Welcome to the summer term - new diary dates - see the link below

Year 6

Welcome to the Year Six hub page.

This half term we will be working hard on promoting and improving reading throughout the school.  We will be teaching extra reading lessons throughout the week and these will be recorded in your child’s reading diaries.  To support the extra work in school, we ask for your child to read at least 3x a week at home and have their diary signed by an adult.  

We are still continuing with our Planet Rocks topic and this term will see a switch in focus to Geography.  Also this term, we are holding our ‘Safety Week’ which will incorporate a lot of different areas including: e-safety, anti-bullying and radicalisation.  If there is an area you feel is important to be covered then please come and see me.

Please note that homework is still due in on a Wednesday and that spellings are now on a Thursday.

I would like to finish by saying that it is a pleasure to be teaching your child again and that we will be working hard as they continue along their learning pathway.

If you have any questions about how your child is doing at school then please don’t hesitate to contact me at school.

Thank you,
Mr Stewart

 

Click on the links to the right to see our latest newsletters.

 

Year Six went to watch Nottingham Panthers train and then joined them on the ice last week.

What a fantastic opportunity!! 

 

End of year Goals

  • Mathematics

    • I can round any whole number.
    • I can read and write numbers up to 10 000 000 and determine the value of each digit.
    • I can order and compare numbers up to 10 000 000.
    • I can use negative numbers in context, and calculate intervals across zero.
    • I can solve number and practical problems that involve ordering numbers, missing number problems and negative numbers.
    • I can multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.
    • I can divide numbers up to 4 digits by a two digit whole number using the formal written method of long division.
    • I can interpret remainders as whole numbers, decimal, or by rounding within a context.
    • I can complete mental calculations, with mixed operations and large numbers.
    • I know common factors, common multiples and prime numbers.
    • I can use my knowledge of the order of operations to carry out calculations involving the four operations.
    • I can solve multistep word problems, choosing the correct operations to use and why.
    • I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
    • I can compare and order fractions, including fractions greater than 1.
    • I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
    • I can multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 4 1 × 2 1 = 8 1 ].
    • I can divide proper fractions by whole numbers [for example, 3 1 ÷ 2 = 6 1 ].
    • I can associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 8 3 ].
    • I can identify the value of each digit in numbers given to three decimal places.
    • I can multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
    • I can multiply one-digit numbers with up to two decimal places by whole numbers.
    • I can use a written method of division in cases where the answer has up to two decimal places.
    • I can use a written method of division in cases where the answer has up to two decimal places.
    • I can solve problems which require answers to be rounded.
    • I can recall and use equivalences between simple fractions, decimals and percentages.
    • I can solve problems involving the relative sizes of two quantities where missing values can be found by using the multiplication and division facts I know.
    • I can solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360].
    • I can solve problems involving similar shapes where the scale factor is known or can be found.
    • I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
    • I can use simple formulae.
    • I can generate and describe linear number sequences.
    • I can find pairs of numbers that satisfy an equation with two unknowns.
    • I can enumerate possibilities of combinations of two variables.
    • I can solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places.
    • I can use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit.
    • I can convert between miles and kilometres.
    • I can recognise that shapes with the same areas can have different perimeters and vice versa.
    • I can tecognise when it is possible to use formulae for area and volume of shapes.
    • I can calculate the area of parallelograms and triangles.
    • I can calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].
    • I can draw 2-D shapes using given dimensions and angles.
    • I can recognise, describe and build simple 3-D shapes, including making nets.
    • I can compare and classify geometric shapes based on their properties.
    • I can compare and classify geometric shapes based on their sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons.
    • I can draw and name parts of circles, including radius, diameter and circumference.
    • I know that the diameter is twice the radius.
    • I can recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
    • I can describe positions on a full coordinates grid.
    • I can draw and translate simple 2D shapes on the coordinate plane, and reflect them in the axes.

  • Reading

    • I can apply growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words that I meet.
    • I can learn a wide range of poetry by heart, showing understanding through intonation, tone and volume so that meaning is clear to an audience.
    • I can work out the meaning of unknown words from the way they are used in a context.
    • I can make comparisons within and across books.
    • I can read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks and can challenge views courteously.
    • I can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
    • I can quote directly from the text to answer questions and to back up opinions and predictions.
    • I am familiar with a wide range of books, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.
    • I can summarise the main points of an argument or discussion within reading and can make up my own mind about issues.
    • I can skim and scan non-fiction texts to speed up research.
    • I can work out the meaning of unknown words from the way they are used in a context.
    • I can identify the point of view from which a story is told and how this affects the reader’s response.
    • I can discuss the work of some established authors and know what is special about their work.
    • I can justify preferences in terms of author’s styles and themes.
    • I can talk about the author’s choice of language and structure and its effect on the reader (including figurative language).
    • I can predict what might happen from details stated and implied.
    • I can retrieve, record and present information from non-fiction including through formal presentations and debates, using notes when necessary.
    • I can discuss messages, mood, feelings and attitudes using the clues from the text, using inference and deduction skills.
    • I can retrieve and collate key ideas and information from a range of sources.
    • I appreciate that people use bias in persuasive writing.
    • I can identify and discuss themes and conventions in and across a wide range of writing.
    • I can explain characters motives throughout a story and can use evidence from the text to back up opinions.
    • I can recognise which character the writer wants the reader to like or dislike and what techniques are used to achieve this.
    • I can evaluate the success of a text providing evidence that refers to language, theme and style.

  • Writing

    Coming Soon...

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