15/01/2019 at 18:05
We have started a new science topic about evolution and inheritance. We completed a pre-topic ‘assessment’ based on what the children knew/thought they knew about the associated vocabulary. We will return to this at the end of the topic.
Last week we focused on the scientific aspect of inheritance and how offspring inherit certain characteristics from their parents.
This week we have been looking at the scientific aspect of adaptation (and how inheritance and adaptation cause variation). The children matched up some living things with their habitats and then had to find one or two of its adaptive traits. I attach the sheets so parents can have a go themselves! Which ones were obvious and which ones have surprised you?
11/01/2019 at 15:37
Learning Log: children have been asked to create a timeline of someone they know well – a friend or a relative. The timeline should focus on a particular theme. For example, a timeline on Usain Bolt would focus on his running career. This homework is due on Wednesday 23rd January and will be used to help plan a piece of writing. An example can be found later on in this blog.
Spelling: school are trialling the spelling website Spelling Shed. This can be accessed at spellingshed.com and children can use their Mathletics usernames and passwords to help login. Children have practised using the site in school briefly but are encouraged to practise further at home. I can check whether children have accessed the practice mode by monitoring how many points a child accrues whilst on the site. There will be an assessment on the Years 5 and 6 spelling list words next week.
Maths: children have re-capped multiplying and dividing by multiples of 10 this week. Homework allows children to practise this further. This is due on Friday 18th January.
In maths this week, children have been looking at decimal numbers. Children who are able to identify the 7 in the number 6.987 as 7 thousandths are deemed to be meeting the standard; children who can identify the 8 as equalling 8 hundredths or 80 thousandths can be said to be exceeding the standard. Children then began to multiply decimal numbers by 10, 100 and 1,000. Children understand that the digits move along the place value chart depending on which number they are multiplying by.
Children, at the end of the week, have multiplied integers (whole numbers) by decimal numbers, using their knowledge of place value to help them. 4 x 1.5, for example, would equal 6; 15 x 6.1 would equal 91.5. Children are expected to be able to multiply numbers with two decimal places by two-digit integers.
In literacy, children have begun work on biographies. The children began the week by identifying key features of a biography using a text on William Shakespeare:
Children identified quickly that the sub-headings used were far from engaging – a question would be much better! Children then went on to look at a timeline of Charles Dickens and saw how it could be helpful in writing a biography.
In History, children have begun learning about the Industrial Revolution. They began with a chronology lesson: children were asked to sort the following images in time-order. Which image shows the oldest village? Why do you think this?
In music, children begun learning their song of the half-term – A New Year Carol by Benjamin Britten. In PSHE, children did some work around e-safety and social media. In PE, children enjoyed the first week of their modules: tchoukball, tag rugby or climbing at the depot.
10/01/2019 at 14:39
What a wonderful day at Yeadon Tarn 6S have had! Children have enjoyed their time on the water learning some of the sailing skills that Michael may well have used on his sailing journey around the world with his family.
As well as sailing, children have taken part in a survival drama activity, imagining how the young boy would have reacted after being washed up on a Pacific island in the Coral Sea, creating freeze frames to show what Michael may have done first. The children thought about some basic needs of survival: shelter, warmth, food, water and social interaction.
Children also developed their vocabulary knowledge using nouns, adjectives, verbs and adverbs to describe different parts of the environment: sea, ocean, the wind and the sun. After this, children, having looked at some examples, created shape poems using some of the words and phrases that they had thought of earlier.
A wonderful day 6S! Thank you very much to all the staff and the parent volunteers who made this trip possible.
10/01/2019 at 14:26
’twas the week before Christmas; you wouldn’t have thought that if you’d had been in 6S this week!
This week, Year 6 have completed a range of assessments in maths, reading, spelling and grammar. The assessments will help inform in-school teacher assessments. In January, children will complete their next set of practice SATs papers. Results from these practices will be shared at the earlier-than-usual parents evening in the next half-term.
Year 6 sang very well in Key Stage 2’s Christmas Production – Oliver. We shall be looking at Charles Dickens’ novel after Christmas when we begin our studies into the Industrial Revolution and Victorian England.
Thank you for all your support this term. Enjoy a very relaxing Christmas and a Happy New Year.
17/12/2018 at 15:43
On Friday morning, 8 children represented the school at an Aquathon event at Armley Leisure Centre. The participation event involved a 50m swim for all children and an approximately 100 metre run. Children were split into two teams of 4 and then did the events as a relay. All the children enjoyed the aquathon experience and some have said they want to go on and try a triathlon as well!
Thank you to Mrs Elam and Mrs Young for taking the children to the event.
14/12/2018 at 15:31
What a fantastic week of writing in Year 6: I have been impressed with the children’s use of vocabulary and punctuation to create pieces of writing that have depicted different scenes from the story so far.
By the end of Year 6, children working at the expected standard should be able to use colons, semi-colons and dashes correctly in their writing; those children aiming for greater depth should be able to use this level of punctuation with particular skill and to enhance meaning. Below are examples of this punctuation that have been used over the past few days in 6S writing.
Some examples of using a colon:
He sighed: Captain Nicholls wanted to give him the money but couldn’t.
He was in a dishevelled state: light-brown, curly hair flying; cheeks red and hot; blue eyes filled with tears, and his pale shirt dirty and crumpled.
Topthorn was eager to get going: he was loudly braying and scratching the ground with intent before rearing up.
Some examples of using a semi-colon:
Joey’s eyes were scared and frightened; what was going on?
We decided to enter; as soon as we did, the door slammed shut.
“If he’s going, I am going; I will never leave his side.”
Some examples of using a dash:
The glossy, ebony mane upon his sleek neck that billowed in the enraged wind covered Joey’s tear-filled eyes – he was distraught.
Topthorn was so excited – he wanted to go everywhere.
The old man didn’t say anything as he knew Albert was sad – he shouldn’t have sold Joey
I am extremely pleased that lots of children are already using such punctuation in their writing – well done 6S!
Rehearsals for the KS2 Christmas Production have continued with earnest this week; all parents who are coming to see the show (Tuesday 9:30am / Wednesday 2:00pm) are in for a treat! PE lessons this week saw the children either attend Gym Magic or the Climbing Depot or take part in an OAA session on the school grounds. Children completing the latter activity were extremely motivated by the use of electric scanners which are on loan to school. They allowed children to track how quickly they were completing routes and served to encourage children to put in lots of effort. All children’s heart beats were raised and I am looking forward to introducing the equipment to all Year 6 children over the course of the year.