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Paddock Wood Primary School

Paddock Wood Primary School

A school of excellence and enjoyment at the heart of its community

    Year 6 Studies

    For Key Stage 2 Curriculum Framework please click here.

    For maths calculation guidance please click here.

    March 2019
    Year 6 have been inspired this week by Radio 2's five hundred words competition. In conjunction with Book Week, the children have been writing their own stories. Below is an example.

    A HAIR RAISING CASE

    Professor W. Ig’s University of Blindbald was famous. So famous in fact that every short-sighted, bald person on the planet wanted to attend. One such individual - Ignatius Stroodle - from the sleepy town of Puddleton. Ignatius was not a lucky man…he couldn’t see particularly well (and was always bumping into stuff.) His head resembled a billiard ball; he craved lustrous, thick hair instead (he also wanted to be able to see it.)

    Imagine his surprise when he received a letter through the door. His application to Blindbald University had been accepted.

    Ignatious was overjoyed. So much so that he leapt about his living room - that didn’t last long because he couldn’t see what he was doing and, unfortunately, landed head first, in the fish tank.

    Eventually, the day arrived. Ignatious halted at the grand gates of the University. He was welcomed by a spindly figure wearing enormous, horn-rimmed, glasses and a luxurious mane that resembled a lion’s.

     “My dear fellow. Greetings! I am Professor Weaver Ig. May I welcome you?”

    Ignatious smiled, “Hello Sir. I am Ignatious Stroodle and I …”

    “I know EXACTLY who you are.” Professor Ig chirped, “I am a Professor after all. Anyways, enough of this banter. Shall we inspect your quarters?”

    Eventually, the two of them made their way into the vast mansion. Ignatious marched through the winding, oak panelled, corridors, noticing various doors with signs across them: 

    • Weaving laboratory    
    • Head shining
    • Spectacle lecture room 

    Each room was for a specific purpose.

    Except for one particular room.

    The sign across the door was as clear as daylight with its ‘message’.

    NO ENTRY – TOP SECRET!

    Ignatious could not resist asking, “Professor, what is that room?”

    “That shall not concern you dear fellow.” The Professor replied cheerfully (yet firmly.)

     Worriedly, Ignatious nodded – he would always know when to agree, however, he was desperate to discover why the room was ‘Top Secret’.

    At times, Ignatious was foolishly inquisitive…

    Later that night, as the moon beamed and owls hooted, Ignatious carefully crept toward the ‘Top Secret’ room…and picked the lock. Some kind of laboratory: test tubes and cylinders, strange containers and unexplainable odours. On a bench lay a book; a large encyclopaedia.

                                    The book had a title…      

    ‘How To Steal Hair

    and Eyesight’

    By

    Professor S.L. Imeay (P.h.d.)

    Abruptly, Ignatious was startled by a familiar voice crying out. “Aha! You have discovered my secret.” It was the Professor. “You see my dear fellow…I have caused an epidemic of baldness and short sightedness. Now, here at my university, my victims must pay me for the cure. I plan to make millions… billions…GAZILLIONS!!!!!”

    With a knowing smirk, Ignatious stared at the abominable academic. “Not so fast my clever-clogs friend. For I must admit my true identity.” Ignatious moved his hand towards his ‘chrome dome’ and slowly pulled off…a rubber mask! Revealing a handsome young man. “I, dear Professor, am Inspector H. Airey of the FBI Special Wig Division. You are under arrest!”

    “Curses!” the Professor growled, “Foiled again.”

     

    Terms 3 and 4

    Maths:

    In preparation for SATs children will be organised into small, focussed groups providing the opportunity to work on areas that may require support.  These groups will be limited in size to allow the children to strengthen their number skills.

    The Y6 maths curriculum focuses on skills and reasoning.

    Our work over the year will cover the different skills set out in the curriculum and then an increasing focus will be placed on reasoning activities where the skills learned can be applied in a range of problem solving activities.

    ·Term 1 areas of study will continue alongside the following additional areas.       

    Coordinates/Mapping

    Recognising grid reference. Plotting coordinates using x/y axis and quadrants.

    Data Handling/Statistics

    Representing and interpreting data from various graphs/charts. Independently collating data from surveys.

    English:

    Reading

    In preparation for SATs children will be organised into small, focussed groups providing the opportunity to work on areas that may require support.  These groups will be limited in size to allow the children to strengthen their comprehension skills.

    We are very keen to encourage a reading culture within Y6. There are many quality books within the year group and library books may also be read as the daily reading book. In their last year at school, we like to develop a more independent approach to reading where the children are expected to record their reading and share experiences with one another. We also encourage children to read from a wider range of genres.

    We do expect children to read on a daily basis and read at a level which challenges them and ensures that they progress. Our expectations are that they keep a record of their progress in their diaries. Children at this age are generally confident in the decoding aspect of reading so our focus is on comprehension, particularly deduction and inference which are both higher order skills. When you hear children read, could you please promote these skills by asking children open-ended questions such as ‘What do you think…? Describe a character… Tell me why… What caused…?  Why did the character do that?’

    In school we will be teaching the children a range of comprehension skills and to apply their reading skills across other areas of the curriculum in order to research and understand information provided in a variety of formats.

    Writing

    There is no writing test for SATs (unlike Maths, reading and grammar), instead writing is moderated. This means that all writing is important as we have to submit any exercise book which demonstrates the children’s writing ability.

    In English, we teach the range of features and techniques required (including grammar) and provide opportunities in other curriculum areas to practise and consolidate these skills.

    This term’s focus will primarily be creative, descriptive writing with an eventual move into factual writing.

    Grammar will include: 

    • sentence construction (subordinate/main/embedded/relative clauses)
    • word classes (including nouns, verbs, adjectives, adverbs, prepositions)
    • punctuation (including inverted commas, semi colons, colons, brackets)

    Spelling

    Spellings will be sent home on a weekly basis and will need to be learned. These will include words from the Y6 spelling list (National Curriculum), spelling rules which have been covered in class and words from children’s individual word banks.

    Topics

     Term 3: World War One

    • causes and effects
    • chronological events
    • Europe during World War One
    • Trench warfare
    • Life in Britain

    Term 4:  Evolution

    • Evolution theories
    • Charles Darwin
    • Eras/periods
    • Dinosaurs

    Science

    A range of investigation skills will be addressed through the following areas:

    • Electricity/Magnetism
    • Light/Sound

    As ever, the Year 6 team would like to extend their thanks to parents and guardians for their continued support with daily reading, multiplication practice and homework.

    Terms 1 and 2

    Maths:

    The Y6 maths curriculum focuses on skills and reasoning.

    Our work over the year will cover the different skills set out in the curriculum and then an increasing focus will be placed on reasoning activities where the skills learned can be applied in a range of problem solving activities.

    ·        Place value

    Larger numbers, decimals, negative numbers, rounding, estimating

    ·        Calculations

    Consolidation and practice of the 4 rules including larger numbers and decimals and 1 and 2-step calculations

    ·        Fractions/decimals/percentages/ratio/proportion

    Equivalence, comparing and ordering, problem solving, addition and subtraction, finding amounts of fractions and percentages and expressing amounts as a percentage, ratio and proportion

    ·        2D Shape and Geometry

    Naming shapes, recognition of properties of shapes, recognition/measurement of angles, construction of shapes using protractors and compasses

    English:

    Reading

    We are very keen to encourage a reading culture within Y6. There are many quality books within the year group and library books may also be read as the daily reading book. In their last year at school, we like to develop a more independent approach to reading where the children are expected to record their reading and share experiences with one another. We also encourage children to read from a wider range of genres.

    We do expect children to read on a daily basis and read at a level which challenges them and ensures that they progress. Our expectations are that they keep a record of their progress in their diaries. Children at this age are generally confident in the decoding aspect of reading so our focus is on comprehension, particularly deduction and inference which are both higher order skills. When you hear children read, could you please promote these skills by asking children open-ended questions such as ‘What do you think…? Describe a character… Tell me why… What caused…?  Why did the character do that?’

    In school we will be teaching the children a range of comprehension skills and to apply their reading skills across other areas of the curriculum in order to research and understand information provided in a variety of formats.

    Writing

    There is no writing test for SATs (unlike Maths, reading and grammar), instead writing is moderated. This means that all writing is important as we have to submit any exercise book which demonstrates the children’s writing ability.

    In English, we teach the range of features and techniques required (including grammar) and provide opportunities in other curriculum areas to practise and consolidate these skills.

    This term’s focus will primarily be creative, descriptive writing with an eventual move into factual writing.

    Grammar will include: 

    • sentence construction (subordinate/main/embedded/relative clauses)
    • word classes (including nouns, verbs, adjectives, adverbs, prepositions)
    • punctuation (including inverted commas, semi colons, colons, brackets)

    Spelling

    Spellings will be sent home on a weekly basis and will need to be learned. These will include words from the Y6 spelling list (National Curriculum), spelling rules which have been covered in class and words from children’s individual word banks.

    Topics

     Term 1: Shakespeare and Macbeth

    • exploring themes, characters and language in literacy
    • learning about the life of Shakespeare in history
    • location of Scotland in relation to Europe

    Term 2: World War One

    • causes and effects
    • chronological events
    • Europe during World War One
    • Trench warfare
    • Life in Britain

    Science

    A range of investigation skills will be addressed through the following areas:

    • Materials and their properties
    • Reversible and irreversible states
    • Electricity