Welcome to Year 6!
Here, you will find out about all the learning that is taking place in Term 1.
At the start of the academic year, children researched their class tree and displayed their findings in the form of posters and fact files.
The Five Levers
During these sessions, children explored the picture text, Weslandia and its themes including social isolation, independence, relationships and resilience. Year 6 students were very receptive to the text as they were able to empathise with the key character, Wesley, reflect on their experiences and apply key principles.
Children have been immersed in the core text ‘Letters from the Lighthouse’ by Emma Carroll, which is an adventure mystery text set in World War Two about two siblings evacuated to Devon. In order to develop their reading fluency, children engage in choral reading, echo reading and partner reading. There are discussions around reading fluency and children evaluate their reading then set targets.
Questioning is based on various content domains: explain, predict, retrieve, infer, vocabulary and summarise. On Thursdays, Year 6 children have exposure to a non-fiction text where one of the reading skills is the focus of the day. Also, they are encouraged to generate their own questions linked to the skill of focus.
In Writing, children explored the short story ‘The Long Walk’ by George Layton, which was a beautiful depiction of a boy’s relationship with his grandfather. Their first writing outcome is a diary entry from the boy’s perspective of his day with his grandfather (their special walk). Students compared various diary entries and identified the structural and language features of this genre. They discussed the writer’s purpose and the impact of various features on the reader. In their writing, they used a range of punctuation including commas, full stops and brackets.
Their second writing outcome is based on the core text ‘Letters from the lighthouse’. Children analysed a range of newspaper reports and discussed their similarities and differences in terms of their purpose, features and impact. This writing outcome is a newspaper report featuring Sukie’s mysterious disappearance. They empathised with various characters from the text as they act in role. Then, they were able to use direct and reported speech accurately in preparation for their newspaper reports. A range of verb forms were studied: simple past, past progressive and past perfect tense.
At the start of the term, children explored number and place value. They represented numbers using various methods and evaluated their effectiveness. Then, they built upon their knowledge of number operations from Year 5 by adding whole numbers with more than four digits and then progressed to subtraction of numbers with more than four digits. Students are focused as the teacher modelled answering reasoning questions and then they completed independent tasks – fluency, reasoning and problem solving.
Children discussed their dreams and goals for the academic year ahead. They wrote their hopes and dreams for the year on their given leaf outline. During these sessions, they engaged in discussions about difficult situations faced by people around the world including unemployment, global warming, air pollution and Covid-19. Children created powerpoint presentations to raise awareness for a chosen charity or designed a poster to advertise an event to help make the world a better place.
During RE sessions, students compared world religions. They explained how similarities and differences within and between religions can make a difference to the lives of individuals and communities. When examining different religious practices, they evaluated the reasons for them and made a connection with the British values, Mutual Respect and Tolerance.
This term, students studied the unit ‘Battle of Britain’ and explained the events that led to World War Two. They handled historical artefacts appropriately as they made observations using an enquiry document. Two significant figures during World War Two – Adolph Hitler and Winston Churchill – are researched and an evaluation of the significance of the Blitz to World War Two was completed.
Design and Technology
This term’s focus is Food and Nutrition. Students examined different meals eaten during World War Two (linked with History). Then, they explored existing products and to influence their decision making. They will create and evaluate their product – wartime biscuits.
We explained the importance of major discoveries in Electricity by scientists – Thomas Edison and Nikola Tesla. They are encouraged to support or refute arguments in the context of these discoveries. Next, they built their own circuits and drew corresponding scientific circuit diagrams. As they explored circuits, they observed and explained the effects of differing voltages in a circuit. Finally, they planned and conducted various investigations based on their own research questions. They focus was on ensuring fair testing and by discussing various variables and how they could achieve this.
We commenced by examining the Key Stage 2 rules for ICT use. Our Online Safety session was based on building a positive digital footprint. They discussed the importance of building a positive digital footprint and created an advice leaflet to help others to become ‘Internet Sharp’.
In the Computer systems and networks unit, children learnt about the world wide web as a communication tool. First, they discovered how to find information on the world wide web through learning how search engines work and what influences searching and through comparing different search engines. They then investigated different methods of communication including internet-based communication.