Welcome to Year 6!
Here, you will discover all the learning that is taking place in Term 3.
This Term, a differentiated approach is used for Guided Reading through varied core texts. Most children are accessing the core text, ‘The Hobbit’ which is a children’s fantasy novel by English author, J.R.R. Tolkien. Unaware of the magical adventures that await him, young Bilbo Baggins is whisked away from his comfortable hobbit hole by the legendary wizard, Gandalf and a gang of valiant dwarves to recover their stolen treasure.
Some children are accessing the second core text ‘The London Eye Mystery’, a children’s mystery novel by English author, Siobhan Dowd. This story is based on Ted, a boy with Asperger syndrome and his sister, Kat, who solve the mystery of how their cousin, Salim, who disappeared inside a sealed capsule of the London Eye.
Remotely, Guided Reading is delivered in a similar fashion as the school’s curriculum. First, children listen to an audio link of their teacher reading the day’s focus pages as they are encouraged to choral read with the teacher, then echo read, partner read if they have a sibling at home then silent read. They continue to evaluate their reading fluency based on several elements including expression and energy, confidence, tone, volume. There is also the opportunity to find the meaning of unfamiliar words using the online dictionary (this is documented on their outcome sheet). A video presentation is used to introduce the class model question based on the selected reading skill.
The teacher discusses the strategies involved when answering questions based on the skill of focus and highlights possible responses. Again, children develop reading skills based on all content domains: retrieve, infer, vocabulary, predict, summarise, explain and compare. Following on, students answer comprehension questions 2, 3 and an extension question on the attached Google document. Assessment for Learning strategies from school run parallel with the online platform as children review their work if they are given an ‘FI’ and BI as their challenge to answer an additional question related to the focus pages. This session ends as children again use their pdf files and listens to an audio file of their teacher reading a selection of pages. On Thursdays, children gain exposure to non-fiction texts, which are linked to current events or cross-curricular learning, for example, they read a biography of J.R.R. Tolkien as their writing outcome was a biography based on a famous scientist this term.
The biography unit was introduced using the wonderfully illustrated book, Shackleton’s Journey by William Grill. First, children made predictions based on pictures in the text and recounted a section of the text making accurate use of formal language. Then, they linked ideas across sentences and paragraphs using a range of cohesive devices. Children compared a range of biographies by identifying similarities and differences. Then, they highlighted key features of this genre through use of examples and explained the effect on the reader. Children conducted research based on a famous scientist of their choice (Nikola Tesla, Thomas Eddison or Isaac Newton) and they organised related information using subheadings. After examples of colons and semicolons had been highlighted in the core text, children made accurate use of punctuation when formulating their own sentences. They planned their biographies by ensuring good organisation of information. Also, they paid close attention to language features when writing and editing their work. After receiving detailed feedback, they published their biographies and some children produced video recordings of their work.
Our second writing outcome is to write a persuasive letter to the Mayor, the councillor or the MP concerning air pollution in Newham and present effective solutions to improve air quality. First, children were exposed to a range of persuasive texts and were encouraged to discuss the purpose, audience and what persuaded them. They analysed persuasive letters by highlighting similarities and differences. Then, children identified persuasive techniques and magpie features from various text which they could use later in their own writing. When it was time to research the global issue, air pollution, they practised making effective notes based on chosen categories. Then, it was time to carefully plan, write and edit their persuasive letters. To end this unit, children will share their persuasive letters with the local MP during a zoom session at the start of Term 4.
At the start of the term, children continued to develop their understanding of fractions. They were able to add and subtract fractions with different denominators including mixed numbers. Then, decimals were introduced by identifying the place value then children practised multiplying and dividing decimals by integers. Students explored the relationship between fractions, decimals and percentages. Also, they solved problems involving percentage of amounts and had opportunities to use the inverse.
Children’s introduction to measurement involved converting between units of measure involving length, mass and capacity. They calculated and compared area and perimeter of rectangles and rectilinear shapes. Then, they calculated the area of triangles and parallelograms. Volume of cubes and cuboids was found by counting squares then they progressed using a formula.
Their first encounter with algebra was by creating one and two-step rules where they were able to identify input, function and output. They formed expressions using pictorial representations and algebra. When they were more confident, they substituted expressions to find a particular value.
Lessons include the teacher modelling how reasoning questions are answered and then students complete independent tasks (fluency, reasoning and problem solving).
In PSHE, children learnt about different types of drugs and their effect on the body. They created posters and leaflets on how to keep their family members safe and also had the option to provide explanations on how individuals could avoid taking drugs. Then, students discussed the main components of a balanced lifestyle and created a prompt to promote a healthy lifestyle which they could display at home.
During RE sessions, children explored the topic, Religious Leaders. They researched the role of religious leaders, identified their responsibilities and the various qualities needed to fulfil their role. Also, they went on to explain why we need religious leaders. Another task required them to discuss and compare leaders from various spheres in society.
This term, children studied the topic ‘The Artic and the Antarctic’. They were able to explain why the polar regions are so cold and provided explanations to support or refute a given point of view. After conducting research about the Artic and the Antarctic, they compared the two regions by identifying similarities and differences. Finally, they explored the future of these regions and climate change.
In Science, we explored the concept of Light. Initially, children recognised that light travels in straight lines and were encouraged to undertake investigations at home to demonstrate this. Children also explained how shadows are formed and found objects at home that they could use to make a shadow. In addition, they explained how they could change the size of the shadow by manipulating the variables. Children also created a shadow puppet theatre using materials at their homes. Then, they studied how light travels through water through a process called refraction. They carried out an investigation to discover whether water will refract light and were able to draw conclusions from their findings.