Year 6 2023 - 2024

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Happy New Year!

We hope you all had a lovely Christmas break. 

The children have returned to school ready to learn and it is a joy to see their enthusiasm in all subjects.

Things to remember:

  • We aim to go outside every day for break times plus our PE lessons and other activities. Please make sure your child brings a waterproof coat every day.
  • Please send a fresh bottle of water (not juice or squash) in each day.
  • School is not currently selling any snacks at break time. Please consider sending your child in with a healthy snack (preferably fruit).
  • We aim to teach outdoor PE every Thursday this term. Please send your child to school in full PE kit on this day. They will then continue to wear their kit for the remainder of the day. Please make sure your child has their outdoor sweatshirt on both days as we will sometimes teach both of these lessons outdoors.
  • All stationery will be supplied so children should not bring a pencil case to school.
  • Children should not bring a bag or back pack to school, only their lunchbox and water bottle. We do not have the space to store them

Please see below everything the children will be learning this Spring term.

Come and See

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Local Church – Community: Sources

In this topic, children will be able to compare their own and other people’s ideas about how books enrich our lives and take us beyond ourselves and realise these questions are difficult to answer. They will also be able to show how their own and others’ decisions are informed by beliefs and values which may be influenced by what they have read. 

Children will also be able to make links between scripture and Christian beliefs and give reasons for when and how Christians use the Bible. They will be able to describe and show an understanding of the Bible, the beliefs, ideas, feelings and experiences of the Christian and make links between them. Pupils will also show understanding of how the Bible shapes the lives of Christians, engaging with the question, ‘What is God like?’ or ‘What is Jesus like?’ in the light of religious teaching. 

 

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Eucharist – Relating: Unity

In our second topic this term, children will be able to make links to show how feelings and beliefs about what makes and breaks friendship and unity affects their behaviour and that of others. They will also be able to ask and respond to questions about their own and others’ experiences and feelings about friendship and unity. The children will be able to compare their own and other people’s ideas about questions concerning friendship which are difficult to answer and they will be able to show understanding of how their own and others’ decisions about friendships are informed by beliefs and values.

Pupils will be able to make links between scripture and the Eucharist, as well as using a developing religious vocabulary to give reasons for the actions and symbols of the Communion Rite. Children will be able to give reasons why Christians gather together in ‘communion’ and receive ‘Holy Communion, showing understanding of the links between a range of Scripture texts and some parts of the Mass which express communion with Jesus and the feelings that communion with others brings.

 

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Lent/Easter - Giving: Death and New Life

During this topic, children will be able to make links to show how feelings and beliefs about loss and death affect their behaviour and that of others. They will be able to compare their own and other people’s ideas about questions concerning loss and death which are difficult to answer. Pupils will be able to show how their own and others’ decisions concerning the effects of death and loss are informed by beliefs and values.

Our pupils will be able to make links between Scripture and belief in the Resurrection of Jesus and will use a developing vocabulary to give reasons for religious actions and symbols connected with Lent, Holy Week and the Sacred Paschal Triduum. They will also be able to give reasons for certain actions by believers during Lent. 

English

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In English this term, we will be using the texts 'Grimm Tales' by Philip Pullman 'Hansel & Gretel' by Neil Gaiman and ‘The Lady of Shalott’ by Alfred Tennyson as a stimulus for our writing. The children will be working on their own narrative fairy tale. They will be learning the use of the semi-colon, colon and dash to mark the boundary between independent clauses. Using relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun. Using commas to clarify meaning or avoid ambiguity. Understanding how words are related by meaning as synonyms and antonyms (for example, big, large, little) and how hyphens can be used to avoid ambiguity (for example, man eating shark versus man-eating shark, or recover versus re-cover).

 

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Your child will also have access to Oxford Reading Buddy where they can access a range of e-books and answer questions about what they have read. Individual logins can be found at the front of the children’s reading records.

Oxford Reading Buddy Website:

https://www.oxfordreadingbuddy.com/uk

 

Maths

This term the children will be working through the topics Division, Fractions, Decimals, Percentages, Ratio, Geometry and Statistics. 

They will multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places. 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.

The children will use common factors to simplify fractions; use common multiples to express fractions in the same denomination. compare and order fractions, including fractions > 1, add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions, multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 × ½ = 1/8), divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 6 and associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8].

They will solve problems involving number up to three decimal places. Solve problems which require knowing percentage and decimal equivalents of 1/2 ,1/4 ,1/5 ,2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25 and multiply one-digit numbers with up to two decimal places by whole numbers

The children will solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison and recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

They will solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts, solve problems involving similar shapes where the scale factor is known or can be found and solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

The children will illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.

They will interpret and construct pie charts and line graphs and use these to solve problems and calculate and interpret the mean as an average.

 

Science

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Electricity

The children will be able to 

  • 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, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. 
  • Use recognised symbols when representing a simple circuit in a diagram.

 

Geography

Location

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Economic activity including trade links

The children will be able to: 

Locational and place knowledge: Consider the location of global companies (such as Starbucks and IKEA) and recognise they trade in countries located all over the world. Pupils use maps and atlases to locate the source of a range of food products. Comparing the characteristics of different places a cotton garment passes through during its manufacture. Locating the countries that the UK exports goods to. Take a closer look at the Geography of the UK, to consider why we export the types of goods we do. Learning about conditions of places and populations practicing Fairtrade.

Physical geography: Describe and understand key aspects of physical geography, including how in the past distance and bodies of water prevented trade from happening at an international scale. Describe and understand key aspects of physical geography, including how natural resources and climate determine where our food comes from

Human geography: Describe and understand key aspects of human geography, including trade links, and how and why trade has become increasingly ‘global’. Describe and understand key aspects of human geography, including how trade connects different countries and their populations, the role of workers in different countries along the supply chain, and comparing the wealth of the country, the skills of the population, and level of development of different countries. How global trade affects the lives of workers in less economically developed countries. 

Geographical skills and fieldwork: Use research and enquiry skills to discover more about trade through time, picking out key points and recording, Use atlases, globes (and digital/computer mapping) to locate countries and calculate the distance travelled by products using map scale. Presenting data related to global trade in table and graph form, and draw conclusions on which country the UK exports the most to. Presenting data related to global trade in table and graph form, and draw conclusions on the data on Fairtrade and non-Fairtrade products. 

From progression map-

  • Know the journey of how one product gets into their home in detail.
  • Describe different types of industry currently in the local area.

Understand that products we use are imported as well as locally produced.

 

You, Me, Everyone

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The children will learn about body image, funny feelings, emotional changes and seeing stuff online. 

They will learn about the wonder of God’s love in creating New Life and will be able to explain how human life is conceived. 

 

PE

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This term our PE lessons will be run by Military School.

 

Art

Painting

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In Art, the children will be learning about Ian Fennelly and his artistic style and how to use fine liners to draw an outline. They will be practicing watercolour painting techniques and then create an urban sketch of our school building in the style of Ian Fennelly. Finally, the children will evalute their final pieces of art.

 

Computing

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This term the children will be learning to code through the topic: Programming Variables in games.

In this unit the children will explore the concept of variables in programming through games in Scratch. They will find out what variables are and relate them to real-world examples of values that can be set and changed. Then they will use variables to create a simulation of a scoreboard. The children will use-Modify-Create model and experiment with variables in an existing project, then modify them, before creating their own project. The children will then focus on design and finally, applying their knowledge of variables and design to improve their games in Scratch.

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This term we will be cloesly looking at theme and variations through pop art.

Spanish

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This term we will be learning:

  • To say, read, listen and write some basic objects in a pencil case in a longer sentence, using a connective
  • To ask and answer questions about their school and what is it their pencil case
  • To listen, show understanding of and say the time (on the hour)
  • To write and say a longer sentence about school using the correct gender of nouns and agreement/position of adjectives

Well Being Friday

The Age of Wellbeing | IE Insights

The children will be taking part in a variety of activities during Friday afternoons. The activities vary from painting and musical theatre; to multi-sports and podcasting.

Homework

Reading books will be sent home on a Thursday and should be returned on Monday morning. Children should also use the online reading platform – Oxford Reading Buddy – to extend their reading experiences.

 

Spellings will also go home on a Thursday to be learnt for the following Tuesday.

 

Occasional projects linked to topic work will be set throughout the year. Maths activities to go home when relevant and to support learning. Reading comprehensions will be regularly sent home for the children to work on these skills.

 

Times Tables Rock Stars is a fabulous online resource for learning and consolidating times tables – a fundamental of all maths. Children should access this at least three times a week – how far up the leader board can they go?

 

Reading Plus is an amazing online resource to learn and work on their comprehension skills. 

 

If you need to speak with your child's teacher, please approach us on the playground and we can arrange a time. We would ask that you kindly wait until we have seen all of the children safely to their parent or carer before speaking to your teacher and we will be happy to chat. Alternatively, you may wish to ring the school office.

 

We are here to support you and your children and are looking forward to a great year ahead!

 

Mr Morrissey and Mr Daly

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Following in Jesus' footsteps we love, learn and grow together
UrsulineCatholic Primary School
Nicholas Road, Blundellsands,
Merseyside, L23 6TT
Office Manager | Anthony Hampson
0151 924 1704