Download “Creative home learning Y5 & 6 Spring 2018” Creative-home-learning-Y5-6-Spring-2018.pdf – Downloaded 28 times – 214 KB

Download “Open Afternoon and Creative Homework Information letter 12.01.18” Open-Afternoon-and-Creative-Homework-Information-letter-12.01.18.pdf – Downloaded 66 times – 492 KB

Download “Year 6 Pixies Holt Residential 2018” Year-6-Pixies-Holt-residential-2018.pdf – Downloaded 35 times – 422 KB

Spring 2018

 

Dear Year 6, parents and families,

Happy New Year and welcome back to the Spring Term.  I hope you all enjoyed the festive season and were able to make some happy memories together.

This term will be a busy one in Class 6 as we revise English and Maths learning over the whole of KS2 and continue to learn the Y6 curriculum.

The children will benefit enormously from a renewed focus on learning at home both in their set home learning and in support with revision that they could and should choose to undertake independently.  The more support the children receive, the less stressful the experience of SATs will feel, as the children will be better prepared and therefore more confident.  The expectation is that children are supported in their home learning and that parents take responsibility for ensuring that any work handed in is of an acceptable standard. If there are any issues with home learning, the children are asked to make me aware of this in sufficient time that they may be supported to resolve them before the home learning is due in, as this is important development for secondary school. The expectation is that your child undertakes approximately 30 minutes of home learning at least 5 days a week, which includes a wide range of different approaches and will not always be written, which is why we ask for your support in signing to say when this has been achieved. Whilst you may not listen to your child read daily by Year 6, discussion around their reading is still vital to their development. Please refer to the End of Key Stage Assessment Criteria which you were given at parent consultation for an idea of the skills and competencies necessary.  If you require support with this, please do ask!

As well as the challenges inherent to Year 6 and the beginning of transition to secondary school, we will also be working hard to ensure a broad and balanced curriculum, with quality experiences in the arts, PE, Science and the non-core subjects of History, Geography and Computing.

The first half of the Spring Term will have a focus on The Stone Age to the Iron Age and the children will have a wide range of cross curricular learning opportunities under the umbrella title, The Big Dig, in which they will be encouraged to think as archaeologists, particularly incorporating skills as historians and scientists.

During booster work in the core subjects, children will also be expected to undertake independent project based learning challenges linked to their learning in other subject areas, where they will be given time and resources to achieve an outcome, gaining valuable skills and understanding of the computing curriculum.

To ensure your child’s full participation in the life of the school, and to support your child’s transition to Year 7 please encourage your child to organise the equipment, kit and belongings necessary, such as PE kit, water bottle, healthy snacks, home work, blue contact diary etc.

PE will be with Mr Waldron on a Thursday for the first half of term, but please to make a note of any additional dates/changes via the weekly update that is sent to all families by email.

Also, please remember to check our class blog regularly to see some of what we get up to in Class.

I look forward to another wonderful term with your children.

Kind regards,

Mrs. Northcott

 

Class 6 Blog

  • Thu, 11 Jan 2018 13:54:22 +0000: Extracting DNA - Class 6 | St. Helen's
    Last week, we learned that one of the key ways in which archaeologists learn about pre-history is through DNA testing, so we thought we'd give it a try!

    We mashed up banana, then mixed it with an extraction liquid made from detergent (to pop open the cells), salt (to provide suspension) and water (to make the mixture thin enough to filter).









     We left the banana mixture filtering overnight.
     In the morning, we poured our condensed banana liquid into fresh containers.
     We added chilled isopropylene alcohol and were fascinated by the swirling milky clouds of DNA that we managed to extract.
    We wondered how we could very the investigation, perhaps using different fruit or different strength extraction fluid.
  • Fri, 10 Nov 2017 14:01:47 +0000: Magistrates' Visit - Class 6 | St. Helen's


    Local magistrates, Mrs Gagg and Mr Cooper visited us to talk about their role in the community. 
  • Fri, 10 Nov 2017 12:31:50 +0000: Lest We Forget - Class 6 | St. Helen's

    We visited the war memorial in the church and chose one of the names to research back in class. Using the Commonwealth War Graves Commission website and our investigative skills, we identified the servicemen commemorated on Abbotsham's memorial and found out as much as we could about them. We had to sift through many entries looking for clues that we had found the righ person and some of us followed various lines of enquiry to see what else we could discover.



  • Wed, 27 Sep 2017 14:18:18 +0000: History - Justifying the Roman Invasion - Class 6 | St. Helen's
    Wow!!! What amazing historians. In just two lessons, we have begun to consider the rights and wrongs of one of the biggest themes in history - invasion. With the Romans and Celts to help us, and having considered some real life metaphors for invasion, we set out to understand what is meant by "justifying" and discovered its link to justice. Having used our inference and deduction to think about how the Romans justified their invasion of the British Isles, we realised we needed to learn more about the impact it had on the people of Britain. We had lots of questions... This is what we came up with! 

    and this is what we found out? 

    Next we needed to weigh up wither side of the argument... Just like judges! 

    We created impact graphs, looking at opposing perspectives on the same impacts. Was in possible that the Roman and Britons could have have agreed about any aspects of the invasion??




  • Wed, 27 Sep 2017 13:13:27 +0000: STEM Afternoon - Forces and Movement - Class 6 | St. Helen's