Key areas of Spring Term learning:
The children will be learning how to identify and use different tenses, adjectives, adverbs, connectives, clauses, prepositional words, subordinate clauses and simple and complex sentences, to enhance descriptive writing. They will also be developing their correct punctuation in all aspects of writing. Sentence work will centre around ensuring they are grammatically correct and the use of different strategies to expand them; along side that they will develop their understanding of text structure, through the identification of effecting planning frames. Spelling will concentrate on revising and extending pupils knowledge of a range of spelling rules and being able to employ those rules to a range of independent writing. Reading will encompass the development of pupil’s ability to answer deductive and inferential questions, encouraging the pupils to read between the lines of a text, not just identifying the literal.
Pupils will develop their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils will develop a range of mental methods with the four operations, including mental recall of multiplication facts up to 12 × 12 and quick corresponding division facts. They will learn to employ efficient written methods of addition and subtraction and of short multiplication and division. Pupils will add and subtract decimals and order decimals to three places. In solving problems with or without a calculator, pupils will check the reasonableness of their results by the knowledge of the context or to the size of the numbers. They will recognise approximate proportions of a whole and use fractions and percentages to describe these. Pupils will develop their ability to recognise and describe number patterns, and relationships including factor, prime and square. They will begin to use simple formulae expressed in words. Pupils will use and interpret coordinates in all four quadrants.
We will begin with covering Interdependence and Adaptation. Through this unit the children will be expected to learn: to recognise that a green plant needs light and water to grow well and that it produces new material from air and water. They will be able to describe how animals in two habitats are suited to the conditions and represent feeding relationships in food chains beginning with a green plant and use keys to identify animals and plants.
We will also undertake the unit Dissolving, in which the children will cover: recognising that solids remain in the solution when they dissolve and can be recovered by evaporation; identifying several factors that affect the rate at which a solid dissolves; investigating an aspect of dissolving, presenting results obtained in a suitable graph and explaining what the results show.
The final unit being covered is Reversible and Irreversible change. Through which the children will be learning to: use careful observation to describe a number of changes; classify some changes eg dissolving as reversible and others eg burning as irreversible; recognise that irreversible changes often make new and useful materials and recognise the hazards of burning materials.
The children will be learning about what it was like for children being evacuated during World War II. They will also begin to research the possible reasons as to why WWII started and who was involved. There will be a trip in which the children will dress up and experience what it was like to be evacuated. They will also get to experience how it felt to live through the Blitz. Interviews with people who survived WWII will also take place on the trip.
Year 6 SATS
In order that your child is not disadvantaged during the tests,full attendance this year is vital.