1. Welcome to Year 6! Miss Millener

2. 9.00 – 9.30
11.00 –
11.15 -
12.15
1.15
2.45
3.25
Monday
Registration
SPELLING
ENGLISH – COMPREHENSION SKILLS
Assembly
Playtime
11.15 – 12.15
MATHS
Lunch
1.15 – 2.25
OUTDOOR PE
2:25 – 3:25
COMPUTING
Tuesday
GUIDED
READING
ENGLISH
1.15 – 2.30
SCIENCE
2.30 – 3.25
R.E./PSHE
Wednesday
1.15 – 2
FRENCH
2 – 2:45
MUSIC
2:45 – 3:25
ARITHMETIC TEST
Thursday
GUIDED READING
1.15 – 3:25
TOPIC/ART (PPA)
Friday
1.15 – 1:45
TIMES TABLES
1:45 – 2:45
INDOOR PE
3 – 3:25
HOMEWORK
LETTERS
STORY

3. Maths expectations in Year 6
Place value
Rounds any whole number to a required degree of accuracy. Uses negative numbers in context and calculates intervals across zero.
Calculation
When ready, multiplies multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.
When ready, divides numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.
Solves addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Uses estimation to check answers to calculations and determines, in the context of a problem, an appropriate degree of accuracy.
Fractions
Uses written division methods in cases where the answer has up to two decimal places. Solves problems which require answers to be rounded to specified degrees of accuracy.
Recalls and uses equivalences between simple fractions, decimals and percentages, including in different context.

4. Ratio and proportion
Solves problems involving the calculation of percentages; e.g. of measures and calculations such as 15% of 360 and the use of percentages for comparison.
Solves problems involving unequal sharing and grouping using knowledge of fractions and multiples.
Algebra
Uses simple formulae.
Measurement
Uses, reads, writes and converts between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places.
Properties of shape
Compares and classifies geometric shapes based on their properties and sizes and finds unknown angles in any triangles, quadrilaterals and regular polygons.
Position and direction
Draws and translates simple shapes on the coordinate plane and reflects them in the axes. Interprets pie charts and line graphs and uses these to solve problems.
Statistics
Calculates and interprets the mean as an average.

5. Reading expectations in Year 6
Applies a growing knowledge of root words, prefixes and suffixes (morphology and etymology) – as listed in English appendix 1 of the national curriculum document – both to read aloud and to understand the meaning of new words that are met. Increases familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. Checks that the book makes sense to the reader, discussing the individual’s understanding and exploring the meaning of words in context. Summarises the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Retrieves, records and presents information from non-fiction. Participates in discussions about books that area read to the individual and those that can be read independently. Promotes reasoned justifications for their views about a book.

6. Writing expectations in Year 6
Composition Identifies the audience for, and purpose of, the writing. Selects the appropriate form and uses other similar writing as models for their own. Proof-reads for spelling and punctuation errors. Ensures the consistent and correct use of tense throughout a piece of writing. Uses further organisational and presentational devices to structure text and to guide the reader (e.g. headings, bullet points, underlining). Can describe settings, characters and atmosphere.

7. Writing expectations in Year 6
SPaG
Uses dictionaries to check the spelling and meaning of words.
Can understand and apply the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (eg, find out – discover; ask for – request; go in – enter).
Uses the passive voice to affect the presentation of information in a sentence (eg, ‘I broke the window in the greenhouse’ versus ‘The window in the greenhouse was broken (by me).’
Can use layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text.
Uses the colon to introduce a list.
Punctuates bullet points to list information.
Writing interim performance descriptors

8. What can you do to help? Homework Routines
Read frequently with your child (range of genres, both fiction and non-fiction and ask them questions about what they are reading)
Read frequently to your child
Learn spellings (spelling rules and spelling list)
Practise maths targets at home (number facts/times tables) – calculation policy
Telling the time
Accessing Bug Club and Spelling and Grammar Bug
1. Go to
2. Enter their login details and click “Log in”.
Username: first name and first letter of surname, for example, Timmyb
Password: changeme
School Code: dajm
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

9. General Information School Uniform and P.E. Kit
Please make sure your child comes to school wearing the correct school uniform. In addition, please ensure that all items of clothing are clearly marked with your child’s name. Long hair should be tied back with a plain band.
Your child’s P.E. kit should remain in school at all times in case there is a change to the timetable. Clearly label your child’s bag so that they can easily identify their own belongings!
We would like to encourage all children to bring in a named and reusable flask or bottle containing water. There is a labelled box inside the classroom where these are to be kept. Remember to take them home at least once a week to be washed.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

10. Attendance and Punctuality
It is really important that children come to school on time every day. Regular attendance at school enables children to make the best of educational opportunities available to them. It is the government expectation that children should have at least 96% attendance. For this reason, holidays in term time will not be authorised. Absence Procedures If your child is absent please contact the school by 9am on the first and subsequent days of absence and give the reason for the absence.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

11. Behaviour
At Darell we have three school rules: • We follow instructions • We keep our hands and feet and other objects to ourselves • We are kind, polite and respectful to everyone Behaviour is not an isolated action but rather a series of choices. We use the language of choice when teaching our children about behaviour. There is no bad behaviour rather poor choices are made and these need to be turned around so that the pupils make the right choice.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

12. Behaviour
Rewards for good behaviour can be given individually or collectively as a group. At Darell our Home School Agreement and our Good to be Green Booklet make it clear to parents and pupils the rewards and sanctions that occur at school. Rewards include: • Specific verbal praise • Stickers and certificates • Sharing our success as a class • Teacher to tell carer/ parent how well the child has done • Whole Class Reward • Star Assembly sharing the success • Tea with the headteacher • Certificate at the end of the half term and celebration activities for displaying Green Behaviour
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

13. Behaviour
Unacceptable behaviour includes: • deliberate rudeness or disobedience • fighting or deliberately hurting another • bullying or harassing others • interfering with or damaging any school or individuals’ property All pupils need to know and understand that there are consequences for every action. We provide pupils with the opportunity to learn right from wrong, the consequences of inappropriate actions and the understanding that they are responsible for their behaviour. Consequences are outlined on the school website in the Behaviour Policy.
These are five strategies that teachers will teach their pupils and expect them to be able to apply in independent spelling. Each strategy needs explicit demonstration.
The main three are roots, homophones syllables and phonemes.
Root – un-fortunate-ly
Mnemonics are the last resort and should be photocopied onto a different colour. There are only so many words you could remember a mnemonic for - this strategy should be saved for words that do not lend themselves to any of the other strategies.)
Handwriting is appropriate for all words - the fine motor-control movements involved in cursive handwriting reinforce the spelling patterns each time they are written.
Syllables – show the beats in words and can be judged by how many times the jaw moves. Phonemes are the smallest unit of sound in which words can be decoded.
Homophones – pear and pair or bear and bare

14. Anything else…
Natural History Museum school trip = Monday 26th November SATs week – 8th – 12th May 2017 School journey – a letter will follow shortly detailing the plans Secondary school open days – do you have a booklet? September Information Meetings for Year 6 Parents The local authority is holding an information meeting for parents during September on “Transfer to Secondary School”. The purpose is to explain the process of transfer to secondary school and to give parents an opportunity to ask questions. The meeting will take place on: Tuesday, 20th September pm York House, Twickenham