Dear Parents/Carers,
Hopefully the attached topic web will provide you with a ‘flavour’ of the activities that the
children in Year 6 will be participating in this half term. If you would like any further
information, please do not hesitate to contact one of the Year 6 team.
Yours,
Mrs Astbury, Miss Hamilton, Mrs. Molyneux and Miss Monaghan
In school:
Action stories: Children will focus on David Walliams’ “Gangsta Granny” during
English sessions, analysing specific features of the genre including language and
plot. The children will work towards writing their own action story, applying the
knowledge they have learnt throughout the unit.
Flashbacks: Children will read a range of texts which include flashbacks. They will
distinguish between language and tense to convey character and advance the
action. Children will include an example of a flashback in their action story linked to
Gangsta Granny.
Formal/Impersonal writing: Across the curriculum, children will make links to create
a range of non-fiction texts including leaflets and information texts. Such links will
include our study of Liverpool, the water cycle (geography), light and electricity
(science).
Grammar:
What is the subjunctive mood?
Investigating the difference between the past and present perfect, progressive and
simple form of the verb.
What is a relative clause?
Using parenthesis in writing using dashes, semi-colons, commas and brackets.
At Home:
Children would benefit from reading a range of texts which incorporate these
genres of writing at home. Here are a few suggestions: The Hobbit by JRR Tolkien,
Stormbreaker by Anthony Horowitz, Step by Wicked Step by Anne Fine, The Sleeping
Sword by Michael Morpurgo.
In school:
Unit – Apptivity Name: Appy times part 1
There is a revolution coming and it is called ‘wearable technology’ which is clothing
incorporating computer and advanced electronic technologies. This wearable
technology craze has begun and it is not going to slow down anytime soon. In fact a
news report revealed that wearables will have a major impact on our everyday lives
over the next decade. The children’s task is to design a piece of wearable technology
which links in with a smart phone app. The app in some way must improve learning
in schools.
At Home:
Children can begin to brainstorm ideas about their design and research other
wearable technology e.g apple watch.
In school:
Artist Study: Henry Moore (sculpture)
Children will study the drawings and sculptures of Henry Moore which focus on
figures. Children will develop their skills in sketching and shading, paying close
attention to contrast between light and dark. They will also learn about the context
of the sculptures which links to World War two. Children will plan, design and create
their own remembrance sculpture.
At Home: With supervision, children could research a range of artists: Henry Moore,
Barbara Hepworth, Pablo Picasso and Antony Gormely. Children could visit a range
of sculptures around their local area and consider how they improve the
surrounding area.
English: Activities may require children to talk and work with those at home to
formulate ideas. Also grammar, spelling and punctuation work covered in
school will be consolidated.
Mathematics: Children will receive work that consolidates or extends work
completed during lessons. Children also have access to RM Math.
Spelling: Children will receive weekly word lists to learn for a test every Friday.
Children may also occasionally have spelling activities as part of their work
in English.
Reading: Home reading book to be read daily and brought back in the following
day.
In school:
Key Skills taught during this half term:
- Ratio and proportion.
- Algebra: using simple formulae, describing number sequences, express missing
number problems.
- Units of measurement: length, mass, volume and time
- Area and perimeter
- Shapes: finding areas and calculating volume in cubic metres
At Home:
www.rmeasimaths.com (Or download the app for iPad)
Children have personalised accounts on this website to develop their maths skills.
We would prefer it if children complete these activities independently.
Children should continue to practise their knowledge and understanding of shape,
area and perimeter. http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/
In school:
Physical geography including rivers, mountains and the water cycle. Children will
explore the question ‘Will you ever see the water you drink again?’ Children will
learn how rain water is formed and how the water cycle operates. We will discuss
the importance of rivers with a particular focus on the River Mersey.
There will be a range of cross-curricular links such as English (formal writing:
explanation texts) and ICT (gathering research).
At Home:
Research how the water cycle operates.
http://www.bbc.co.uk/education/clips/z8qtfg8 or
http://www.bbc.co.uk/education/clips/zh4rkqt
In school:
Children will:
- Focus on rhythm, texture and timbre.
- Use a range of instruments and their body to compose and improvise their own
music.
- Listen with attention to detail and recall sounds.
- Use and understand musical notation.
- Play and perform solos and in ensembles.
At Home:
Listen to music from different cultures and traditions to appreciate diversity.
In School:
- To know how what people believe affects their worship.
- To understand what is meant by ‘Places of Worship’.
- To understand symbols, festivals and celebrations of Christianity, Buddhism,
Sikhism and Hinduism.
At Home:
Children could complete some independent research
Weblinks:
http://www.bbc.co.uk/schools/religion/
http://resources.woodlands-junior.kent.sch.uk/homework/Religion.html
In school:
Light
Children will continue this unit exploring eyes, reflection, refraction and colour. We
will conduct a range of investigations to allow children to work scientifically.
Links will be made within English and ICT.
Electricity
Children will recognise symbols when representing a simple circuit in a diagram.
They will build circuits from circuit diagrams and repair simple circuits. Children will
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.
This links to the English unit: formal (impersonal) writing. They will use simple
electric circuits to make games or activities on.
At Home:
Weblink:
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light/read/1/
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml
www.bootslearningstore.com/ks2/eyesight.html
http://www.learningcircuits.co.uk/
http://www.cleo.net.uk/consultants_resources/science/circuitWorld/circuitworld.h
tml
World War Two
In school:
Children will not have explicit history lessons this term. However, there will be many
links across the curriculum, specifically through geography (history of Liverpool) and
art (sculptures which link to World War Two).
At Home:
At home, children could explore the history of Liverpool using books or the internet.
Children could also visit one of the museums in Liverpool to understand the history
of Liverpool more clearly.
In school:
Fielding and striking games
Children will bowl in competitive situations and understand strategies between
bowler and backstop. They will also understand the correct striking stance to direct
the ball away from fielders. Team work skills will also be developed throughout this
unit.
At Home:
Practise throwing and catching skills including overarm and fielding at a
distance. These skills can be developed through a range of games e.g.
rounders.
In School:
A native Spanish speaker will be teaching the children on a weekly basis (Tuesday).
They will develop their basic vocabulary: use greetings, use numbers, colours and
days of the week.
At Home:
Children could converse with family and friends to practise the vocabulary they have
learnt during their weekly lesson.
In School:
Going for goals
 Children will reflect on and celebrate their achievements, identify their
strengths, areas for improvement, set high aspirations and goals. They will
also develop a range of strategies to ensure they make wise choices when
dealing with various situations e.g. fallouts, stressful situations.
Puberty, Relationships and Reproduction
 Children will understand relationships by considering social and
emotional behaviour and recognise what constitutes a positive, healthy
relationship.
At Home:
Discuss with your child what the qualities of a positive and healthy relationship are.