This year your teachers are:

Mr Walker – Class Teacher

Ms Payne - Teaching Assistant

Ms Fowles - Teaching Assistant

Miss Stairmand – Teaching Assistant

PE will take place every Friday this half term, when you will complete handball and tag rugby lessons.

For PE sessions please bring the following:

- Black shorts, leggings or jogging bottoms

- White t-shirt or polo shirt

- Black pumps or trainers

It is usually best to leave your child's PE kit at school for the half-term so that it is always available to use.

It is important that your child brings their reading book into school each day as the days on which they will be able to read with an adult may change from time to time. It is also crucial that you listen to your child read each evening and ensure that you sign their reading record highlighting what they have read and how they performed.

Within this class children are given time every day where they can complete a quiz on accelerated reader and change their book.

Homework will be set on a Friday through our online learning platform, SeeSaw. This will be spellings and their English and Maths will be completed via the assessments within the educational game 'Prodigy' The links for which are placed below:

https://app.seesaw.me/#/login

https://sso.prodigygame.com 

All homework should be completed by the following Friday and will be checked by your teacher on this day. Please make sure that if you are having difficulties with the homework, that you contact your class teacher with plenty of time so that they can assist your child in its completion. In addition, the school also run a homework club which can really help support those children that struggle completing their tasks independently.

Year 6 - Spring 2

Mountains and Rivers

As mathematicians, we will:

• To compare and order fractions, including fractions >1.

• To solve problems involving the calculation of percentages and the use of percentages for comparison.

• To recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

• To recognise that shapes with the same areas can have different perimeters and vice versa.

• To recognise when it is possible to use formulae for area and volume of a shape.

• To calculate the area of parallelograms and triangles.

• To calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units.

• To describe positions on the full coordinate grid (all four quadrants).

• To draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

As writers, we will be able to:

• Write for the purpose of a journalistic report.
• Use colons to mark boundaries between clauses and clarify vocabulary.
• Use correct verb forms including present perfect and progressive verb forms.
• Use passive verbs.
• Distinguish between the language for speech and writing.

As a Literary Scholar we will be able to:

• Have a love of reading through exploring the adventures of our class text ‘Treasure Island’.
• Explore the text 'Where the river runs gold' in guided reading.
• Use text tracking techniques to retrieve direct quotes from a text.
• Explore chunking techniques to narrow down information when answering questions from an extended text.
• Infer a character’s thoughts and feelings as well as providing evidence from the text.
• Explain the impact of certain literature techniques on the reading.
• Make predictions about the next stage of the story using supporting evidence from the text.

As children who learn about the wider world we will answer the following questions:

• How can I connect with global issues? 
• What rights do people have, and who does not have their rights met?
• How can you identify cultural practices that go against British law and Universal Human Rights? 
• Why is it important to keep personal boundaries and respect the right to privacy?
• What is life like for people in other countries, and how are their values and customs different from ours?
• How can we work with others to make the world a better place?
• What does it mean to set up an enterprise, and how can we start developing enterprise skills?
• How does the media present information, and how can we critique it?

As geographers and world explorers we will:

• How do we get water on Earth?
• What waterways are in our local area?
• What is the name of our local river?
• In which direction is the local river from school?
• How are the waterways used?
• How can we Identify the rivers in the UK and across the world?
• What are the key features of a river?
• Where do Rivers Begin?
• Do rivers run in straight lines?
• Where do rivers end?
• Are mountains all the same shape?
• How can we Identify the mountain ranges in the UK and across the world.
• Does the climate change on a Mountain?
• What impact do mountains and rivers have on agriculture?
• What impact do mountains and rivers have on tourism?
• Why and how do you use 4 & 6 grid references?

As historians we will:

• What problem did Isambard Kingdom Brunel solve in his architecture of bridges?
• Where and when did the first civilisations begin?

As learners of RE we will be exploring the questions:

• Why do Christians believe Jesus was resurrected?
• How do many churches mark Good Friday and Easter Sunday?
• What is the change in emotions felt by many Christians from Good Friday to Easter Sunday? Why is this felt?
• When and why might a Christian have to stand up for their beliefs?
• Why do Christians have hope even when someone dies?
• What difference does the resurrection make to Christians?

As scientists, we will be able to:

• Define and identify variation in organisms and recall that it is caused by inherited and environmental factors.
• Recall that living things produce offspring of the same kind but are not normally identical to their parents.
• Describe patterns of inheritance from parent to offspring in a given example or family tree.
• Describe what an adaptation is; it cannot be chosen and is usually inherited.
• Describe key characteristics that would help an organism to survive and explain how an adaptation helps the organism to survive.
• Explain how variation may affect survival within a population and recall what natural selection means.
• Recall what evolution is, identify differences between a living thing and its ancestor and describe key steps in the evolution of a species.
• Recall different types of evidence that can be used to explain evolution and describe methods that make scientists’ results or conclusions more trustworthy.

When working scientifically, pupils will be able to:

• Sort variation as environmental, inherited or a mixture of both.
• Evaluate a method by recalling variables that were effectively kept the same and those that were harder to control.
• Comment on the reliability of the results and the degree of trust.
• Consider how evidence is used to form theories and the degree of trust the evidence offers.

As linguists in Spanish, we will be able to:

• Recognise which part of a word is stressed; identify and apply pronunciation rules.
• Build and say which phrases which include the use of prepositions.
• Ask how much something costs and answer using different amounts of money.
• Show understanding of grammar by choosing an appropriate question form.
• Listen for key information from an extended dialogue.
• Choose and use appropriate phrases to complete a shopping transaction.

As designers in Design Technology, we will:

• Think like engineers to explore how bridges are strengthened
• Investigate and test structural designs using practical experiments
• Apply our learning to design a scaled bridge prototype
• Use CAD software to refine and present our designs
• Evaluate our work and suggest improvements based on testing

As artists, we will explore the questions:

• What techniques and inspirations were used by the Japanese artists of the Edo period?
• How does Hokusai’s artwork: Great Wave of Kanawawa represent the Edo period?
• How can we design our very own monoprint artwork using layering techniques?

As musicians, we will:

• Engage in discussion about the sounds of an orchestral piece
• Have a selection of varied vocabulary in response to what they hear
• Change dynamics and pitch, differentiating between the two
• Take the role of conductor or follow a conductor
• Change texture within their group improvisation and talk about its effect
• Create a graphic score to represent sounds
• Follow the conductor to show changes in pitch, dynamics and texture

As computer scientists we will be able to:

• Recognise that data can become corrupted within a network and that data sent in packets is more robust, as well as identify the need to update devices and software.
• Recognise differences between mobile data and WiFi and use a spreadsheet to compare and identify high-use data activities and low-use data activities.
• Make links between the Internet of Things and Big Data and give a basic example of how data analysis/analytics can lead to improvement in town planning.
• Explain ways that Big Data or IoT principles could be used to solve a problem or improve efficiency within the school and prepare a presentation about their idea, considering the privacy of some data.
• Present their ideas about how Big Data/IoT can improve the school and provide feedback to others on their presentations.

As athletes we will be able to:

Handball 

• Get into a good ready position to move quickly and receive the ball
• Send a ball accurately in different ways 
• Move into space, signal to receive and catch consistently well 
• Pass and move into space
• I can turn my body sideways-on to receive a pass 
• Move the ball on quickly to catch out the opposition 
• Pass and move to support the ball carrier.
• Anticipate the play 
• Shoot with power and accuracy
• Pass out of the back of my hand
• Disguise passes and dummy pass 
• Think ahead and release the ball early when in possession 
• Display the School Games values 
• Apply a range of skills purposefully in a game 

Tag Rugby

• Pop pass and pocket pass
• Tag someone safely
• Pass well to my left and right 
• Send and receive a ball on the run and under pressure
• Pass a rugby ball backwards consistently
• Dummy a pass
• Pass accurately
• Pass missing out players in a line
• Attack in staggered lines 
• Organise my position so that I receive passes on the run
• Apply skills effectively 
• Develop game understanding and compete in a game of Tag Rugby