09/02/2018 at 15:34
Another week done and another half term down; where is this year going?
Children to practise words from the Year 5 and 6 Spelling List. This list is in the children’s planners and children have indicated in some way the words that they still need to spell. To be working at the expected standard in writing in Year 6, children should be able to spell most of these words; we have decided that around 75% of the words equates as most. There will be a Year 6 Spelling Bee in March based on these words.
Children have also been sent home with maths and English revision and workbooks. Children will need to bring all 4 books with them to school every day as they may be required for lessons in school. Children are reminded that they do not write in the red maths or purple English revision book. They should do their work in the white workbooks.
Poetry Slam: THURSDAY FEBRUARY 22nd – PLEASE TAKE NOTE OF THE NEW DATE. Children should have a poem at home to practise and learn off by heart.
Maths homework: read pages 2 and 3 from the red revision book; complete pages 6 and 7 from the workbook.
English homework: read page 2 from the purple revision book; complete page 7 from the workbook.
Children should mark their own work with an adult wherever possible. Answers can be found at the back of the workbooks.
In maths this week, children have worked on algebra. This has involved satisfying equations:
2a + b = 12. a = ?? b = ??
Children have also identified patterns in sequences and worked out an algebraic expression to find the nth term. They were asked to solve the following problem:
A sequence starts with 5, 8, 11. What is happening in the sequence? What number would be next? What would be 100th in the sequence?
Children worked to find the expression n = 3n + 2 (3 x 1 + 2 = 5, 3 x 2 + 2 = 8, 3 x 3 +2 = 11) and then discovered the 100th term would be 302.
In literacy this week, children have completed their biographies and 500 word stories. Children have been working against their writing targets as well as against the expectations for the end of Year 6 which can be found here.
Please have a restful week off. We hope you enjoy a well deserved holiday!
07/02/2018 at 14:48
After learning about Charles Darwin last week, we went on to look at the evidence for evolution by studying fossils. The children had four activities to complete:
Activity 1 – Fossilisation process cards
Put the statements in the correct order for the fossilisation process and match them with the correct pictures.
Activity 2 – Fossil evidence for evolution
Look very carefully at the fossil pictures and the living relative of the turbot. When looking careful, we noticed that the living relative has a much rounder body, some extra bones and the tail and fins are smaller.
Activity 3– Real fossils pack
The children were archaeologists. They searched through the sand to find fossils then had to name them, sketch them and find out some facts. One thing we found out was that Crinoids are ancient marine animals that appeared 300 million years before dinosaurs!
Activity 4 – reading
There were three different books to read, some of which were story books and one which was a fact book. We found out lots of interesting things including that the word fossil comes from the Latin word fossilis, which means ‘dug up’.
02/02/2018 at 13:15
Follow the link to find out more about the Victorians:
31/01/2018 at 12:43
Following on from our philosophers’ theories of evolution two weeks ago, today we concentrated on the man himself, Charles Darwin. We watched some short videos about his adventures on the HMS Beagle to the Galapagos Islands, what he did and found there and the conclusions he came to.
His theory of Natural Selection as the process behind evolution is testable and observable FACT.
Darwin found about fifteen different species of finches on the Galapagos Islands. He noticed they were all similar but their beaks were all different shapes. He realised that the different beaks matched the different food available on each island. The finches which ate insects had skinny pointed beaks so they could pick them up better. Those that ate hard fruits had beaks that were sharp so they could get through the skin.
Darwin realised there was only one way this could have happened – their beaks must have adapted to their environment over time. This led him to another idea – the survival of the fittest. Darwin suggested that those plants and animals best suited to their environment are more likely to survive and pass on their characteristics to their offspring.
31/01/2018 at 09:38
On Friday 23rd February, Year 6 will be holding a poetry slam event in the hall where they will be performing well known poems for one another.
Part of the Year Six English curriculum is to learn by heart a variety of poems. Over the next few weeks, we would like all children in Year Six to choose and memorise a poem from this list of poems. In each class, only two children will be permitted to choose each poem so we have a lot of variety.
You need to think about your volume, speed, expression and actions to help you perform your poem. Make us smile, make us laugh – be entertaining!
23/01/2018 at 12:19
Click on this link to find the BBC Primary History website all about Isambard Kingdom Brunel.
Working in small groups, make brief notes on a certain aspect of Isambard Kingdom Brunel:
- Thames tunnel
- Family Life