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Contents:
1. Welcome letter from the Year 6 Team
2. School Aims
3. Teaching and Learning
4. End of Year Expectations
5. Curriculum
6. Timetable
7. Behaviour
8. Healthy Children
Dear Parents,
Welcome to Year 6!
This is a busy an exciting year. Now that your child is at the top of the
school they will be looked upon to take on more responsibilities and show
more independence in preparation for high school. The Year 6 team have
spoken with the Year 5 class teachers to ensure each child has a smooth
transition into their new class.
As you are probably aware, in the summer term the children will sit their
end of key stage assessments (SATs) and we have planned a curriculum
that covers the interim framework standards so that your child is as best
prepared for them as possible. We will not be putting undue pressure on
your child and ask that you do the same. We have planned our
curriculum to make it engaging, challenging, enjoyable and fun so that
your child enjoys being in lessons and is stimulated by them.
We would appreciate it if you would write your child’s name on all of their
uniform and belongings.
If you are available to help in class please let us know and we can
arrange for your induction and DBS check to be completed.
Thank-you
Year 6 team
The Staff in Year 6:
Adult Role Class
Mr Choate Head of Year/Class Teacher Shakespeare
Miss Winslow Class Teacher Riley
Mrs Coles Class Teacher Hargreaves (Mon– Wed)
Mrs McGuire Class Teacher Hargreaves (Thu– Fri)
Miss Tinson Class Teacher Darwin
Mrs Fitzscott Class Teacher Churchill
Mrs Austin PPA Teacher
Mrs Stevens LSA Shakespeare
Miss Keane LSA Riley
Mrs Stevenson LSA Hargreaves
Mrs Johnson LSA Darwin
Mrs Filfil LSA Churchill
Mrs Maroni SSA Darwin
Mr Towers SSA Darwin
School Aims
provide a rich and varied range of experiences that will encourage
all children to become enthusiastic, adaptable learners, and active participants in all aspects of school life
enable pupils to develop lively and enquiring minds, the ability to
question and argue rationally and the skill of becoming independent and creative learners
assist in the acquisition of knowledge, skills and attitudes that will
enable all children irrespective of their ability, to achieve their potential and play a full part in subsequent phases of Education and
adult life
instil a respect for Christian beliefs and values and a tolerance and understanding of others who may hold differing views.
Teaching and Learning
CORE VALUES
Our Teaching and Learning Policy is based around our school’s four Core Values: Faith, Creativity, Independence and Teamwork.
Through each of these values we have identified a number of skills or characteristics that are vital for our teachers to foster through their teaching and our children to develop and implement through their work and achievements.
In addition, under each value’s core vocabulary we have stated how the
children will demonstrate this value and how adults in the school will facilitate and develop these skills and characteristics within the children through careful planning and delivery as well as modelling these values themselves
FAITH
CREATIVITY
Caring Respect
What will the children do?
believe in themselves and develop a
growth mind-set - an ‘I CAN’ attitude
ask ‘Big Questions’ and seek the
answers
care for others in our school and the
world in which we live
have a respect and tolerance for their
peers and for the adults they work
with
What will the staff do?
model self-belief and growth mind-set
allow children time to reflect on their
beliefs and those of others
make time for and plan in
opportunities to value and care for
others and the world around us
uphold the school’s faith and model the
faith of the church
What will the children do?
explore and investigate, trying new and
different things out
use their imaginations and come up with
their own ideas
take risks and assess their success
feel confident to express their opinions
and views and make their own choices
What will the staff do?
provide open ended opportunities which
encourage choice, investigation and
challenge the children’s thinking
be enthusiastic showing a passion for
learning
be flexible in their approach and
planning
ensure the children have time to develop
their ideas
Courage Passion
INDEPENDENCE
TEAMWORK
Determination Risk-taking
What will the children do?
make decisions and find solutions for
themselves
set their own challenges at a high
level of expectation, persevering
when they encounter failure or
difficulty
know that errors are good and that
they learn from them
know their next steps in learning and
take responsibility for their own
learning journey
What will the staff do?
inspire pupils to take responsibility for
their learning
be flexible in their planning and
delivery to take account of the needs
of the learners
allow for reflection opportunities
encouraging the children to discuss
their learning
provide opportunities for children that
require perseverance and resilience
What will the children do?
communicate with each other effectively
be able to identify their own and other
people’s strengths
be prepared to discuss issues to reach
compromise
celebrate shared successes and support
each other through errors or failures
What will the staff do?
model effective communication with their
pupils and colleagues
foster positive relationships
encourage and facilitate collaboration
through planned activities and tasks
show trust in the children’s ideas and
actions
Caring Acceptance
End of Year Expectations
Reading
Reading is incredibly important for your child. Not only is it a skill which will be needed
throughout their lives, it is also proven to enhance writing. Therefore the choice of text is
important for your child. We would like to see them reading a variety of quality texts from
different genres and authors to widen their vocabulary and enhance their knowledge. It is
expected that your child reads daily and this is recorded in their planner. We encourage the
children to make detailed notes and observations about what they have read, and would also
like it if parents/carers took an interest in what they were reading by questioning and
discussing texts with your child. Planners are collected and checked weekly. In school the
children will have a regular D.E.A.R (Drop Everything And Read) session as well as shared
reading sessions where they will have the opportunity to look in more depth at texts and
answer questions about what they have read.
ADDITION
Practical
Application and Representing
Mental Calculation
Recordings to
Support Mental Strategies
Expanded Written
Recordings
Compact Written
Methods
Practical experiences of
combining two groups.
Counting one more and
then several more. Use
number lines to count
on.
Visual recognition of
numbers & regular
exposure to images of
number quantities.
Number bonds up to
10, up to 20 and 100.
Putting the largest
number first.
Partitioning and
recombining (14+25):
4+5=9 and 10+20=30
so 30+9=39
Bridging through 10, 20
etc:
8 + 7 = (8 + 2) + 5
= 10 + 5
= 15
15 + 9 = (15 + 5) + 4
=20 + 4
= 24
Rounding and
adjusting:
58+9 = 58+10-1
458+101 =
458+100+1
Calculate value of
unknowns in number
sentences
e.g. + 3 = 17
Using near doubles:
38+35 is double 35+3
Number lines
13+2
13 14 15
25+12
+10 +2
25 35 37
375+121
+100 +21
375 475 496
Or using jottings…
375+121=
375+100+20+1
=475+20+1
=495+1
=496
Expanded column
method:
375+121=496
300+ 70+ 5
+ 100+ 20+ 1
400+ 90+ 6
Perhaps leading to:
375
+ 121
+
6
90
400
496
Or straight to column
method:
375
+ 387
762
1
1
VOCABULARY
Commutative
Inverse
Sum
Total
Add
Altogether
More
Count on
Estimation
Rounding
Same as
Equals
Plus
Calculation
Partition
Bonds
Known facts
Increase
Makes
+1 +1
SUBTRACTION
Practical
Application and Representing
Mental Calculation
Recordings to
Support Mental Strategies
Expanded
Written Recordings
Compact
Written Methods
Practical experiences
Using different
vocabulary
Counting backwards
in 10s and 1s then
2s, 5s
Jumps on number
tracks and number
lines – finding the
difference (counting
on)
Calculate value of
unknowns in number
sentences
e.g. – 3 = 17
Counting on where
appropriate:
3004-2995
Count on from 2995
to 3004 rather than
use a written method.
Bridging through
multiples of 10:
57-12=57-7-5
Rounding and
adjusting:
58-9 = 58-10+1
678-201 = 678-200-1
Number line
calculations:
Children become
confident in counting
back (taking away)
first.
Counting back
23 – 15
-2 -3 -10
8 10 13 23
Then find the
difference (counting
on)
23 – 15
+5 +3
15 20 23
Extending to larger
numbers.
Counting on
vertically:
145-87=58
145
- 87 3 (90)
10 (100)
45 (145)
58
AND/OR
Expanded column
method:
154-37
Column method:
6 14 14
754
- 286
468
VOCABULARY
Subtract
Take away
Operation
Calculation
Count back
Take
Equals
Rounding
Known facts
Place value
Minus
Difference
Decrease
Inverse
Estimation
100 50 4
- 30 7
100 10 7 = 117
40 14
DIVISION
Practical
Application and Representing
Mental Calculation
Recordings
to Support Mental
Strategies
Expanded Written Recordings Compact Written
Methods
Practical experiences.
Understand division as
sharing –15 biscuits
shared between 3
people.
Understand division as
grouping – 15 shared
into groups of 3.
Use of number lines to
model
0 2 4 6 8 10
How many 2s in 10?
10 2 = 5
Calculate value of
unknowns in number
sentences
e.g. ÷ 3 = 6
Know division facts
corresponding to
multiplication facts up
to 10x10
Use halving:
96÷4=96÷2÷2
Use knowledge of
tables facts and place
value:
560÷8=70
Grouping
taught using
arrays
alongside
multiplication:
82=4 and
84=2
Number lines
(marked ones
and blank
ones)
Counting on in
groups
205=4 1 2 3 4
0 5 1 15
20
A car holds 5
people. How
many cars are
needed to
transport 17
people?
(Group and
round up)
175 = 3r2
0 5 10 15
17
What I know (facts box – using
tables knowledge of multiplication
facts to support division)
e.g.
1
5
10
20
30
50
100
x
x
x
x
x
x
x
7
7
7
7
7
7
7
=
=
=
=
=
=
=
7
35
70
140
210
350
700
0 210 252 256
Leading to…
Chunking up or Chunking
down
e.g. 2567
7 256 7 256
70 (10x7)
+ 70 (10x7) 256
140 - 210 (30x7)
+ 70 (10x7) 46
210 - 42 (6x7)
+ 42 ( 6x7) 4
4
= 36r4
Short division
method
291 4 = 72 r 3
__72 r 3
4)22911
Leading to…
291 4 = 72.75
__ 72.75
4)22911.3020
and
301 14 = 21.5
__ 2 1.5
14) 33021.70
VOCABULARY
Divide
Group
Share
Inverse
Halve
Left
Quarter
Remainder
Rounding
Estimate
Known facts
30 x 7 6 x 7
MULTIPLICATION
Practical
Application and Representing
Mental Calculation
Recordings to
Support Mental Strategies
Expanded Written
Recordings
Compact Written
Methods
Practical experiences.
Multiplication is
introduced as repeated
addition.
Oral repetition –
Counting in 2s, 5s, 10s
and then other steps.
Identify, continue and
complete number
patterns – e.g. 2s
Arrays
2 lots of 4
4 lots of 2
4x2 or 2x4
(the same either way)
Partitioning to multiply:
47x5=(40x5)+(7x5)
Multiply using factors:
45x20=45x10x2
Using doubling:
17x4=17x2x2
using closely related
facts:
9x49=(10x49)-49
Repeated addition
0 2 4 6 8 10
2+2+2+2+2= 10
Leading to 2 x 5 =
10
Partitioning
18 x 3
(10 x 3) + (8 x 3)
30 + 24 = 54
VOCABULARY
Times
Multiply
Groups
Lots of
Repeated addition
Doubling
Commutative
Inverses
Patterns
Going from arrays to grid
multiplication:
3 x 12 =
X 10 2
3
°°°°°°°°°°
°°°°°°°°°°
°°°°°°°°°°
°°
°°
°°
X 10 2
3
30
6
Grid Multiplication:
23 x 6
x 20 3
6 120 18 = 120+18
= 138
54 x 32
x 50 4
30 1500 120 1620
2 100 8 + 108
= 1728
16x1.8
x 10 6
1 10 6 16
0.8 8 4.8 +12.8
= 28.8
Long multiplication:
365 x 24
365
x 24
20 (4x5)
240 (4x60)
1200 (4x300)
100 (20x5)
1200 (20x60)
+ 6000 (20x300)
8760
Compact method:
352 x 27
352
x 27
2464 (7x352)
7040 (20x352)
9504
1
Gelosia/lattice method
extension (taught in
many of our high
schools):
42 x 35 = 1470
Curriculum
Autumn 1 From Darwin to DNA
Autumn 2 Bullets, Bombs and Bunting
Spring 1 Extreme Limits
Spring 2 Bright Sparks
Summer 1 Full of Beans Summer 2 Bravo to the Bard
Each half term we will send a detailed outline of the half term
which will show both the teaching focus and the expected
outcomes.
Occasionally children will be asked to bring in topic related
items.
Timetable-As a school we keep the timetable flexible to ensure
we meet the needs of our pupils.
Class PE Day Games Day
Churchill Monday Thursday
Darwin Thursday Monday
Hargreaves Friday Thursday
Riley Wednesday Monday
Shakespeare Tuesday Thursday
Please make sure your child has the correct equipment each day. This
includes: Water bottle, Homework diary, PE Kit can be brought in at the
start of the half-term and left in school. Please send jogging bottoms and
a sweatshirt in the colder months so your child is warm enough outside.
Behaviour`
School Rules
We are polite We are honest
We listen to others We take care of our school
We do our best We are leaders and good role models
Our behaviour policy and practice is based on the concept of catching the children being good, making good choices and rewarding them as quickly as possible.
Rewards
All staff in school will use the following rewards for those who follow the school rules.
Praise: Compliment individual children.
Publicly celebrate good behaviour and attitudes, with special stickers, house points or class awards, an extra five minutes play time for the class, being given jobs of special responsibility.
Positive communication with Parents: Children will be rewarded for good behaviour by receiving one of the following: ● a note in their diary or behaviour record
●a conversation at the end of the day ● a phone call home
Positive visit to see another member of staff:
Children will be sent to another teacher, Year leader, Deputy Headteacher or Headteacher, at an appropriate time in recognition of good behaviour for
personal praise. Invitation to tea with Senior Leadership Team
Each term we have a tea-party to reward those who behave well without being asked to. Each teacher chooses one pupil per term.
Sanctions: To discourage undesirable behaviour the following sequence of
consequences will be used: 1. Child’s name is given a verbal warning and their written on the board.
2. Mark by child’s name, misses 5 minutes of play. 3. 2 marks child misses 10 minutes of playtime 4. 3 marks child is sent to the year leader for playtime or lunchtime detention, card
is clipped 5. Child spends time with a member of SLT completing their work
These incidents of missing playtime, working with SLT will be recorded on the internal behaviour log.
The above sequence of consequences will come into effect only after the following strategies have been ineffective in changing a child’s behaviour i.e.
● Comment on something good a child has done ● Employ ‘Tactical Ignoring’, ignore the ‘target pupil’ but praise the nearby pupil,
if the ‘target pupil’ changes their behaviour, praise them, move the pupils near the disruptive pupil, thank them.
● Move closer to the child at their level
● Restate the expected good behaviour in a calm and controlled way ● Distract the child
Communication
The school will work together with the home to promote good
behaviour. Parents will be informed at every opportunity of their child’s good behaviour,
e.g. positive contact, notes / phone calls home.
Parents will be involved at an early stage if there is concern about their child’s behaviour.
The school will at all times, adopt an encouraging and supportive style with parents..
These strategies support the vast majority of children to achieve and maintain
good behaviour. There are further steps in place for children who find this more challenging. These will be shared with parents if necessary. Full details are available in the behaviour policy on our school website.
Healthy Children
Please provide your child with a water bottle so they can drink water in
the classroom, squash and fruit juice are not permitted in class but can be
included in their lunchbox. We have free fruit and vegetables for the
children to have for a snack. If you would like to provide your own snack
it must be a healthy snack, it should not be sweets, chocolate or biscuits.
At lunchtime the children can either have a hot lunch or bring in a packed
lunch. If you would like to order a hot lunch please use the Chartwells
Website www.mealselector.co.uk or telephone 0845 603 7998.