Good Morning!Good Morning!

Welcome to the 6 Welcome to the 6 ‘Meet the Teacher’ ‘Meet the Teacher’

coffee morningcoffee morning

Overview of the morning:

• To explain to you what the national expectations are for your child by the end of the year.

• How you can support your child to achieve their targets.

• Homework – our expectations.• To give you ideas and ways to

help your children at home. • To provide an overview of this

half term’s learning.• To provide you with the chance

to ask questions and chat with other parents.

Changes to assessment

In light of the new curriculum, assessment of children will be changing in the coming years. We don’t know yet exactly what form this will take (this is still being decided by government) but our current Year 6 will still be assessed according to the existing levelling system so as to accurately track their progress throughout their time at school.

Level 1aLevel 1bLevel 1c

Level 3aLevel 3bLevel 3c

Level 4aLevel 4bLevel 4c

Level 5aLevel 5bLevel 5c

Level 2aLevel 2bLevel 2c

Working towards level 1(P scales)

An average ability child should

achieve a 2a by the end of year 3

An average ability child

should achieve a 3b by the end of

year 4

An average ability child should

achieve a 4c by the end of year 5

An average ability child should

achieve a 4b by the end of year 6

All children should achieve 6 sublevels

from year 3 to year 6

Expected levels of reading:

• An average ability child would be expected to get a 4b at the end of year 6.

How can you support your child at home?• Daily reading aloud to an adult

(no matter what age or ability).

Your role:• To ask them lots of questions

about what they’ve read to check their understanding.

• Read to your children – this models good reading and enables them to access more difficult texts.

Raising the profile of reading

With Power of Reading now firmly embedded in the curriculum, we are looking at other ways of increasing the number of our children who read for pleasure.In Year 6, we adopt a reward system whereby if a child reads with an adult every day for a week, they achieve a gold star and are given a prize – comic books, pencil cases, key rings etc. This proved very successful last year and raised overall attainment and enjoyment of reading significantly.

Reading skills

Deduction = detectiveIn class we will use the language of being a ‘detective’ to be able to pick out clues from a text in order to answer those literal questions. We have found that this visual clue helps children to distinguish different types of question when analysing texts.

Literal questions:

- Who are the key characters in the book?

- What is happening at this point in the story?

- Read the part that tells me…

Inference = meaningInference questions are those that prompt you to interpret the meaning of a text. In class, we will use the terms inference, reading between the lines and meaning interchangeably.

Inference questions:

• What makes you think that?• How do you feel about…?• Who is telling the story? How

do you know?• What do you think the

character is thinking when….?• What do you think is going to

happen next?

How inference and deduction go together

P.E.E-Point, Evidence, Explain: Make a point, back it up with evidence and explain further.-Using their inference and deduction skills, children will be secure in analysing the meaning of a text based on the clues they have picked out.

Expected levels of writing:

• An average ability child would be expected to get a 4b at the end of year 6.

A level 4 (average) writer is…

• Able to use punctuation accurately including full stops, capital letters, question marks, exclamation marks, ellipsis, speech marks and commas to mark phrases or clauses

• Able to write a range of sentences including using different sentences openers (e.g. connectives - although, however, nevertheless; adverbs – slowly, carefully, sadly) and inserting clauses (e.g. The man, who had a grey beard, ate his breakfast)

• Able to use paragraphs correctly• Able to use a range of interesting vocabulary

including similes, metaphors and personification (e.g. as fast as a cheetah, like a umbrella on a stormy day)

• Able to spell unfamiliar, polysyllabic words accurately (e.g. unexpectedly, unbelievable) and to add suffixes (e.g. ly, er, est, ed, ing) to words ending in e or y (e.g. busiest, lovelier, skating)

• Able to write in a consistent, legible, joined up style

How can you support your child at home?

- Encourage children to write at any opportunity e.g. diaries, Christmas lists, stories, thank you letters, emails, holiday journals, etc

- Engage them in sophisticated conversations (often children write how they speak). The key to good English is good communication.

Support

If you need any tips or ideas for creative writing at home, please do come and see us as we would be happy to point you in the right direction!

Handwriting and presentation

• The handwriting and presentation of the children’s work is very important in ALL areas of school life.

Spellings

• Ensure your child learns their spellings AND encourage them to understand the meanings and be able to use these in sentences.

• Being a good speller is not just scoring well in tests, it’s applying it to written work.

Expected levels in Maths:

• An average ability child would be expected to get a 4b at the end of Year 6.

By the end of Year 6, an average child should…

• Perform mental calculations, including with mixed operations and large numbers.

• Identify common factors, common multiples and prime numbers.• Use common multiples to express fractions in the same denomination.• Identify the value of each digit to 3 decimal places and multiply and

divide numbers by 10, 100 and 1000 where the answers are up to 3 decimal places.

• Multiply one digit numbers with up to two decimal places by whole numbers.

• Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

• Compare and contrast geometric shapes based on their properties and sizes.

• To be able to convert between standardised units of measure.• To read, interpret and analyse tables involving time.• Solve problems involving similar shapes where the scale factor is

known or can be found.• To solve problems involving unequal quantities using knowledge of

fractions and multiples (for every egg, I need three spoonfuls of flour).• Recognise and describe 3D shapes, including nets.• Compare and classify geometric shapes based on properties.• To find vertically opposite angles.• To use symbols and letters to represent missing lengths, coordinate

and angles.• To understand and use a range of different averages.

How can you support your child

at home?- Help your child learn their tables and

number bonds with instant recall

You can help your child learn in real life situations:

- Telling the time – analogue and digital, the concept of time, reading timetables

- Money – adding totals, change, sale prices

- Measures – develop an understanding of weight, capacity and length and the conversions between these e.g. How many grams in 1kg? What is a litre? Cooking is always a good idea!

Homework – our expectations

In year 6 homework is handed out on Friday to be completed and returned by the following Wednesday.

Home work consists of weekly spellings, maths and a reading comprehension.

Their homework should be completed to the same standard as their school work and NOT in biro, felt pen or gel pens.

The purpose of homework is to reinforce the learning that has taken place in class.

Literacy homework will be marked as an integral part of the literacy lesson.

Highlights of Year 6!

School journey Wrotham 15th – 19th June 2015

More details in a meeting to follow

Year 6 – Autumn 2014 Coston and J obs Class

Power of Reading

To use inference and deduction skills to gain a full understanding of a story. To write in various roles. Use drama to explore emotions and complex issues. Be able to write in a variety of genres for multiple audiences.

Numeracy Framework

Number Sense – place value, calculations using four operations, FDP, using and applying, measurements, statistics and databases, problem solving, open-ended investigations with a real lif e purpose.

DT Viking longboats: examining how and why things work, make comparisons with modern objects.

Geography Examining Viking trade routes, origins, migration and conquests.

History Comparison of Viking lif estyles to current cultures; developing multicultural awareness through historical perspectives; key figures in Viking history.

Science Properties of materials: manipulating solids and liquids, investigating imported goods (Vikings).

PE Multi skills

Winter Sport - Hockey

Music Developing knowledge of rhythm, tempo, pitch and duration using tuned and untuned instruments.

Trip to National Maritime Museum Examining the skills and technologies that led the Vikings to take to the seas and travel so successf ully, and to explore how trade infl uenced the Viking way of lif e.

S.M.S.C./ P.S.H.E. Anti-bullying Week B4L: imaginative, resilient, refl ective, relating, inquisitive, rational. R.E. – exploring and comparing polytheistic f aiths.

ART Viking runes and calligraphy. Designing Viking shields.

MFL Moi – all about me

Theme: Vikings – Raiders, Traders and Settlers