Year 6LW

Welcome to Year 6LW Class Page, the place for you to find out all the amazing things that have and will be happening in your class this year.

So click on each of the headings to find out more information about the given topics.

Your Class Teachers

This year you are lucky enough to have:

Miss White-class teacher

Mrs Payne-teaching assistant and PPA cover on Thursday PM

PE

P.E will be taught on Tuesday and Friday (Lacrosse and Gymnastics)

For PE sessions please refer to the uniform policy. Children can wear any clothing appropriate for doing sport.

It is usually best to leave your child's PE kit in school for the half-term so that it is always available to use.

Reading

Children complete a star reading test every term which gives them a new 'ZPD'. This is a code which corresponds to a book suitable for the reading level of your child. It is important that your child brings their reading book into school each day. Once your child finishes their book, they will complete a quiz testing how well they have understood the book. Their word count is logged and if they get all of the questions right on the quiz, they join the '100 per cent club'! It is also crucial that you listen to your child read each evening and ensure that you sign their reading record highlighting what they have read and how they performed.

Within this class reading records will be checked and books changed once quizzes are completed.

Homework

Homework will be set on a Tuesday through our online learning platform, SeeSaw. A link for which is placed below:

https://app.seesaw.me/#/login

All homework should be completed by the following Monday and will be checked by your teacher on this day. Please make sure that if you are having difficulties with the homework, that you contact your class teacher with plenty of time so that they can assist your child in its completion. In addition, the school also run a homework club which can really help support those children that struggle completing their tasks independently.

Curriculum

Year 6 - Autumn 1

Amazing Africa

As mathematicians, we will:

To read, write, order and compare numbers up to 10,000,000 and determine the value of each digit.
To solve number and practical problems that involve the above.
To round any whole number to a required degree of accuracy.
To use negative numbers in context and calculate intervals across zero.
To solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
To solve problems involving addition, subtraction, multiplication and division.
To use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
To identify common factors, common multiples and prime numbers.
To multiply multi-digit numbers up to four digits by a 2-digit whole number using the formal written method of long multiplication.
To perform mental calculations, including with mixed operations and large numbers.
To divide numbers up to four digits by a 2-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

As writers, we will be able to:

To write an action-packed story ending inspired by King Kong, with a clear sequence of events and an appropriate audience and purpose.
To create vivid descriptions of characters, settings and atmosphere using precise vocabulary and expanded noun phrases.
To combine action, dialogue and description to develop characters, advance the plot and build suspense.
To use powerful verbs, varied sentence lengths and carefully selected language to control pace and influence the reader.
To use active and passive voice effectively to change emphasis and show characters’ power or helplessness.
To link ideas within and across paragraphs using adverbials, conjunctions, repetition, pronouns and ellipsis.
To plan, draft, revise and proofread writing, improving vocabulary, cohesion, tense consistency, grammar, spelling and punctuation.

As geographers and world explorers we will answer the questions:

To locate Africa, its countries, major cities and surrounding oceans using maps, atlases, coordinates, compass directions and scale.
To explain how latitude, altitude and location influence Africa’s varied climates, time zones, biomes and vegetation belts.
To investigate the causes and effects of drought in South Africa and evaluate ways to manage water sustainably.
To explain how agriculture, mining, industry, trade and tourism contribute to South Africa’s economy.
To compare human geography across South Africa and the UK, including housing, inequality, employment and school life in Cape Town and Timperley.

As historians we will:

To sequence the rise, expansion, Golden Age and fall of the Kingdom of Benin.
To explain how the Obas governed Benin and used religion, rituals and sacred objects to demonstrate their authority.
To compare the power and representation of the Obas with contemporary British monarchs.
To investigate the roles of farmers, craftspeople and guilds within Benin’s society and economy.
To explain how trade, natural resources and relationships with European merchants increased Benin’s wealth and influence.
To examine the role of the transatlantic slave trade within Benin’s economy and evaluate whether trade benefited everyone.
To identify the internal and external causes of Benin’s fall, including British imperial expansion and the Scramble for Africa.
To analyse historical sources and contrasting interpretations when debating whether the Benin Bronzes should be returned to Nigeria.

As children who learn about the wider world we will find out:

To explain how brushing, flossing and limiting sugar protect long-term dental health.
To interpret nutritional information and traffic-light food labels to make healthier, balanced food choices.
To understand how everyday habits and choices can affect future physical and mental health.
To recognise strong and complex feelings and understand how past experiences may influence them.
To select helpful strategies for regulating emotions and supporting wellbeing.
To distinguish between fixed and growth mindsets and respond positively to challenges and setbacks.
To explain how our words and actions, including bullying, can affect another person’s self-esteem.
To identify positive ways to protect our own self-esteem and support the wellbeing of others.

As learners of RE we will be exploring the learning statements:

To explain how Christians use the Gospels to learn about Jesus’ life, teachings and example.
To explore key teachings of Jesus, including the two of the commandments, the Wise and Foolish Builders and the Sermon on the Mount.
To understand how Jesus’ care for people who were poor, ill or excluded inspires Christians today, including the work of The Leprosy Mission.
To evaluate how far Jesus’ teachings and actions can inspire both Christians and people with other religious or non-religious worldviews.

As scientists, we will be able to:

To identify the seven life processes and explain what makes something a living organism.
To explain how Carl Linnaeus developed a system for classifying living things.
To classify vertebrates as fish, amphibians, reptiles, birds or mammals using their shared characteristics.
To compare and classify invertebrates, including worms, snails, spiders and insects.
To classify plants as flowering plants, ferns, mosses or conifers according to their characteristics.
To describe and classify micro-organisms, including different types of bacteria.
To use scientific vocabulary accurately when describing, comparing and grouping living things.
To use, interpret and create classification keys to identify organisms.

As linguists in Spanish, we will be able to:

To recognise, understand and use Spanish vocabulary for a range of clothes.
To ask and answer questions about what someone is wearing using ¿Qué lleva? and lleva.
To describe clothing using colours and adjectives, applying adjectival agreement accurately.
To explain clothing choices for different occasions, activities and weather using porque.
To read and interpret descriptions of outfits, using cognates, context and dictionaries to understand unfamiliar words.
To design and write a detailed description of an outfit in Spanish.

As Artists we will:

To explore Michelle Reader’s recycled sculptures and how art can communicate the effects of human behaviour on African wildlife and habitats.
To develop and annotate designs for an African animal sculpture, selecting recycled materials for their shape, colour, texture and meaning.
To apply collage techniques, including tearing, layering and overlapping, to represent African animal patterns and features.
To construct and evaluate a three-dimensional African animal sculpture using appropriate joining, papier-mâché and upcycling techniques.

As musicians, we will be able to:

To develop African drumming techniques through specialist teaching from Trafford Music Service.
To recognise and maintain a steady pulse while performing increasingly complex rhythms.
To listen and respond accurately when performing call-and-response rhythms.
To maintain an individual rhythmic part confidently within an ensemble performance.
To perform polyrhythms accurately, including syncopation, rests and changes in dynamics.
To improvise and compose an eight-beat rhythmic break for inclusion in a group performance.
To rehearse collaboratively, responding to a musical leader and refining timing, accuracy and expression.
To perform a confident and coordinated African drumming piece for parents in a final concert.

As computer scientists we will be able to:

To understand what animation is.
To understand what stop motion animation is.
To plan a stop motion video.
To create and edit a stop motion animation linked to African animals