Toucan, Woodpecker and Wren
WHAT IS MY CHILD LEARNING?
Spring Term Curriculum 2020
We shall never forget …
Year Six will be investigating the history and legacy of WWII. In the 1st half term the children will be covering key events from WWII and visiting the National Army Museum to discover what life was like during the Blitz. We will explore the work of William Morris and use his designs as our inspiration for a Design and Technology ‘Make do and Mend’ project which will link our history to our Green Agenda. This project will culminate in an inspirational fashion show for parents featuring upcycled clothing as part of our World War II Experience Day. Our text for term 1 will be ‘The Crossover’ by Kwame Alexander and this will inspire our poetry writing with a focus on vocabulary building and composing a structured monologue. This text will also generate a discussion and written response to the issues of pay and gender inequality within professional sports. During the 2nd half term, we will explore the holocaust with sensitivity and with age-appropriate content and think about the role of women and black Britons during WWII (we are hoping to include a drama workshop entitled ‘A Tale of Sacrifice and Women in WWII’ during this term). We will focus on the aftermath of the war and the importance of the Windrush generation. Our core text ‘Once’ by Morris Gleitzman will feed into our writing and further our knowledge of what life was like for Jewish children at this time period. Parents will be invited to join us for a World War II Experience Day to bring this exciting term to a close. Our science topics for the Spring Term are electricity and Animals (including humans).
Word: Revise and extend knowledge of spelling patterns. Use a dictionary effectively. Imbedding grammar terminology and identifying rules. Continue with words from the Year 5 and 6 list. Know how words are related by meaning as synonyms and antonyms. Know the difference between formal and informal vocabulary.
Sentence: Use the passive voice to affect the presentation of information in a sentence. Understand the difference between formal and informal sentence structures and the use of subjunctive forms. Continue to revise and use a wide variety of openers, conjunctions and punctuation. Develop the use of semi-colons, colons and dashes to mark the boundary between independent clauses and the use of hyphens to avoid ambiguity.
Text: Link ideas across paragraphs using cohesive devices including adverbials, repetition and ellipsis. Know a variety of layout devices such as sub-headings, columns and bullets.
Reading: Continue to use strategies for decoding unfamiliar words, to identify how language and text structure contribute to meaning. Use inference and deduction and explore subtext. Use skimming and scanning effectively to build up speed and stamina.
Decimals: Identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers to three decimal places. Multiply numbers with up to two decimal places by whole numbers. Use written methods for division where the answer has up to two decimal places. Convert decimals to fractions.
Percentages: Recall and use equivalent fractions, decimals and percentages in different contexts. Find percentages of amounts and use percentages for comparison.
Ratio: Solve problems that are to do with the relative sizes of two amounts.
Geometry: Enlarge a shape by a scale factor and I can find the scale factor of an enlarged shape.
Electricity: Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit. Compare and give reasons for variations in how components function. Use recognised symbols when representing a simple circuit in a diagram.
Animals including humans: Identify the main parts of the circulatory system and describe the functions of the heart, blood vessels and blood. Recognise the importance of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported.
WWII: Significant turning points in British history. The role of Black Britons and women during WWII. The Holocaust. A study of Morden – pre-war and post-war. British trade and identifying capital cities and oceans.
We will be thinking about E-safety and exploring spreadsheets with the use of Excel. We will use scratch to develop our skills in creating algorithms and code.
Healthy eating including giving an opinion, food words and sports. In the 2nd half of the term, we will be revising numbers and looking at ways of spending our money.
Art / Design Technology
Explore the designs of William Morris and link to our ‘Make do and Mend’ design and technology sewing project.
Barbara Hepworth inspired memorial sculptures.
With Mrs Vetch: sing songs in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression; play samba instruments with control and rhythmic accuracy; practise, rehearse and present performances with an awareness of the audience.
Gymnastics/Striking and Fielding games
To continue to embrace the concept of Ubuntu and the importance of empathy. Teaching the children emotional literacy and how they can recognise their own feelings and empathise with others.
Judaism: Key aspects of the faith and links events in WWII using our core text ‘Once’.
Special events/ enrichment opportunities
Visit to the National Army Museum and a drama workshop ‘A Tale of Sacrifice and Women in WWII’
WWII Experience Day for parents
How parents can be involved in home learning
We appreciate parental support with reading and homework. We want to ensure that all children are proficient in their times tables and common spelling patterns, so these need to be practised regularly. We will also be sending home the Rising Stars revision books with homework to be completed on a weekly basis. Please mark your child’s work so that you can be aware of their progress and identify any areas in which they may require additional support.
SRE Curriculum Overview 2018
The scheme of work has age-appropriate plans and teaching materials for Reception to Year 6. It revisits topics each year to cover them in greater depth and includes lesson material on topics such as keeping clean, families, gender differences, personal space, puberty and relationships.
Learn At Home
English Key Skills
I can develop ideas thoughtfully.
I can speak clearly and confidently using a range of vocabulary.
I can convey opinions clearly to qualify and justify my own thoughts and opinion.
I can listen carefully during discussions and make relevant and appropriate contributions.
I can respond appropriately to the views of others.
I can use questions to clarify understanding.
I can make tentative comments when collecting ideas.
I can talk in formal contexts.
I can adapt talk to different audiences.
I can engage the listeners by varying expression and vocabulary.
I can deal politely with opposing points of views.
I can evaluate my own talk and reflect on how it varies.
I can use Standard English in formal situations.
I can give well structures descriptions, explanations and narratives for different purposes.
I can participate in discussions, presentations, performances, role play, improvisation and debates.
I can continue to read and discuss a wide range of fiction, poetry, plays, non-fiction and reference books.
I can read books structured in different ways.
I can learn by heart a range of poetry.
I can identify fact and opinion.
I can find information using an index/contents page and or glossary.
I can listen to opinions and am able to make up my own mind.
I can draw inferences about characters feelings, thoughts, and motives for their actions with evidence.
I can predict what might happen from details stated or implied.
I can summarise the main ideas identifying key details.
I can identify how language and text structure contribute to meaning.
I can make comparisons within and across texts, .e.g. similar events in Mr Tom
I can comment on author’s use of language.
I can comment on the author’s point of view and find evidence to support this.
I can use skimming and scanning as a technique to retrieve information.
I can use strategies for decoding unfamiliar words.
I can use a dictionary to find the meanings of new words.
I can read with expression, fluency and speed.
I can learn a wider range of poetry by heart.
I can develop my stamina in writing and produce several pages of work.
I can vary my sentences (e.g. short sentences, compound/complex sentences…)
I can include techniques for suspense e.g. cliff hangers, flashback/forwards and time slips)
I can make notes from oral and written information.
I can use active and passive verbs to create effect.
I can differentiate between the way people speak (informal) and the conventions of writing (formal).
I can write for a range of purposes.
I can experiment with and use varied vocabulary, relevant to my age and experience.
I can use a range of punctuation correctly including colons/semi-colons, inverted commas, parenthesis, dash, ellipsis.
I can write in a variety of ways and convey meaning clearly (e.g. letter, report, fiction, non-fiction, explanations, playscript).
I can use paragraphs to link ideas within and across paragraphs (cohesive devices)
I can use a range of techniques to involve the reader (comments, questions, observations, rhetorical questions).
I can use a range of connectives, openers and adverbial phrases to develop cohesion.
I can vary the length of my sentences for meaning and effect and include literary features (e.g. alliteration, onomatopoeia, metaphor and simile…).
I can move chunks (how, when, where) around for different effects. (The siren echoed loudly…through the lonely streets…at midnight).
I can use a range of pronouns, adjectives, synonyms, antonyms, adverbs, powerful verbs, nouns and abstract nouns accurately.
I know a hyphen can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark).
Spelling (see Appendix 1)
I can spell all key words and most other words correctly.
I can spell words with regular and irregular patterns correctly.
I can use a range of strategies to attempt unknown words (e.g. analogy, syllabification, phonic knowledge and mnemonics)
I can use and apply spelling rules for adding suffixes and prefixes.
I can spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.
I can use a thesaurus.
I can write in a clear, neat and legible cursive style at all times.
I can write quickly, fluently and neatly.
I can adapt handwriting to a range of tasks.
I can use a handwriting/ink pen.
I can present my writing using a range of guidelines, in a range of ways.
Consolidate – Letter/word, sentence, statement, questions, exclamation, command, full stops, capital letters, question mark, exclamation marks, speech marks, direct speech, inverted commas, bullet points, apostrophe, colon – instructions, parenthesis, bracket-dash, singular/plural, suffix, prefix, word family, consonant, vowel, adjective, noun, noun phrase, verb/adverb, imperative verb, tense, modal verb, conjunction, connective, preposition, determiner, generalise, pronoun – relative/possessive, clause, subordinate/relative clause, adverbial, fronted adverbial, rhetorical question, cohesion, ambiguity, alliteration, simile, synonym, metaphor, personification, onomatopoeia.
Introduce – active and passive voice, subject and object, hyphen, synonym, antonym, colon, semi colon, ellipsis.
Maths Key Skills
- I can use letters to represent numbers in algebraic expressions.
- I can simplify algebraic expressions.
- I can find unknown angles using and applying my knowledge of the properties of angles and shapes.
- Cubes and cuboids have rectangular faces (including squares).
- I know that prisms have rectangular faces (including squares) and two identical polygonal faces (which could also be rectangles).
- I know that pyramids have triangular faces that meet at a point and a polygonal base.
- I know that cylinders have a curved surface and two identical circular bases (at the ends)
- I know that cones have a curved surface and a circular base.
- I know that a net of a solid is a diagram that can be folded to make the solid and that a solid can have different nets.
- I can add, subtract, multiply and divide fractions.
- I can solve word fraction word problems.
- I can find fractions of amounts by dividing by a proper fraction.
Ratio and Fraction
- I can recognise that he ratio of one quantity to another quantity may not represent the actual number of items in each group.
- A simplified ratio of two quantities shows the relative amount of each quantity with respect to the other.
- I can compare ratios and, when the ratio is fixed, know that the quantities increase or decrease in fixed multiples.
- I can solve ratio word problems.
- I know the relationship between percentages and decimal fractions
- I know and understand that percentage is a special type of decimal fraction, giving the number of parts out of 100 equal parts rather than out of 1.
- I can find percentages of quantities or amounts and solve higher order word problems using a variety of strategies.
- I know that speed is defined as the distance travelled per unit of time and that the greater the distance travelled per unit of time the greater the speed. .
- I know that average speed is the mean distance travelled per unit of time and can be calculated by dividing the total distance travelled by the total time taken.
- I can apply the concepts such as mean, sped and rate to solve higher order word problems.
- I recognise, can measure and can calculate the radius, diameter and circumference of a circle
- I can calculate the area of a circle by using the formula
- I can present and interpret data in a table and in a pie chart.
Area and Perimeter
- I can calculate the area and perimeter of squares, rectangles and triangles using formulae, and of composite shapes.
- I can find the circumference and area of circles using formulae.
Volume of solids and liquids
- I can find the volume of a solid by finding the product of its length, width and height.
- Use negative numbers in context, and calculate intervals across zero
- Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.
- Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
- Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
- Identify common factors, common multiples and prime numbers
- Compare and order fractions, including fractions > 1
- Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
- Solve problems involving similar shapes where the scale factor is known or can be found
- Generate and describe linear number sequences
- Find pairs of numbers that satisfy an equation with two unknowns
- Enumerate possibilities of combinations of two variables
- Convert between miles and kilometres
- Calculate the area of parallelograms and triangles
- 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]
- Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
- Describe points on the coordinate grid (all four quadrants)
- Draw and translate simple shapes on the coordinate plane, and reflect them in the axes
- Interpret and construct pie charts and line graphs and use these to solve problems
- Constructing line graphs
Homework to do at home while the school is closed
Year 6 – Learning Pack 2 (03/04/20 – 17/04/20)
First of all, a huge thank you for your continued support in these challenging and uncertain times. The Year 6 team wish you and the children safe and well – we miss you all and the vibrancy of school life!
The school want to assure you that the Year 6’s time at Coldfall will be properly celebrated at some time in the future and we are also planning a special year group activity that will commemorate their journey through Coldfall. These special, talented young people will not be forgotten!
The Learning Pack 2 that is attached, is to be regarded in a flexible manner – we want you to enjoy this unexpected time with your children and to remember that learning can come in many shapes and forms. Please feel free to dip in and out of any activities – play to your own personal strengths and go with the proverbial flow. The children (and yourselves) can work at their own individual pace and if you want to take a break from home schooling over Easter, then please do. There are many stresses and strains in life at the moment, we do not want to add to it with home schooling pressures.
Stay safe, stay well,
The Year 6 Team
Note from the IT department. I have categorised the learning packs by subjects and then by lessons In the hope to make it clearer.
How to Join Letter-Join: http://www.coldfall.haringey.sch.uk/wp-content/uploads/2020/03/Letter-Join-home-access.docx
Writing: Writing task Learning pack 2
Science: Classification of living things
Article Analysis – 709
Article Analysis – 710
Article Analysis – 711
Article Analysis – 712
Article Analysis – 713
Article Analysis – 715
Article Analysis – 716
Article Analysis – 717
Article Analysis – 718
Article Analysis – 719
Time and Calendar: Time and Calendar Plan
Calendar SATs Qs
Telling the Time clocks
Telling the time SATs Qs
Time difference clocks
Time difference SATsQs
Timetables SATs Qs
fdp and Time SATs Qs
General time SATs Qs
Homework to do at home while the school is closed
Reading: at least 45 mins per day
- Complete the following reading tasks in your Rising Stars books:
|God Escapes to the Sky (p22-23)||Cameron Faces the Press (p20-21)|
|A Sudden Puff of Glittering Smoke (p10-11)||The Story of Osiris (p22-23)|
|ZSL Whipsnade Zoo (p34-35)||The Travels of Marianne North (p34-35)|
|Jaqueline Wilson at Christmas (p36)||The Anne Frank Exhibition (p24-25)|
|The Orang-utan Nursery (p38-39)||The Dolphin (p46-47)|
|The History of Chocolate (p40-41)||The Harvest (p48-49)|
|Winter Dusk (pg 48-49)||Stop All the Clocks (p50-51)|
|My Shadow (p50-51)||The Pied Piper of Hamlin (p52-53)|
|Silver (p52-53)||Night Mail (p54 55)|
- Take home 3 books of your choice from the library and complete a book review for your favourite book (see template).
- Review the 2018/2017 SATs papers that were returned.
- Explore previous reading papers at: https://www.sats-papers.co.uk/ks2-sats-papers/
PLEASE DO NOT LOOK AT THE 2019 PAPERS! We will be using these for our MOCK SATs.
SPAG: at least 30 mins per day
- Review spelling patterns in your Rising Stars
- Practice the words from the Yr5/6 and Yr 3/4 spelling lists – check any meanings in a dictionary.
- Practice words from the spelling patterns list attached and make pages for these patterns in your revision books.
- Review your grammar pages in your revision books and review/complete any pages in your Rising Stars books.
Spelling & Grammar Websites:
https://www.bbc.co.uk/bitesize/topics/zhrrd2p (spelling & grammar)
|-ly||frequently; actually; basically; immediately; gently; happily|
|-sion;-tion;-ssion;-cian||information; expansion; discussion; musician|
|Silent letters||parliament; bargain; temperature; vehicle; answer; island|
|-ant/ent; -ance/ence||ancient; apparent; nuisance; hindrance; existence; excellent; relevant|
|-ous||famous; disastrous; marvellous|
|‘i’ as ‘y’||physical; rhyme; rhythm; symbol; system|
|-able/-ible; -ably;ibly||available; vegetable; possible; probably; horribly|
|-ough||thorough; enough; although; thought; bough|
|^ sound as ou||young; cousin; country; double|
|prefixes||dis-; mis-; in-|
|‘k’ as ch||stomach; echo; character; chemist|
|‘g’ as gue; ‘k’ as que||queue; tongue; antique|
|‘s’ as sc||scene; fascinate; crescent; conscience; conscious; muscle|
|‘ei’ after c; ei/ie||achieve; ancient; neighbour; mischievous; leisure; sufficient|
|-cial; -tial||special; essential; artificial; partial|
|-cious; -tious||conscious; vicious; cautious; infectious|
|suffix to ‘fer’||suffering; reference; preferred|
We expect you to do at least 1 hour of Maths a day.
You have your 10-a-day work sheets which should take 10 minutes. The remaining 50 minutes can we made up of:
- Rising Stars – review sections that you have already done for homework and check you are comfortable / correct mistakes. Complete the following sections if not completed already.
- Have a go at ‘Ten for Ten’ – greater depth!
- Times Tables practice
- Reviewing your mock SATs papers – what questions could you answer correctly now?
- Add to your Maths revision notes in your revision books (use scrap paper if you no longer have your revision books)
- Review topics and answer questions from the Maths websites listed below:
- https://www.bbc.co.uk/bitesize/subjects/z826n39 – a good general website going over that topics we have learnt in class
- https://corbettmaths.com/5-a-day/ – 5 a-day maths questions we have been doing in class (primary)
- http://mrbartonmaths.com/students/year6-maths-sats-past-papers.html – a list of past SATs papers and mark schemes from 2003 to 2015
- https://www.3minutemaths.co.uk/year-6-sats-arithmetic-reasoning-papers/ – some quick tests for reasoning and arithmetic
- https://www.educationquizzes.com/ks2/maths/ – some Maths quizzes (make sure you click on the Year 6 tabs!)
- https://www.khanacademy.org/math – a good website to look at if you are uncertain on certain topics. Look at topics in the 4th, 5th and 6th grade section
As they say, ‘Variety is the spice of life’ so mix up your Maths practice. Maybe, 25 minutes of Rising Stars and 25 minutes of Mathletics on one day and the following day 30 minutes reviewing a mock SATs paper and then 20 minutes of adding notes to your revision books.
If there are areas that you know you need to improve in then focus on them. The data from the second mock SATs suggests that Fractions/Decimals/Percentages were topics that the Year group needed to focus on.
Science project: Circulation
LO: To be able to describe the parts and functions of the human circulatory system
Task: We are challenging you to create a presentation to show your class about the human circulatory system. This could take the form of a poster, a powerpoint or even a short video – be creative with the resources you have at home! See the guidance below about what you will need to research and learn about, and what your presentation should include.
What do we want you to be able to do at the end of your project?
- Identify and name the main parts of the human circulatory system.
- Describe the functions of the heart, blood vessels and blood.
- Understand what affects the frequency of your heartbeat.
You should start by looking for the answers to the following questions:
Where in my body are my heart and lungs? What does my heart do? Why is it so important?
What is blood? What are the different types of blood cells? What are their functions?
Can I draw a diagram to show how the blood flows through the heart, lungs and the rest of the body?
How often does my heart beat? What affects how fast or slow my heart beats? Why does my heart sometimes beat faster or slower?
What do I need to do to keep my heart healthy? What sort of things are good for my heart? What is bad for my heart?
Is there a relationship between the type of activity that you perform and the number of times your heart beats per minute?
Devise an experiment to test this. What is your prediction? How will you make it a fair test? How will you record your results? Could you use a chart or graph to show the results?
Include your findings in your presentation. Remember to explain the reason for your results using the new scientific knowledge you have gained from your research.
You will definitely want to understand and use these vocabulary words in your work:
Heart, lungs, pump, blood, veins, arteries, chambers, valve, oxygen, energy, pulse.
Useful resources to help you learn:
You may want to read ‘Pig Heart Boy’ by Malorie Blackman.
How to Join Letter-Join: http://www.coldfall.haringey.sch.uk/wp-content/uploads/2020/03/Letter-Join-home-access.docx
History was well and truly brought to life when Year 6 were lucky enough to take part in a fascinating, interactive workshop, focusing on the home front and women’s role during the war.
Salsa comes to Coldfall! What a way to end the first half of the Spring Term – music, dancing, costumes and lots of make-up (and that was just the boys!). A huge thanks to Mrs Vetch, the very knowledgeable judges and to all of the parents who came along to support their children in our annual Salsa Showdown.
Year 6 have a fantastic time at the National Army Museum – investigating the contents of a WWII time capsule; exploring the interactive exhibits and of course . . . dressing up!
Woodpecker class have been learning about World War 2 in their history lessons. During their trip to the National Army Museum they studied artefacts from the period in a workshop led by the resident historian.
Woodpecker class have been learning how to ‘Make do and Mend.’ We have been upcycling our old plain clothes with embroidery and recycled fabric motifs.
A big thank you to all the parent volunteers and the Year 6 children who made out trip to The Globe Theatre such a success! They were amazing during our drama workshop – Shakespeare would have been proud!
We had much fun laying out the money in the playground and there were a lot of sore fingers from sorting out all the different coins! We also got our brains working hard by solving problems to celebrate World Maths Day – I bet there were some tired children at the end of the day!