Year 6

'Our aim is to prepare children for the future and for lifelong learning in a diverse and everchanging world with opportunities as well as challenges.'

Mathematics

At Hatchell Wood, we use the National Curriculum and the accredited White Rose Maths to structure the long term and medium term overview of our mathematics teaching.

The vast majority of children are taught in their own year groups, in mixed abilities. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Where appropriate, some children have a personalised curriculum. All children are given an equal opportunity to achieve to their highest potential.

As well as discrete maths lessons, children also consolidate their understanding during topic lessons and through daily Maths Meetings which include key mathematical facts.

English

At Hatchell Wood, we believe that every pupil has the right to be able to read, write and communicate with others effectively. English is the main medium through which the rest of the curriculum is learned and taught and a major way in which children interpret the world around them, develop knowledge and understanding and communicate with other people. The teaching of English, in all of its forms, has a high profile within the school.

Writing 

In the teaching of writing we use the 'Write Stuff' approach by Jane Considine. 

Grammar and Punctuation

At Hatchell Wood, we use the National Curriculum to structure the long term and medium term overview of our spelling and grammar teaching.

Spelling

Children will use a sounds and syllables approach to spelling. Jason Wade’s Sounds & Syllables teaching sequence teaches children how to spell by building upon what children already know and understand from phonics teaching, the crucial relationship between sounds and spellings. At the heart of Sounds & Syllables is a simple five step sequence: ‘say it’, ‘snip it’, ‘segment it’, ‘target it’ and ‘link it’. This approach is tailored for teaching children from year 2 - 6 after they have acquired a secure phonics knowledge. The teaching sequence for teaching spelling can be found here. 

Guided Reading

As pupils secure their early reading skills they are transferred onto our reciprocal reading approach. Pupils will study an age appropriate challenging text on a half termly basis that is delivered as part of a weekly lesson whereby pupils are encouraged to practise the vital skills needed to perform well as an independent reader. A consistent pedagogical approach towards the teaching of reading is delivered, which consists daily of some form of reading (either independent reading – using a dialogic approach, teacher reading, pre-reading, reading for fluency or accuracy or pace), text annotation, vocabulary work focusing on morphology and etymology, making precise predictions and summarising, as well as how to accurately answer comprehension questions linked to reading VIPERs (vocabulary, inference, prediction, explain, retrieve) and content domains, also a small group guided reading session using the reciprocal reading approach:

· Predict What are we going to read about in the next section?

· Clarify Which words or phrases do we need to find the meaning of?

· Question Can we ask questions to help us learn more about the text?

· Summarise What are the main ideas from this section?

At Hatchell Wood we use reading VIPERS to help pupils understand how to approach answering reading questions.

VIPERS is an acronym which stands for Vocabulary, Infer, Predict, Explain, Retrieve and Sequence (Key Stage One) or Summarise (Key Stage Two).

The following pages explain how this concept works and gives you ideas for how each type of question might look for pupils.

KS2 Reading Vipers - supporting children with comprehension skills. Click here to download the guide.

Text Study

Every half-term the children will engage in a whole class shared text that may have a theme linked to their current topic project. Year 6 children will also enjoy daily ‘story time', as well as this being a vital element of creating a positive, pleasurable experience, we also aim to:

• Provide opportunities to encounter new words and enriching vocabulary – they experience words that would almost never come up in conversation.
• Help students appreciate the beauty and rhythm of language
• Provide opportunities for children to enjoy and understand texts beyond their own reading ability.
• Enhance imagination and observation skills
• Improve critical and creative thinking skills
• Expands a student’s general knowledge and understanding of the world
• Developed empathy as they make connections with the experiences of the characters in the text and with each other
• Provide opportunities to experience fluent, expressive reading as it is modelled
• Enables them to make meaning from more complex texts
• Encourage a desire to read independently

CLASS TEXT
Autumn 1	Autumn 2	Spring 1         Spring 2	Summer 1	Summer 2
Holes by Louis Sachar		Polar Bear Explorers’ Club by Alex Bell	Letters from the lighthouse by Emma Carroll

A range of texts are covered over the year to encompass different genres. Examples covered in year 6 include poetry such as In Flanders Fields, a variety of non-fiction texts linked to the topics, Shackleton's Journey, Ice Trap, extracts from Pig Heart Boy and others.

Topic

At Hatchell Wood we use the Cornerstones approach to deliver exciting and engaging project based learning.

These are the projects that we cover in Year 6: 

	AUTUMN 1	AUTUMN 2	SPRING 1	SPRING 2	SUMMER 1	SUMMER 2
TOPIC	American Civil Rights		Frozen Kingdom		A Child's War
	Click on the images below for the key knowledge and vocabulary the children will learn in each of the topics.
	History focus on the American Civil Rights and campaigns for change		Geography focus on the Arctic and Antarctic		History focus on World War Two
SCIENCE	Light	Electricity	Living things and their habitats	Evolution and inheritance	Animals including humans
INVESTIGATIONS	Comparative and fair testing -   Investigate the shape of shadows and link this to light travelling in straight lines.	Comparative and fair testing -   Investigate the effect of adding more components to a circuit.	Researching using secondary sources – characteristics/ differences of different animals and micro-organisms  Classifying – classifying animals/plants and using the Linnean system and branching databases.	Researching/classifying – different types of a species and their characteristics making them suitable for different habitats.	Observing over time/comparative and fair testing – pulse rates during and after exercise.  Pattern seeking – do boys have higher pulse rates? Do older people have lower pulse rates?

*Short companion project

PSHE

We use to Jigsaw PSHE scheme of work to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.

Weekly Celebrations

The weekly celebration is the same for each year group. These are designed to draw out a key theme from each week and reinforce its application; in turn, this ensures the Jigsaw learning is translated into behaviour and attitudes and is not confined to the lesson slot on the timetable.

*Our Sex and Relationship Education Progression Map can be found here and our SRE Supplementary Lessons plan can be found here.

Religious Education

We use Discovery RE scheme of work to learn about different religions and beliefs. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered.

Autumn parents overview to download:

/uploads/503/files/summer - parents overview.docx

Home Learning

School Spider is our Virtual Learning Environment (VLE) provider and can be accessed via our school website: www.hatchellwood.com
	Year 6 children will access School Spider to on a weekly basis to complete maths, literacy and topic based home learning activities.
Year 6 children have access to Times Tables Rock Stars to ensure that they can practise leaning their multiplication facts on a regular basis.	Year 6 children have access to MyMaths to complete interactive mathematics based home learning on a weekly basis.
Year 6 children are required to read at home to an adult at least 5 times per week.