortnight.
During our guided reading time, which will take place daily, we will be working in groups (differentiated across year 6), to further our knowledge of all the key skills for reading and comprehension - everything from use of phonics to understanding an author’s intentions.
Our Vocabulary, Grammar and Punctuation (VGP) will also be taught in differentiated groups during a daily slot. Children will be continuing their learning across a broad range of objectives.
Maths: As well as the basic skills for year 6, we will also be learning to:
- Identify common factors, common multiples and prime numbers
- Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit.
- Round any whole number to a required degree of accuracy.
- Generate and describe linear number sequences.
- Add and subtract whole numbers with more than 4 digits.
- Identify the value of each digit in numbers given to three decimal places.
- Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
- Perform mental calculations, including with mixed operations and large numbers.
- Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal places
- Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
- Compare and order fractions including fractions > 1.
- Associate a fraction with division and calculate decimal fraction equivalents for a simple fraction.
- Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
- Recall, calculate and use equivalences between simple fractions, decimals and percentages, including in different contexts.
- Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
- Use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy.
- Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.
- Use negative numbers in context, and calculate intervals across zero.
- Compare and classify geometric shapes based on their properties and sizes.
- Calculate and interpret the mean as an average.
This term we will be building on our Key Stage One learning of electricity. We will be exploring this subject through a variety of enquiries and experiments, resulting in making an intruder alarm or a set of traffic lights. We have also been asked to be part of a pilot study at the Locomotion Museum. Here, we will design and make a working locomotion using electrical circuits.
Later in the term, we will explore ‘living things and their habitats’. Here, we will describe how living things are classified into broad groups according to common characteristics and give reasons for this classification. To further assist with this topic, we will visit the Botanical Gardens at Durham.
- ICT: We will be continuing with our e-safety lessons this term. Children will be exploring the use of Internet friendships. They will learn that, while people can develop rewarding friendships online, they should be cautious with online-only friends and never reveal private information without asking a parent or trusted adult for permission. They will discuss the difference between online and in-person friendships, explore an online chat scenario, and complete and sign a checklist for safe online chatting. In addition, children will also be building on their skills for programming in Kodu. This year they’ll be expected to design and write programmes to achieve certain goals, and detect and correct errors in these programmes.
History: Our topic this term is the Maya. We will explore the question – Who were the Maya? We will create a Mayan timeline and look at where the Maya fit into the chronology of world history. Children will also debate and research what actually happened to the Maya. They will use primary and secondary resources; carry out independent research, and even have the opportunity to help Indiana Jones! Finally, children will compare and contrast modern day Maya with their ancient ancestors.
Geography: In geography, we will be learning about the rainforests of our world, focusing specifically on the Amazon Rainforest. Children will also learn how to find locations on an atlas using coordinates and essential vocabulary, such as Equator, Tropic of Cancer and Tropic of Capricorn, as well as the meaning of longitude and latitude. We will also find out lots about the Amazon Rainforest’s inhabitants – mainly the Yanomani Tribe, and compare and contrast the lifestyles of these people, to ones from the UK. We will also be creating interesting graphs to compare rainfall in the rainforest and Shildon. In addition, we hope to visit the artificial rainforest, at Durham’s Botanical Gardens, where we will the opportunity to find out about and contrast different biomes across our planet. Finally, we also hope to visit Stanley Crooke Forest where we hope to build shelters, dams, helipads and fires, whilst role-playing as a UN task force (rescuing people from a flood in Bangladesh).
Gymnastics and Games are the topics being covered this term. Within Games, children will be focusing on ‘Wide Attack’. This involves a team of five attackers playing against four defenders to try and score goals using a full size court. Children will practise skills for netball, basketball, football and/or hockey. The focus will be on ball skills, defending and attacking.
In gymnastics we will begin by completing a revision of the skills we have developed in previous years; for example, safely developing ways of travelling and balancing. We will move forward to the development of group dynamics to create gymnastic routines that enable a group of learners of varying abilities to develop their skills through the creation of a well-structured routine. A gymnastics coach will teach this over the course of 10 weeks.
Our topic is Sikhism and we are reflecting on how a person’s beliefs can influence their daily lives. We will be asking and seeking answers to a variety of questions, including - What do Sikhs believe and how are these beliefs expressed?
Later in the term, we will be exploring what the Gospels tell us about the birth of Jesus.
Our art topic is people in action and we will be focusing upon how artists create and suggest movement in their work.
French: In this unit, children will have the opportunity to learn how to use the future tense to talk about what they are going to do. They will understand how the future tense is formed using ‘aller’ (to go) and how to use it in third person sentences. Finally, they learn how to form comparisons in French of fairy tale characters.
Design and Technology
In DT we will be focusing on the development of structures, their fitness for purpose and how to strengthen and reinforce them. We will achieve this by finding out about shelters, and designing and making a model of a shelter for a specific purpose.
SEAL and Anti-bullying Week
Our focus is how we can develop strategies to help us get on with other people and how we can make sure that everyone is safe and respected.
Building Learning Powers
We will be continuing to develop our awareness of a positive and resilient mind-set for learning. Our focus areas are those chosen, in a vote during the summer term of year 5. Prior to half term, the children will, as usual, use their pupil voice to elect learning ambassadors.
Head Girl, Head Boy, and Deputy Head Girl and Boy will be elected by the members of year 6. All children will be invited to write a letter applying for the post. The candidates will then read their letter to the year group and a vote will take place.
Children will also be invited to apply for the post of Playground Buddy. Those children who become a Buddy will act as trusted and approachable role models for younger peers so helping them to have their right to play and rest. This will take place daily on the middle yard at lunchtime.
Summer Term 2017
We enjoyed our visit to the Oriental Museum in Durham.