West Park CE

Primary School

Information Book

for Parents

Year 6

Interim Assessment

2016-2017

Contents:

1. Welcome letter from the Year 6 Team

2. School Aims

3. Teaching and Learning

4. End of Year Expectations

5. Curriculum

6. Timetable

7. Behaviour

8. Healthy Children

Dear Parents,

Welcome to Year 6!

This is a busy an exciting year. Now that your child is at the top of the

school they will be looked upon to take on more responsibilities and show

more independence in preparation for high school. The Year 6 team have

spoken with the Year 5 class teachers to ensure each child has a smooth

transition into their new class.

As you are probably aware, in the summer term the children will sit their

end of key stage assessments (SATs) and we have planned a curriculum

that covers the interim framework standards so that your child is as best

prepared for them as possible. We will not be putting undue pressure on

your child and ask that you do the same. We have planned our

curriculum to make it engaging, challenging, enjoyable and fun so that

your child enjoys being in lessons and is stimulated by them.

We would appreciate it if you would write your child’s name on all of their

uniform and belongings.

If you are available to help in class please let us know and we can

arrange for your induction and DBS check to be completed.

Thank-you

Year 6 team

The Staff in Year 6:

Adult Role Class

Mr Choate Head of Year/Class Teacher Shakespeare

Miss Winslow Class Teacher Riley

Mrs Coles Class Teacher Hargreaves (Mon– Wed)

Mrs McGuire Class Teacher Hargreaves (Thu– Fri)

Miss Tinson Class Teacher Darwin

Mrs Fitzscott Class Teacher Churchill

Mrs Austin PPA Teacher

Mrs Stevens LSA Shakespeare

Miss Keane LSA Riley

Mrs Stevenson LSA Hargreaves

Mrs Johnson LSA Darwin

Mrs Filfil LSA Churchill

Mrs Maroni SSA Darwin

Mr Towers SSA Darwin

School Aims

provide a rich and varied range of experiences that will encourage

all children to become enthusiastic, adaptable learners, and active participants in all aspects of school life

enable pupils to develop lively and enquiring minds, the ability to

question and argue rationally and the skill of becoming independent and creative learners

assist in the acquisition of knowledge, skills and attitudes that will

enable all children irrespective of their ability, to achieve their potential and play a full part in subsequent phases of Education and

adult life

instil a respect for Christian beliefs and values and a tolerance and understanding of others who may hold differing views.

Teaching and Learning

CORE VALUES

Our Teaching and Learning Policy is based around our school’s four Core Values: Faith, Creativity, Independence and Teamwork.

Through each of these values we have identified a number of skills or characteristics that are vital for our teachers to foster through their teaching and our children to develop and implement through their work and achievements.

In addition, under each value’s core vocabulary we have stated how the

children will demonstrate this value and how adults in the school will facilitate and develop these skills and characteristics within the children through careful planning and delivery as well as modelling these values themselves

FAITH

CREATIVITY

Caring Respect

What will the children do?

believe in themselves and develop a

growth mind-set - an ‘I CAN’ attitude

ask ‘Big Questions’ and seek the

answers

care for others in our school and the

world in which we live

have a respect and tolerance for their

peers and for the adults they work

with

What will the staff do?

model self-belief and growth mind-set

allow children time to reflect on their

beliefs and those of others

make time for and plan in

opportunities to value and care for

others and the world around us

uphold the school’s faith and model the

faith of the church

What will the children do?

explore and investigate, trying new and

different things out

use their imaginations and come up with

their own ideas

take risks and assess their success

feel confident to express their opinions

and views and make their own choices

What will the staff do?

provide open ended opportunities which

encourage choice, investigation and

challenge the children’s thinking

be enthusiastic showing a passion for

learning

be flexible in their approach and

planning

ensure the children have time to develop

their ideas

Courage Passion

INDEPENDENCE

TEAMWORK

Determination Risk-taking

What will the children do?

make decisions and find solutions for

themselves

set their own challenges at a high

level of expectation, persevering

when they encounter failure or

difficulty

know that errors are good and that

they learn from them

know their next steps in learning and

take responsibility for their own

learning journey

What will the staff do?

inspire pupils to take responsibility for

their learning

be flexible in their planning and

delivery to take account of the needs

of the learners

allow for reflection opportunities

encouraging the children to discuss

their learning

provide opportunities for children that

require perseverance and resilience

What will the children do?

communicate with each other effectively

be able to identify their own and other

people’s strengths

be prepared to discuss issues to reach

compromise

celebrate shared successes and support

each other through errors or failures

What will the staff do?

model effective communication with their

pupils and colleagues

foster positive relationships

encourage and facilitate collaboration

through planned activities and tasks

show trust in the children’s ideas and

actions

Caring Acceptance

End of Year Expectations

Reading

Reading is incredibly important for your child. Not only is it a skill which will be needed

throughout their lives, it is also proven to enhance writing. Therefore the choice of text is

important for your child. We would like to see them reading a variety of quality texts from

different genres and authors to widen their vocabulary and enhance their knowledge. It is

expected that your child reads daily and this is recorded in their planner. We encourage the

children to make detailed notes and observations about what they have read, and would also

like it if parents/carers took an interest in what they were reading by questioning and

discussing texts with your child. Planners are collected and checked weekly. In school the

children will have a regular D.E.A.R (Drop Everything And Read) session as well as shared

reading sessions where they will have the opportunity to look in more depth at texts and

answer questions about what they have read.

Spelling

Grammar

Writing

Maths

ADDITION

Practical

Application and Representing

Mental Calculation

Recordings to

Support Mental Strategies

Expanded Written

Recordings

Compact Written

Methods

Practical experiences of

combining two groups.

Counting one more and

then several more. Use

number lines to count

on.

Visual recognition of

numbers & regular

exposure to images of

number quantities.

Number bonds up to

10, up to 20 and 100.

Putting the largest

number first.

Partitioning and

recombining (14+25):

4+5=9 and 10+20=30

so 30+9=39

Bridging through 10, 20

etc:

8 + 7 = (8 + 2) + 5

= 10 + 5

= 15

15 + 9 = (15 + 5) + 4

=20 + 4

= 24

Rounding and

adjusting:

58+9 = 58+10-1

458+101 =

458+100+1

Calculate value of

unknowns in number

sentences

e.g. + 3 = 17

Using near doubles:

38+35 is double 35+3

Number lines

13+2

13 14 15

25+12

+10 +2

25 35 37

375+121

+100 +21

375 475 496

Or using jottings…

375+121=

375+100+20+1

=475+20+1

=495+1

=496

Expanded column

method:

375+121=496

300+ 70+ 5

+ 100+ 20+ 1

400+ 90+ 6

Perhaps leading to:

375

+ 121

+

6

90

400

496

Or straight to column

method:

375

+ 387

762

1

1

VOCABULARY

Commutative

Inverse

Sum

Total

Add

Altogether

More

Count on

Estimation

Rounding

Same as

Equals

Plus

Calculation

Partition

Bonds

Known facts

Increase

Makes

+1 +1

SUBTRACTION

Practical

Application and Representing

Mental Calculation

Recordings to

Support Mental Strategies

Expanded

Written Recordings

Compact

Written Methods

Practical experiences

Using different

vocabulary

Counting backwards

in 10s and 1s then

2s, 5s

Jumps on number

tracks and number

lines – finding the

difference (counting

on)

Calculate value of

unknowns in number

sentences

e.g. – 3 = 17

Counting on where

appropriate:

3004-2995

Count on from 2995

to 3004 rather than

use a written method.

Bridging through

multiples of 10:

57-12=57-7-5

Rounding and

adjusting:

58-9 = 58-10+1

678-201 = 678-200-1

Number line

calculations:

Children become

confident in counting

back (taking away)

first.

Counting back

23 – 15

-2 -3 -10

8 10 13 23

Then find the

difference (counting

on)

23 – 15

+5 +3

15 20 23

Extending to larger

numbers.

Counting on

vertically:

145-87=58

145

- 87 3 (90)

10 (100)

45 (145)

58

AND/OR

Expanded column

method:

154-37

Column method:

6 14 14

754

- 286

468

VOCABULARY

Subtract

Take away

Operation

Calculation

Count back

Take

Equals

Rounding

Known facts

Place value

Minus

Difference

Decrease

Inverse

Estimation

100 50 4

- 30 7

100 10 7 = 117

40 14

DIVISION

Practical

Application and Representing

Mental Calculation

Recordings

to Support Mental

Strategies

Expanded Written Recordings Compact Written

Methods

Practical experiences.

Understand division as

sharing –15 biscuits

shared between 3

people.

Understand division as

grouping – 15 shared

into groups of 3.

Use of number lines to

model

0 2 4 6 8 10

How many 2s in 10?

10 2 = 5

Calculate value of

unknowns in number

sentences

e.g. ÷ 3 = 6

Know division facts

corresponding to

multiplication facts up

to 10x10

Use halving:

96÷4=96÷2÷2

Use knowledge of

tables facts and place

value:

560÷8=70

Grouping

taught using

arrays

alongside

multiplication:

82=4 and

84=2

Number lines

(marked ones

and blank

ones)

Counting on in

groups

205=4 1 2 3 4

0 5 1 15

20

A car holds 5

people. How

many cars are

needed to

transport 17

people?

(Group and

round up)

175 = 3r2

0 5 10 15

17

What I know (facts box – using

tables knowledge of multiplication

facts to support division)

e.g.

1

5

10

20

30

50

100

x

x

x

x

x

x

x

7

7

7

7

7

7

7

=

=

=

=

=

=

=

7

35

70

140

210

350

700

0 210 252 256

Leading to…

Chunking up or Chunking

down

e.g. 2567

7 256 7 256

70 (10x7)

+ 70 (10x7) 256

140 - 210 (30x7)

+ 70 (10x7) 46

210 - 42 (6x7)

+ 42 ( 6x7) 4

4

= 36r4

Short division

method

291 4 = 72 r 3

__72 r 3

4)22911

Leading to…

291 4 = 72.75

__ 72.75

4)22911.3020

and

301 14 = 21.5

__ 2 1.5

14) 33021.70

VOCABULARY

Divide

Group

Share

Inverse

Halve

Left

Quarter

Remainder

Rounding

Estimate

Known facts

30 x 7 6 x 7

MULTIPLICATION

Practical

Application and Representing

Mental Calculation

Recordings to

Support Mental Strategies

Expanded Written

Recordings

Compact Written

Methods

Practical experiences.

Multiplication is

introduced as repeated

addition.

Oral repetition –

Counting in 2s, 5s, 10s

and then other steps.

Identify, continue and

complete number

patterns – e.g. 2s

Arrays

2 lots of 4

4 lots of 2

4x2 or 2x4

(the same either way)

Partitioning to multiply:

47x5=(40x5)+(7x5)

Multiply using factors:

45x20=45x10x2

Using doubling:

17x4=17x2x2

using closely related

facts:

9x49=(10x49)-49

Repeated addition

0 2 4 6 8 10

2+2+2+2+2= 10

Leading to 2 x 5 =

10

Partitioning

18 x 3

(10 x 3) + (8 x 3)

30 + 24 = 54

VOCABULARY

Times

Multiply

Groups

Lots of

Repeated addition

Doubling

Commutative

Inverses

Patterns

Going from arrays to grid

multiplication:

3 x 12 =

X 10 2

3

°°°°°°°°°°

°°°°°°°°°°

°°°°°°°°°°

°°

°°

°°

X 10 2

3

30

6

Grid Multiplication:

23 x 6

x 20 3

6 120 18 = 120+18

= 138

54 x 32

x 50 4

30 1500 120 1620

2 100 8 + 108

= 1728

16x1.8

x 10 6

1 10 6 16

0.8 8 4.8 +12.8

= 28.8

Long multiplication:

365 x 24

365

x 24

20 (4x5)

240 (4x60)

1200 (4x300)

100 (20x5)

1200 (20x60)

+ 6000 (20x300)

8760

Compact method:

352 x 27

352

x 27

2464 (7x352)

7040 (20x352)

9504

1

Gelosia/lattice method

extension (taught in

many of our high

schools):

42 x 35 = 1470

Science

Curriculum

Autumn 1 From Darwin to DNA

Autumn 2 Bullets, Bombs and Bunting

Spring 1 Extreme Limits

Spring 2 Bright Sparks

Summer 1 Full of Beans Summer 2 Bravo to the Bard

Each half term we will send a detailed outline of the half term

which will show both the teaching focus and the expected

outcomes.

Occasionally children will be asked to bring in topic related

items.

Timetable-As a school we keep the timetable flexible to ensure

we meet the needs of our pupils.

Class PE Day Games Day

Churchill Monday Thursday

Darwin Thursday Monday

Hargreaves Friday Thursday

Riley Wednesday Monday

Shakespeare Tuesday Thursday

Please make sure your child has the correct equipment each day. This

includes: Water bottle, Homework diary, PE Kit can be brought in at the

start of the half-term and left in school. Please send jogging bottoms and

a sweatshirt in the colder months so your child is warm enough outside.

Behaviour`

School Rules

We are polite We are honest

We listen to others We take care of our school

We do our best We are leaders and good role models

Our behaviour policy and practice is based on the concept of catching the children being good, making good choices and rewarding them as quickly as possible.

Rewards

All staff in school will use the following rewards for those who follow the school rules.

Praise: Compliment individual children.

Publicly celebrate good behaviour and attitudes, with special stickers, house points or class awards, an extra five minutes play time for the class, being given jobs of special responsibility.

Positive communication with Parents: Children will be rewarded for good behaviour by receiving one of the following: ● a note in their diary or behaviour record

●a conversation at the end of the day ● a phone call home

Positive visit to see another member of staff:

Children will be sent to another teacher, Year leader, Deputy Headteacher or Headteacher, at an appropriate time in recognition of good behaviour for

personal praise. Invitation to tea with Senior Leadership Team

Each term we have a tea-party to reward those who behave well without being asked to. Each teacher chooses one pupil per term.

Sanctions: To discourage undesirable behaviour the following sequence of

consequences will be used: 1. Child’s name is given a verbal warning and their written on the board.

2. Mark by child’s name, misses 5 minutes of play. 3. 2 marks child misses 10 minutes of playtime 4. 3 marks child is sent to the year leader for playtime or lunchtime detention, card

is clipped 5. Child spends time with a member of SLT completing their work

These incidents of missing playtime, working with SLT will be recorded on the internal behaviour log.

The above sequence of consequences will come into effect only after the following strategies have been ineffective in changing a child’s behaviour i.e.

● Comment on something good a child has done ● Employ ‘Tactical Ignoring’, ignore the ‘target pupil’ but praise the nearby pupil,

if the ‘target pupil’ changes their behaviour, praise them, move the pupils near the disruptive pupil, thank them.

● Move closer to the child at their level

● Restate the expected good behaviour in a calm and controlled way ● Distract the child

Communication

The school will work together with the home to promote good

behaviour. Parents will be informed at every opportunity of their child’s good behaviour,

e.g. positive contact, notes / phone calls home.

Parents will be involved at an early stage if there is concern about their child’s behaviour.

The school will at all times, adopt an encouraging and supportive style with parents..

These strategies support the vast majority of children to achieve and maintain

good behaviour. There are further steps in place for children who find this more challenging. These will be shared with parents if necessary. Full details are available in the behaviour policy on our school website.

Healthy Children

Please provide your child with a water bottle so they can drink water in

the classroom, squash and fruit juice are not permitted in class but can be

included in their lunchbox. We have free fruit and vegetables for the

children to have for a snack. If you would like to provide your own snack

it must be a healthy snack, it should not be sweets, chocolate or biscuits.

At lunchtime the children can either have a hot lunch or bring in a packed

lunch. If you would like to order a hot lunch please use the Chartwells

Website www.mealselector.co.uk or telephone 0845 603 7998.