Welcome to the Year 6 Class Page
Miss Burdett is the class teacher.
Mrs Handa, Mrs Bowes and Mrs Townson are the Learning Support Assistants in the class.
This page will keep you well informed of what Year 6 are learning each term as well as important pieces of information.
The children started their first week with a crime scene as someone or something had been scrabbling outside our fire exit door leaving gloopy slime, matted fur and colossal footprints. An investigation was led by the children immediately which lead into writing a newspaper report on the bizarre event. Next the children received a story - ‘The Library’ - that featured similar events to ours as it was about a mysterious creature who also terrorised children. We used the story to help develop our reading as a reader and reading as a writer skills. From this we were able to unpick the texts to identify the different writing tools (writerly tricks) that the writer had used effectively to create a suspense story with a chasing plot. Then it was our time to practice the ‘writerly tricks’ in short bursts of writing by creating poems, character profiles, word banks, rhetorical questions and paragraphs. After that we innovated the new version of ‘The Library’ by writing from the creature’s perspective. Finally, we merged together all the ‘writerly tricks’, grammar and punctuation skills to plan and write our own engaging suspense story with a chasing plot.
For the first term, we have been focusing upon the children’s place value knowledge such as rounding accurately to the required degree up to a million, using negative numbers, partitioning and comparing and ordering numbers. The next topic was addition and subtraction where we are learning how to follow the BODMAS order for operations, using the inverse to solve and check missing problems. In the second half term, we mastered the formal written methods for the four operations.
During all topics in maths, the children start a cold task and end with a hot task to aid assessment as well as to illustrate to the children the progress that they have made. We have also been developing our reasoning and problem-solving skills by verbalising how we solved the question then transcribing this into our books to support our written methods.
Topic: Out of this World
Art was been our primary focus the first term as we studied the infamous Banksy. First, we explored a wide range of his art work that he has created for the world to see. After careful observation, we were able to look beyond the artwork and discuss what the possible messages he was trying to convey. This then led to a stimulating debate on whether his artwork should be condemned illegal or celebrated as wondrous pieces of art. Creating stencils was a tricky affair at first however with perseverance and determination the children were able to create a range of stencils in the style of Banksy. We tested, edited and improved on our Banksy inspired stencils so that we can use these skills to create a planet stencil. Once the children were happy with their final adaptation of their planet stencil, they used spray paint to achieve artwork similar to the style of Banksy.
Science became the core focus for the second half term, we studied our universe and describing the movement of the Earth and other planets relative to the sun in our solar system. We also investigated the phases of the moon and demonstrated our understanding using Oreos. (Yum!) Our final project for the term was to use a range of practical D&T skills (Producing prototypes, sawing wood, joining wood, attaching wire or line) to build a solar system 3D mobile.
For R.E we have been learning about the meaning of Humanism; the British Humanist Association and the Happy Human symbol; key Humanist beliefs and ideas; Humanist ceremonies marking key milestones in life.
In Music we have been boogying, drumming, clapping and singing to the tunes of Jackson 5. We have been able to incorporate musical instruments such as percussion and a glockenspiel with various singing roles to create a performance celebrating the songs of Jackson 5.
This term the children left behind their fantastic suspense writing tools behind to make way for learning to write a captivating adventure story. Year 6 were hooked into the unit by being introduced to the legendary ‘Spyfox’ – a secret agent assigned to save the world from the villainous Dr. Hammer and his evil, fishy minions. From the short film, the children used their drama skills to perform a set of Tableaux representing the iconic scenes from ‘Spyfox’. In the next stage, the children explored the model text – ‘Kidnapped’- a story in which an ambassador’s daughter is kidnapped and a young curious boy ends up becoming the town’s hero. Year 6 used the story to help develop their reading as a reader and reading as a writer skills. From this, they were able to unpick the texts to identify the different writing tools (e.g. using figurative language effectively, carefully choosing verbs and adjectives) that the writer had used effectively to compose an adventure story with a flashback. Then it was the time to practice the ‘writerly tricks’ in short bursts of writing by creating blurbs, tracking the character emotions using graphs, SWOT grids and setting descriptions. Finally, they utilised the ‘writerly tricks’, grammar and punctuation skills to plan and write their own gripping adventure story with a flashback.
The children started the new year off with a fixed mindset as they believed that fractions, decimals and percentages were impossible. However, with time, patience, determination, resilience and perseverance the children were feeling extremely positive by the end of the unit. The children felt that they have mastered the strategies to solve mastery and greater depth problems that require adding, subtracting, multiplying and dividing simple fraction, improper fractions or mixed number fractions. Using numicon and number boards the children explored the concept of decimals and how this translates to equivalent fractions and percentages.
The children have become independent masters at using the Stem Sentence models to record their explanations and methods for a range of mathematical problems. However, we identified that within our explanations that we do not always accurately use an extensive range of mathematical vocabulary, so this has become their aim for the Spring and Summer term.
Topic: Evolution of the Earth
The term started with Science by investigating and sketching the evolution of humans and how the species has evolved in appearance and stature. The class were intrigued as to where this theory had originated so the children used computing and Purple Mash to research the naturalist, Charles Darwin. Next, the children collected images of their family and themselves to determine what traits they have inherited from each relative.
In Geography, the children analysed a range of world maps to discover how the world has evolved throughout history. This resulted in the children to be incredibly curious about how and why the land mass on Earth has changed over time. Through models, images and films the children learnt about tectonic plates and created a map naming each plate and its movement.
For D&T, the children sculptured a volcano from clay and decorated it using natural resources from the school's Wildwood. During our LOLA, the parents aided the children in exploding the volcanoes by reacting a selection of materials.
For R.E we have been learning about Buddhist beliefs by exploring the following units: The Buddha’s early life: His quest to find an answer to the problem of suffering, The Middle Way, enlightenment and Nirvana, The Noble Eightfold Path, The Buddha image and Buddhist shrines, Buddhist devotional practices, including meditation.
All the learning in this unit is focused around one song: Happy, a pop song by Pharrell Williams. Their learning consisted of an integrated approach to music where games, the dimensions of music (pulse, rhythm, pitch etc), singing and playing instruments are all linked.
30 minutes per day
Minimum 30 minutes Daily Reading at home
Weekly Maths Homework set via Mathletics
Spelling Practice – spellings are given out every Friday. A weekly spelling test will take place every Friday.