Year 6's powerpoint

1. W
elcom
e
to
Year 6

2. Introductions:
*Mrs O’Boyle
*Miss Propert
*Miss Williams
*Miss Thomas

3. Year 6 curriculum
Non-core curriculum:
We are using a programme throughout Valley Primary
called Prospects Improve. Themed blocks, within the
scheme, cover the statutory knowledge and skill
requirements, stipulated in the new national curriculum
(Sept, 2013), across all non-core subjects. In addition to
this, there are built in opportunities to develop
mathematical and literacy skills.

4. Over the year, year 6 pupils will learn about
the following themed units:
• Rule Britannia (The Viking and Saxon battle for the throne of England)
• Yes Minister (British Politics and Parliament)
During this term we have been studying:
• Disaster! (Natural Disasters-Volcanoes and Earthquakes)
Next half-term we will be studying:
History
Citizenship
Geography
• Out of this world (Solar System, universe, space exploration and alien life)Science
Each unit also covers D
& T, Art, MFL, PSHE, PE,
Music and ICT national
curriculum
We will also be
teaching these
subjects
discreetly to ensure
• The Great War (1914-1918) Summer 2: Whole school
theme
• Greece Lightning (A study of modern and Ancient Greece) Geography &
History

6. Science
• Out of this world (Solar System, universe, space exploration and alien
life)
In addition to the above Science based theme, we will be
teaching the following topics from the Year 6 Science National
Curriculum:
• Light
• Heart and Lungs
• Evolution
• Classification
• Electricity
• Field Studies
Where possible, we will link the above topics
with the Prospects units
E.g. Out of this world: Evolution or creation?
Although there are no formal science
SATs for all, ‘science sampling’ was
reintroduced in 2014. Under this
system, 9,500 children-five children
from 1,500 schools are randomly
selected to take a science test.
Selected schools will be notified by
mid-May, and are legally obliged to
participate if chosen.

7. Maths
We are following the Bright Pi scheme for maths in preparation for
the 2015 SATs. The maths curriculum is organised into blocks, which
are revisited in a spiralling programme:
• Number:
number and place value
addition, subtraction, multiplication and division
fractions (including decimals and percentages)
• Ratio & Proportion
• Algebra
• Geometry:
properties of shape
position and direction
• measurement
• statistics
Where possible, we will link the above topics
with the Prospects units
E.g. Disaster: Number and place value
The idea is to re-visit concepts in order to build upon the children’s
understanding rather than being taught in ‘one-off’ isolated blocks .

8. Spelling
In order to meet the new elevated spelling expectations outlined in the
new NC, we have introduced the following changes to how spelling is
taught across the junior site:
1.) The autumn term is spent re-visiting and consolidating the
spelling requirements from the previous year.
2.) Monday’s English lesson is devoted to spelling:
-introducing and exploring spellings rules, conventions, families, patterns and
exceptions
-distributing differentiated sets of spelling lists that children write into their Spelling
Logs, which move between home and school for practise.
3.) Children are tested-in the form of a brief teacher written dictation
or cloze procedure sentences-the following Friday. Children are
awarded house points for using spellings within their writing across
all subject areas.
4.) One of the Guided Reading groups (per week) is dedicated to
practising their spellings
Where possible, we will link the above topics with the
Prospects units
E.g. Disaster: words ending in ous, tious & cious.

9. Exemplar Guided Reading Time (6O)
Monday Tuesday Wednesday Thursday Friday
Yellow
Group
Spellers
Free Readers Sentence
Scientists
Interpreters
(Mrs O’Boyle)
Blue
Group
Interpreters
(Mrs O’Boyle)
Spellers Free
Readers
Sentence
Scientists
Red
Group
Sentence
Scientists
Interpreters
(Mrs O’Boyle)
Spellers Free
Readers
Green
Group
Free
Readers
Sentence
Scientists
Interpreters
(Mrs O’Boyle)
Spellers

10. In addition to the children progressing through a programme of spelling
conventions and patterns, the new NC have introduced a list of
words-which follow no particular pattern-which the children can spell by
the end of year 6:
accommodate accompany according aggressive appreciate attached
committee communicate community controversy correspond criticise
curiosity definite embarrass exaggerate existence guarantee
harass identity immediate immediately individual leisure
lightning occupy occur parliament persuade prejudice
programme queue recommend sacrifice secretary stomach
suggest symbol system thorough twelfth vehicle
yacht
We are building in learning opportunities, during our
spelling workshop on Monday s, to learn these. You will
find them in your child’s planner. Please can you help in
learning them outside of school.

11. Home Reading:
-reading record at the back of the planner to record reading progress
during the week (by child or adult at home)
-endeavour to read for at least 15 minutes each day outside of school
-ideal if you can listen to your child read and initiate a discussion about
what they have read in order to deepen understanding
-signed or note from parent/carer to acknowledge child’s reading
-children to also be encouraged to read books-outside of the school home
reader scheme-from class, school, local library or own collection
-planners are checked and signed on a Friday by class teacher
-if you record a note in the planner for the class teacher please notify
your child so that they can bring it to our attention.

12. Homework:
-issued on a Thursday
-due back the following Monday
-may not always utilise the homework book due to the nature of the homework
-marked and house points awarded
-Homework Club available for children every Thursday after school
-teachers happy to assist with ‘homework confusions’ during lunchtimes
-spare homework sheets housed in every classroom and pupil’s responsibility to
collect if original copy is lost or damaged
-we encourage the children and yourselves to communicate with us regarding
homework misunderstandings or issues with completing at home.