Welcome to Year 6 Thank you for taking the time to visit our classroom to find out about what we are doing this year. 1

A little bit about us… Classteacher - Overall responsibility for the class Miss Lloyd Additional Adults Mrs Haylock – Tuesday morning (RE, PSHE and PE) Additional Adults Mrs Benson Mrs Cain Ms Horton Mrs Timms 2

Whole class guided reading Timetables Monday Homework & Spellings English Assembly Break Group guided reading Lunch Maths ICT Tuesday PPA cover GPS RE PE (Games) Science Wednesday Whole class guided reading   Art/DT Thursday Topic PE Friday Music/ Spanish 3

Homework in Year 6 Daily reading – minimum of 20 minutes. If possible, try to share reading with your child several times a week to support them in understanding the text and unfamiliar vocabulary. Spellings – set on Monday for a test the following Monday. Maths and English homework – set on Wednesday and to be handed in on Monday of the following week. Homework will revisit important key skills and support class learning. Topic based homework will be introduced after half-term. Ongoing times tables, and Mathletics – a little bit now and then will help! Please remember to sign or initial your child’s homework diary each week. 4

What your child needs to have in school PE kit – brought in on Monday and taken home to be washed on Friday. The class do games on a Tuesday with Mrs Haylock so they will need trainers, and warm clothes as the weather gets colder. Diaries – homework, important dates, helpful websites etc. will be written in here. Please check your child’s diary daily. Pencil cases, bags, water bottles and snacks – please ensure your child’s back is a suitable size and not too big! 5

The new National Curriculum was introduced in 2014. Increased expectations to bring national standards in line with international standards – working towards, at or above the expected Greater emphasis on the application of knowledge and skills 6

New curriculum - what does this mean for the children? English Stronger emphasis on spelling, punctuation and grammar (SPaG) Handwriting must be joined, fluent and legible Spoken English has a greater emphasis – presenting, debating etc. Developing a love of literature and being able to talk confidently about what they’ve read – strong links to secure writing! Drafting, evaluating and editing their own work with growing independence 7

New curriculum - what does this mean for the children? Maths Developing mathematical fluency - automatic recall of multiplication and division facts - converting freely between decimals, fractions and percentages - using efficient written methods Mathematical reasoning - justifying and proving their ideas Problem solving - applying to a range of problems and persevering in seeking solutions 8

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Please put these dates in your diary Please put these dates in your diary. SATs are national tests and attendance is very important. Assessment Key Stage 2 SATs commencing week beginning Monday 14th May 2018. Science sampling from Monday 4th June 2018. Information about which test is on which date will be shared when information is published by the DfE.  

Assessment English Writing Children do not sit a formal test in May Work is collected from across the curriculum to demonstrate the children’s ability to apply knowledge and skills Portfolio of work is teacher assessed To be working ‘at’ the expected level, a child must demonstrate consistent attainment of all statements within a standard (ITAF)

Working at the expected standard Criteria creating atmosphere, and integrating dialogue to convey character and advance the action selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs sentences and paragraphs using passive and modal verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision using mostly correctly: inverted commas commas for clarity punctuation for parenthesis making some use of: semi-colons dashes colons hyphens spelling most words correctly* (year 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

Home/School Partnership A good home/school relationship is essential if we are to provide the best all around education and preparation for the future. How we can help: Making sure your child is safe, happy, cared for and learning well whilst at school Keeping communication channels open Running meetings like this Informing you of upcoming events Making you feel welcome when you visit Ensuring school rules are applied consistently . 14

Home/School Partnership A good home/school relationship is essential if we are to provide the best all around education and preparation for the future. How you can help: Ensure your child has all the equipment/uniform they need Keep communication channels open Come to meetings like this If you are able to offer some time, please do! (School trips, help in school, summer/Christmas fair – let the office know if you are able to spare time) Support fundraising efforts where possible Reinforce school rules when on school grounds Support the PTFA if you can . 15

Home/School Partnership What to do if you have a concern: First – Please make an appointment to speak to see me. I will be able to take action to address it or suggest who can help. If something happens at home that you feel we need to know about (e.g. family bereavement): Please let us know as soon as possible if you are able. This information is confidential and will only be shared on a ‘need to know basis’. . 16

Independence and Responsibility How can the children help? Demonstrate greater independence Jobs and roles of responsibility – benches, trolleys etc. To sit sensibly, have respect for others To give homework to the teacher on time To listen and be respectful with support workers in class Maintain a growth mindset – ‘I can do it!’ ‘A mistake is a learning step!’ 17

Special Educational Needs and Disabilities Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. SEND can be in the areas of: Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Sensory and/or Physical Around one in five children has SEN at some point during their school years. Some children have SEN right through their time in school.

What to do if you think your child may have SEND? Don’t worry! There is a lot we can all do to make sure they are happy and learn well at school. Speak to your child’s class teacher. They will make a note of your concerns and make sure they are passed on. Arrange an appointment to speak to the school SENCO (Mrs Humphries). You know your child best. Your opinions are invaluable in helping us to find the right support for him or her.

What will we do if we think your child may have SEND? We will talk with you about why we think your child may benefit from SEN Support. We may carry out additional assessments to help us personalise his/her learning. A shared plan will be put in place, with targets and strategies to help them (ITLP). You will be asked for your input into this. They may be offered time in one of our intervention groups. These are usually led by teaching assistants. TAs are trained and experienced in leading the interventions we offer. We may ask for additional input from external experts. You will always be asked for your permission before this happens. Intervention groups are not solely to support SEN. Your child may work with other adults to support, challenge, or extend learning.

You can find out more about the school’s approach to SEND from: The school’s website http://www.highlane.stockport.sch.uk Stockport’s Local Offer Website – a ‘one stop shop’ for all things SEND. https://stockport.fsd.org.uk Or search ‘Stockport SEND’

Thank you for listening