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Sweet Classification Tree

20/09/2017 at 13:54


This week we have started our first science topic called ‘Nature Library’ in which we will be learning about classification of living things. We started by grouping a set of pictures according to any criteria the children chose as long as they could explain. We then tried to gain an understanding of classification by classifying something we know well – confectionery!

6S worked together to create a method for classifying sweets. We started with a wide variety of sweets in the “Confectionery” category at the top of the tree. We then decided we could classify them as “Chocolate” or “Not Chocolate.”

The “Chocolate” sweet type was further classified by if it had anything as well as chocolate. The children were able to classify even further by thinking about flavours, textures and centres. Eventually, we got down to the species or specific product name.

We went through a similar process with the confectionary or “Not Chocolate” sweets.

Each child was able to choose a sweet and trace it down through the classification tree to ensure it had been classified correctly.

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6S on a Rounding Island and other stories

17/09/2017 at 11:30


Welcome to the first full week of Year 6 where all children have had a wonderful week!


SPELLING: Continue to revise words from the 3 4 Spellings ready for an assessment next week.

3 4 Spellings

READING: Thank you for all those children who have handed in last week’s reading comprehension homework; there is no reading homework this week.

MATHS: Homework will be sent out on Monday.

In maths this week, children have revised the rules of rounding and solved problems around it and a video can be found here. Children in Year 6 should be able to round any whole eight-digit number to any degree of accuracy. Children began the week reviewing rounding fluency skills by completing the following table:

Rounded to nearest 10
Rounded to nearest 100
Rounded to nearest 1000
Rounded to nearest 10,000
Rounded to nearest tenth
126, 371.23
4, 508, 143.75
9, 807, 543.28
561, 245.98
13, 412, 671.42
5, 371, 689.55
6, 781, 100.46


Children then proceeded to solve rounding problems such as:

Mr Langfield gives out the following four cards: 59.96 59.94 60.26 62.32. Four children each take a card and give a clue to what their number is: Alice says “My number is 60 when rounded to the nearest 10.” Beth says “My number has exactly 6 tens in it.” Charlie says “My number is 59.9 to the nearest tenth.” Daniel says “My number is 60 to the nearest tenth.” Can you work out which child has which card? Explain your choices.

Can you solve the problem and explain why in the comments below?

Children also looked at negative numbers. They were asked to find the difference between two negative integers as well as a negative integer and a positive integer. The school’s online assessment tool advises that for children to be achieving exceeding for the use of negative numbers in context, they should be able to work out the difference between the minimum and maximum temperature of planets and then order them in order of temperature change from smallest to largest. Can you achieve exceeding?

(NB: Temperatures found based on research.)

Planetary Body Minimum surface temp. (C) Maximum surface temp. (C) Change in temp. (C)
Mercury 465 -184
Venus 465 465
Earth -89 58
The Moon -173 127
Jupiter -128 4
Saturn -191 -130
Uranus -218 -153
Neptune -218 -200

Which planet is missing? Which one in the list is not a planet?

In literacy, children have begun to look at the different content domains in reading. Content domains are the different assessment areas in reading: retrieving information from the text; inferring information from the text; predicting what will happen next; comparing, contrasting and commenting on different parts of a text; discussing the author’s choice of words; summarising larger sections of text in one or two sentences. Children have also looked at using adverbs and adverbial phrases (words and phrases to describe a verb) to describe character. Next week, the children will write their first extended piece of writing of the year.

Please find a blog post containing some photographs of 6S’s sailing trip here.

Thank you to all the children for a wonderful week; I am looking forward to studying the book Kensuke’s Kingdom further next week as well as moving on to the four operations (addition, subtraction, multiplication and division) in maths.

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6S Go Sailing

15/09/2017 at 16:08


What a fantastic first trip of the year for 6S! The weather stayed dry and although it was cold this morning, children all had a wonderful time. By the end of the day, all children had completed three different activities: sailing with the sailing instructors learning how to sail as Michael and his family from Kensuke’s Kingdom will have done; survival drama with Mr Cooke reenacting the early parts of Chapter 4 where Michael and Stella Artois (a dog…) find shore; broadening vocabulary and poetry work with Mr Sharp exploring different abstract nouns and personifications to create poems in the shape of waves, wind and sun.

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Bird Watch

13/09/2017 at 12:30


Our Changing World is an ongoing science topic which looks at how things in our world change over the course of the year. Year 6 are looking at the Key Question: How does the number, type and behavior of the birds found around our school change during the year?

We looked at the RSPB Big Bird Watch top 15 birds, studied what they look like and thought about ones we have seen and not seen. We watched ‘An idiot’s guide to bird watching’ https://www.youtube.com/watch?v=5f_4_xN_zGs

to give us some tips on how best to spot birds then we went out into the school grounds with our clip boards and tally sheets.

Some of the children were amazingly good at it and spotted birds such as  magpies, sparrows, blackbirds, a jackdaw and some coloured birds which may have been chaffinches!

We will be sending our findings to the Big Bird Watch.

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Science in year 6

11/09/2017 at 16:29


Last week in science, the year 6 children began by looking at The Scientific Method – in order to try get us thinking like scientists! We learned the stages of the method through two wonderful raps (which have kept me awake for several nights going round in my head!) Hear are the links so you can sing along with your child!





What is the Scientific Method?

In kid’s terms, the scientific method is a way for scientists to study and learn things. It doesn’t matter what the scientist is trying to learn, using the scientific method can help them come up with an answer.

The first thing to do with the scientific method is to come up with a question. You can’t find the answer until you know the question after all!

Next you need to observe and gather information in order to come up with a guess (called a hypothesis) or a number of guesses to the answer.

Now you run experiments to see if your guess is right. As you run experiments you can change your guess, or hypothesis, to fit your results. A key to good experiments is to only change one thing, or variable, at a time. This way you can check your results and know what you changed that changed the answer.

Finally, after running all the tests you can think of, you present your final answer.

By going through this process, scientists have a way to verify their guesses and to double check each other. Another scientist can take a look at your tests and add some more tests and continue to refine your answer to the question.

Scientific Method Steps

As described above there are steps you take when using the scientific method. Here is an example of the steps:

  1. Ask a question
  2. Gather information and observe (research)
  3. Make a hypothesis (guess the answer)
  4. Experiment and test your hypothesis
  5. Analyze your test results
  6. Present a conclusion
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First Week in 6S

08/09/2017 at 16:17


Welcome to the first weekly blog of 6S!

I hope the children have enjoyed their first week in their new class as much as I have. The children have been enthusiastic, conscientious and a pleasure to teach and I’m sure this will continue.

In maths, the children have begun the year by reviewing their knowledge of place value (millions, hundreds of thousands, tens of thousands etc). We started the week by reading and writing seven and eight digit numbers with children deemed to be meeting the school’s expected standard for Year 6 by being able to do the following:

6, 105, 678 = Six million, one hundred and five thousand, six hundred and seventy-eight

3, 072, 156 = Three million, seventy-two thousand, one hundred and fifty-six

Children have also ordered numbers and recognised the value of digits within numbers. For example, the digit 7 in 4, 732, 108 is worth 700,000 and the digit in the same number is worth 30, 000.

In literacy, children have learnt how to use an expanded noun phrase: can your child explain them to you? The children have also reviewed the school’s cursive handwriting script. I have been extremely impressed with the presentation of lots of children and I’m sure many more handwriting pen licences will be handed out soon.

In geography, children reviewed their map-skills and demonstrated that they were able to confidently label continents and the world’s oceans before finding a range of countries in an atlas efficiently.


Children have been sent home with the Year 3/4 spelling word list this week. It is an expectation that children will be able to spell most of the words on this list. There will be an assessment on these in week 3 of the half term.

Children have also been sent home with a reading comprehension task. This will be sent every other week and should be returned by the following Friday. Children have been taught to make a point and use direct quotes from the text as evidence to back up their answer (or the Point and Evidence method).

Thank you for a fantastic first week back; I look forward to seeing all the children again on Monday morning.

Mr Sharp

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