Our Year 6 Classes
Holly – Ricky Adams
Cherry – Scarlett Taylor
Welcome to Year 6 at Copperfield. This is the final destination of your child’s Copperfield Journey and our aim is to prepare them well for their next adventure: Secondary School.
Therefore, we focus on ensuring that they have secure understanding of the Core Subjects: English, Maths, and Science, while also making creative cross-curricular links and further developing their knowledge of other subjects. In addition we provide experiences, such as: residential trips, day trips and a Year 6 production and we offer the children responsibilities: Prefect duties, Young Leader (Break-time play leader), Learning council role, Castle Captain and Vice-Captain to help them to develop: independence, resilience, perseverance and leadership and social skills and respect and appreciation for diversity.
Please use the link below to access our Termly Overview including important dates for the diary and key information about your child’s learning.
Learning and Teaching
The large year 6 learning environment provides an excellent and inspiring base for their learning. It includes: three large classrooms with book lending libraries and private cloakrooms and a large PiXL Therapy room where up to 30 children can be taught. In addition, we have the KS2 Non-fiction library in our central year 6 area and cosy chairs and tables where children can enjoy reading.
Staff plan together to ensure that all areas of the year 6 (and wider KS2 curriculum) are planned for.
We are a PiXL school and this approach is used across year 6. We use PiXl ongoing assessment and weekly core meetings to give each child a PiXL grading within each subject and then we match provision (what teaching group and therapy they are in, what areas need to be taught or re-visited) accordingly. In addition, we provide additional interventions, such as: Social skills, Art Therapy, Sensory Circuits and RWi, to children who need them.
We are also extremely lucky to have additional Teacher support in the form of: Mrs Lucas (The school Reading and RWi manager) who provides an upper key stage 2 ‘Fresh Start’ programme to boost the writing and reading skills of some year 6 pupils to ensure they have the basic skills they need. Mrs Lucas also runs PiXl reading therapies for some children. We also have Ms Kuteberra (The EAL Leader/ Teacher) to lead PiXl therapies and to support EAL pupils in some Reading and English lessons.
We will continue our teaching of P.E, utilising both School Sport Coaches and teachers’ expertise – allowing children the opportunity to experience many games and sports, as well as developing motor and co-ordination skills.
All adults in year 6 are committed to enabling children to become independent and resilient learners who have a range of life skills to support their learning. It is our aim for every child to make good or better progress and to allow children to gain the skills and knowledge they need before transition to secondary school.
Reminders and Expectations
Please ensure that your children bring their PE kit to school every-day/leave on pegs. Although PE lessons take place according to the weekly timetable, sometimes we need to be flexible and move lesson times. Also, during times of fine weather, we will make the most of opportunities to get outside!
- Black blazer with logo/badge (badge available to order from the school office)
- Grey trousers or skirt
- White or grey socks
- White shirt
- School Tie (tie available to order from the school office)
- Black school shoes – no trainers
- Black shorts (jogging bottoms in Winter), white t-shirt and plimsolls or trainers for PE
It is vital that your child practices skills and embeds new knowledge at home in order to ensure rapid progress so that your child is able to reach age related expectations (or even exceed them). Getting into the habit of completing regular homework in year 6 will also help to prepare them for secondary school.
As the year progresses we move towards every year 6 child recording the home learning they need to do themselves in their weekly planner.
This is a reading comprehension, SPAG exercise or other written activity. Most children are given CPG English Books to complete. Alternatively, some pupils are given ‘Fresh Start’ linked homework.
Frequency: at least one piece a week. Set Friday, due in by Thursday.
Please read with your child at least three times a week, ideally daily and sign their Home reading record/ planner. Your child’s planner will be checked at least every Friday.
Your child is responsible for changing their own reading book using the class lending libraries. However, adults will advise and support, as needed.
This will be at least one ‘My Maths’ activity that can be completed online at home or at ‘My Maths’ Home learning club on Tuesday lunchtimes (and occasional Fridays.)
In addition your child may be given Maths CPG revision guides and other written work to complete.
Your child may also be asked to revise times table facts and other mental maths topics.
How do we involve Parents?
We have an open door policy and welcome you to speak with us about your child’s learning and progress. We have opportunities throughout the year for parents to support with learning activities such as helping on school trips. We hold Express Events at least three times a year, which parents are invited to attend to celebrate their children’s learning. We welcome parent helpers to support reading.
How can you contact us?
You can speak to your child’s class teacher before or after school.
You can use your child’s home record/ planner to communicate with your child’s class teacher.
The school phone number is: 01474352488
You can email the school on: email@example.com
End of Year Expectations
At the end Year 6, in their SATs (May to early June) children are expected to reach the expected standard or higher (greater depth) in reading, writing and maths.
Reading at the expected standard
Reading- word reading
- Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet
- maintain positive attitudes to reading and an understanding of what they read by:
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
- understand what they read by:
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- distinguish between statements of fact and opinion
- retrieve, record and present information from non-fiction
- participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
- explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
- provide reasoned justifications for their views
Writing at the expected standard
Please note this subject is assessed by teachers and moderated internally and externally.
Working at the expected standard
The pupil can:
- write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
- in narratives, describe settings, characters and atmosphere
- integrate dialogue in narratives to convey character and advance the action
- select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)
- use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
- use verb tenses consistently and correctly throughout their writing
- use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other punctuation to indicate direct speech)
- spell correctly most words from the year 5 / year 6 spelling list,* and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
- maintain legibility in joined handwriting when writing at speed.2
Maths at the expected standard
Number: Place Value, Addition, Subtraction, Multiplication and Division:
- read, write, order and compare numbers up to 10,000,000 and determine the value of each digit
- round any whole number to a required degree of accuracy
- use negative numbers in context, and calculate intervals across
- solve number and practical problems that involve all of the above
- 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
- perform mental calculations, including with mixed operations and large numbers
- identify common factors, common multiples and prime numbers
- use their knowledge of the order of operations to carry out calculations involving the 4 operations
- solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why solve problems involving addition, subtraction, multiplication and division
- use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy
- use common factors to simplify fractions; use common multiples to express fractions in the same denomination
- compare and order fractions, including fractions
- 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
- divide proper fractions by whole numbers for example
- associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction
- identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places
- multiply one-digit numbers with up to 2 decimal places by whole numbers
- use written division methods in cases where the answer has up to 2 decimal places
- solve problems which require answers to be rounded to specified degrees of accuracy
- recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
Ratio and proportion
- solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts
- solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison
- solve problems involving similar shapes where the scale factor is known or can be found
- solve problems involving unequal sharing and grouping using knowledge of fractions and multiples
- use simple formulae
- generate and describe linear number sequences
- express missing number problems algebraically
- find pairs of numbers that satisfy an equation with 2 unknowns
- enumerate possibilities of combinations of 2 variables
- solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate
- 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, and vice versa, using decimal notation to up to 3 decimal places
- convert between miles and kilometres
- recognise that shapes with the same areas can have different perimeters and vice versa
- recognise when it is possible to use formulae for area and volume of shapes
- 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]
Geometry- properties of shapes
- draw 2-D shapes using given dimensions and angles
- recognise, describe and build simple 3-D shapes, including making nets
- compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
- illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
- recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
Geometry- position and direction
- describe positions on the full coordinate grid (all 4 quadrants)
- draw and translate simple shapes on the coordinate plane, and reflect them in the axes
(American site- but most methods the same as ours)