Year 6

– PE will be on Monday (Fitness - Outside) and Thursday (Dance - Indoors). Please ensure full PE kit is worn on Mondays and Thursdays.  Please name all kit.

– On Monday, Homework & Spellings will be uploaded to the website below. If your child needs a paper copy of the homework, they will be provided with one to stick into their book. Homework books, online apps and reading records need to be completed and if necessary brought into school on Friday for your teacher to check.  In Year 6, the expectation is that homework should total around 2 hours a week: this should be a combination of spelling practice, online apps and set homework task (Maths/English/Foundation).

– Reading at home in Year 6 should happen every day. This can be in a variety of forms such as: children reading independently, sharing a chapter together and reading on Fonetti (if your teacher has given you access). Also, remember reading to your child and listening to audiobooks is extremely beneficial too! Reading records should be signed off by an adult but we expect Year 6 children to record their own independent reading journey themselves. Reading records should be transferred between home and school every day. Please ensure Accelerated Reader quizzes are completed within 48 hours of finishing the book. See below for the links to assist with reading using apps and AR Quizzes. We expect every child to complete a minimum of 3 quizzes every term.

Term 2 Homework

Week 7

NO HOMEWORK THIS WEEK - KEEP ON READING (and DoodleMaths)

 

Reading (daily)

Reading should happen every day. It can take a variety of forms, such as: children reading independently and sharing a chapter together. Remember that listening to audiobooks can be very beneficial too. 

Adults, please remember to listen to children read and sign their Reading Records a minimum of 3x per week. Children can also record any independent reading they do too. 

Doodle Maths (15 minutes)

Children are expected to complete their Daily Questions every single day. 

Online Apps

Children’s log ins can be found on the inside cover of their Homework Book. If you are having problems with these websites, please let us know as soon as possible.

Times Table Rockstars – https://play.ttrockstars.com/auth

Doodle Maths – https://students.doodlelearning.com/

Accelerated Reader (Book Quizzes) – https://global-zone61.renaissance-go.com/welcomeportal/6699465

Fonetti App Download (not for every child) –  https://www.fonetti.com/try-out-fonetti/

 

For reference: 

DIGITAL FAMILY AGREEMENT

ONLINE SAFETY HOMEWORK LETTER

If your child requires medication to be kept in school (including inhalers) please ensure it is in their school bag that is kept at their desk throughout the day. If your child has additional medication, please ensure the office has been informed and parental consent has been given for us to administer it.

Forest School – wellies/boots and waterproofs. Children should have these in school if they wish to use the playscape and field in the winter months.

Please note that the appropriate uniform and PE is also required. Children should not be wearing jewellery (unless it is one pair of stud earrings which must be removed for PE). All kit/clothing should be named. If you do not have the suitable kit, please let your teachers know. Please contact the office if you have any issues with the appropriate clothing.

Clubs will run for 4 weeks in Term 3. Please let the teacher know if you cannot attend.

 

To sign up for music lessons, please see the links below:

Rocksteady – https://www.rocksteadymusicschool.com/

Other Music Lessons – https://uksouthglos.speedadmin.dk/registration#/

Email: music@wema.org.uk 

Homework queries can be communicated through the Homework Books. All other queries should now go through the office (paulton_jun@bathnes.gov.uk) or give us a call. We will have Open Door Fridays where you may come into the classroom to see children’s work.

Maths

In Term 3, Year 6 pupils will explore a rich variety of mathematical topics designed to build confidence and fluency in working with numbers, decimals, fractions, and percentages. Students will deepen their understanding of place value, including integers and decimals, and refine their skills in rounding, adding, subtracting, multiplying, and dividing decimals. We’ll link decimals to fractions, exploring equivalences and conversions, and investigate percentages, including finding percentages of amounts and solving missing value problems. Practical applications of these concepts will be emphasised through real-world contexts. In geometry, pupils will calculate area and perimeter, connecting their learning to shapes and problem-solving tasks. This term offers an excellent opportunity for pupils to strengthen their mathematical reasoning and prepare for future challenges.

Check out this useful site to get ahead with your Percenatges fluency:

BBC BITESIZE - PERCENTAGES

English 

This term, our book focus is The Phonebooth in Mr. Hirota's Garden.  We will trace the relationship between the two main characters - Makio and Mr Hirota as we move through the story.  Once familiar, we will create a completely new scene in which both characters will interact and give the reader a new avenue to explore. As we write, we will focus on specific areas of grammar: the use and position of reported clauses; dialogue punctuation; complex sentence structure and the placement of dashes. In the second part of the term, we will analyse explanation texts using The Lost Book of Adventures. Children will move into creating their own survival guide linked to the key event in The Phonebooth in Mr Hirota's Garden.  Grammar will explore the impact of adverbials and how the writer can choose the position of adverbials for varying effect. 

Guided Reading

This term, we will read and enjoy a variety of fiction and non-fiction texts. We will begin with Malamander by Thomas Taylor. Afterwards, we will revert in time to the end of the Edwardian era when we learn about The Titanic which sadly sunk in the Atlantic Ocean. Finally, we will look at an extraordinary poem on refugees. 

Foundation

• Art: Our art explores perspective and how to create depth within a composition, as an artist. We learn where to place vanishing points and their relevance when drawing a scene. 
• PE -  Dance:  Pupils will focus on developing an idea or theme into dance choreography. They will work in pairs and groups using different choreographing tools to create dances e.g. formations, timing, dynamics. Pupils will have opportunities to choreograph, perform and provide feedback on dance. Pupils think about how to use movement to convey ideas, emotions, feelings and characters. 
• PE - Fitness: In this unit pupils will take part in a range of activities that explore and develop different areas of their health and fitness. They will learn different components of fitness including speed, stamina, strength, co-ordination, balance and agility. Pupils will be given opportunities to work at their maximum and improve on their personal fitness levels. They will need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same. Pupils are asked to recognise areas in which they make the most improvement using the data they have collected.
• Computing: This unit explores the concept of variables in programming through games in Scratch. First, we will find out what variables are and relate them to real-world examples of values that can be set and changed. Then we will use variables to create a simulation of a scoreboard. In Lessons 2, 3, and 5, which follow the Use-Modify-Create model, we will experiment with variables in an existing project, then modify them, before we create our own project. In Lesson 4, we will focus on design. Finally, in Lesson 6, we will apply our knowledge of variables and design to improve our games in Scratch.
• History: In this unit, we will explore the world of The Maya, and debate whether they should still be remembered today as a significant culture. We will begin by learning about the lives of the Maya today, before focusing on Maya architectural achievements, their religion and surviving writings. We will also study the possible reasons why the Maya city states declined after 900AD, looking at conspiracy theories and consider whether everything we read online is reliable. We will consider issues faced when studying a culture where only limited types of evidence are available, predominantly archaeological evidence. Our Big Finish will be a creative activity - making a Maya-style codex.
• PHSE: In this unit of work, we will consider what it means to take responsibility for our own safety, including the decisions we make and how we can stand up to peer pressure in a range of situations. We will assess the risk associated with different situations and learn about what to do if we feel in danger. We will also learn about how to identify an emergency, what to do in this situation and how to get help when needed. We will look at hazards, dangers and risks, both inside the home and outdoors, and we will identify strategies for safe use of roads, railways, water and fireworks.
• RE: 
• Science: This term, children will explore the fascinating concepts of evolution and inheritance. They will learn how living things have changed over time and how fossils provide evidence of life from millions of years ago. Pupils will discover how characteristics are passed from parents to offspring and why offspring are similar but not identical to their parents. They will investigate how animals and plants have adapted to their environments and how these adaptations can lead to evolution. This topic encourages curiosity about the natural world and helps children understand the processes that have shaped life on Earth.
• Music: In music, children revisit the ukulele and learn both syncopated rhythms and melodies. They will create arrangements with different parts and enjoy playing in  a whole class ensemble as well as smaller groups.