Old Palace Primary School Year 6 Information meeting Miss Millward - - PowerPoint PPT Presentation

Old Palace Primary School

Year 6 Information meeting Miss Millward Deputy Head

Welcome

This meeting is just to inform you of what your child will be doing in Year 6 and more importantly how you can best prepare and support your child this academic year. You will be issued a newsletter which covers in detail the information provided in this session.

Homework - Expectations

Homework is a tool for children to consolidate their learning. It is very important that you set a routine for your child and support them as much as you can. Class teacher’s will be keeping a record of which children have completed their homework and those who have not (unless they were absent) will be

• sanctioned. Parents will be notified if this becomes a persistent problem.

Your child may also be given ‘finishing off’ homework if they have not produced the required amount during the school day. Time is given go through it during class as a group activity. Unless there are any major misconceptions, parents will not be given feedback.

Homework

In year 6 homework will be given to the children every Thursday and should be returned on Wednesday. If you have any queries please see the class teacher. Reading - please ensure that your child reads for 30 minutes every day. Your child will be given a key text to read and will be given activities and a number of chapters to read to support their understanding of the text. Please ensure that they take care of the books they are given and bring them in daily. Maths & English activity (Worksheet based) - each week your child will receive an activity to complete please ensure your child spends at least 20 minutes a day on either. Topic (research activity)– your child should do 30 minutes of topic homework per week. Spellings and times tables – They will be tested weekly. Please ensure your child learns these at home. In addition your child also has a rock stars account which is a digital programme the children can use which aims to provide a fun and competitive way to practise their knowledge of timetables.

Homework

How to help with reading:

• Check they are reading their home reading book, also check that they have taken books
• ut of the school junior library to read.
• If they are reading a fiction text (story) ask them to retell it to you focusing on the main

parts of the story and provide a commentary on what they thought of of book.

• If they have read part of the book, ask them to use their inference skills to deduce what

might happen next and why.

• Get your child into the habit of looking up words in a dictionary that are unfamiliar with

and to find out the meaning of them.

• After your child has read part of their book, discuss with them how they feel, e.g. if they

thought they were going to read something funny, has it made them laugh? What did the writer do to make your child feel this way?

• When they are reading non-fiction texts (information books) talk about who you think it

has been written for (audience), why it has been written (purpose) and how it has been

• rganised so that the reader can read it easily (organisation).

Homework

How to help with English:

• Get your child into the habit of saying their sentences orally before

writing them down.

• Once they have written a sentence, get them to check over it to make

sure it is grammatically correct.

• See if they can up level their sentences by using more adventurous

vocabulary, use a thesaurus to help you.

• Check the correct punctuation is used e.g. the use of speech marks

for dialogue, the use of commas to break up long sentences.

• Ensure your child is using a range of connectives to join their

sentences together e.g. However, furthermore, meanwhile

Homework

How to help your child in Maths:

• The maths homework will be a consolidation of what they learnt in the

previous week.

• Check your child is confident in place value of numbers up to 100,000. E.g.

knowing what the digit ‘6’ in 378,605.

• Make sure your child is practising their times table and division facts so

they are able to calculate quickly and effectively.

• Ask your child to check over their work by using the checking strategies

they have been taught in class e.g. using the inverse operation.

• Use everyday experiences to provide an opportunity for your child to

practice using their mathematical knowledge e.g. reading a measuring scale when cooking, calculating the change when shopping, looking at a bus timetable and calculating how long the next bus will take.

Weekly tests

In year 6 the children will have weekly tests. They will be tested on:

• Spelling
• Mental maths
• Arithmetic

Please ensure your child learns these at home.

Vocabulary

Research projects

Alongside the weekly homework, children have a research learning project to do every half term. Projects involve the children spending time researching using the internet and books (which they can borrow from the junior library) about a topic we are looking at in class. This half-term’s topic is “Invaders and Settlers after 1930”. Please ensure they spend enough time to complete their research and take an interest as these projects are intended to direct their own learning.

Newspaper article

• This half-term’s topic is ‘Invaders and Settlers since 1930’.
• The children will be looking at key events during WW2 and they will explore

the impact of this on the lives of ordinary people. They will be expected to present their findings orally in class. They will also present visually through a newspaper article, depicting a key event from WW2

• Key Learning
• Newspaper report writing links to their prior learning in year 5.
• To deepen their learning by researching an area linked to their current topic
• To decide on precise, relevant information.
• To use report style vocabulary.
• To structure the report using the key features.

SATs - Tests

These are formal tests which all children in Year 6 must complete usually around the month

• f May.

The children will sit the following exams: English Reading Paper (1 hour) Grammar, Punctuation and Vocabulary (45 minutes) Spelling Test (15 minutes) Maths – Paper 1: Arithmetic (30 minutes) Maths – Paper 2 & 3 Mathematical reasoning (80 minutes total – 40 minutes for each) The children’s writing and science will be teacher assessed. Using the link below, you can download information on the structure of the tests and what they will test https://www.gov.uk/government/collections/national-curriculum- assessments-test-frameworks

Week beginning Monday 11th May

Reading paper is out of 50. 28 out of 50 for expected. 41 out of 50 for Above SPAG is out of 70 36 or more to get expected 55 or more to get Above Math Paper is out of 110 58 or more for expected 95 or more to get Above Arithmetic 40 marks Reasoning papers x 2 35 marks

Supporting material

Suggested websites to help support your child.

• https://www.cgpbooks.co.uk/
• www.nrich.maths.org
• http://uk.ixl.com/math/year-6
• http://www.primaryhomeworkhelp.co.uk/Britain.html
• http://www.bbc.co.uk/schools/ks2bitesize/english/

Days of P.E.

Year 6 will have PE every Friday afternoon and Fitness session every Monday. Please make sure that your child brings the PE kits to school for these days. They will also have a ‘daily mile run’ in order to provide

• pportunities for the children to exercise (2 times a week)

A PE kit should consist of plimsolls or trainers, shorts and T-

• shirts. Jogging bottoms or leggings can be worn for outdoor

PE.

Trips

The children will be going to the Imperial War Museum (Friday 13th September), Meet an Evacuee.

• This is a unique chance for students to meet veterans and eyewitnesses

from the Second World War to today, hearing their personal stories, asking questions and connecting through conversations.

• ‘We Were There’ encourages active exploration of the causes and

consequences of war, and helps students understand the impact of war and conflict on people’s lives, and the variety of these experiences. Through personal stories, question-based learning and conversation students have a chance to get to know the people who were there, living through conflict.

Help us to help the children understand that their actions have both positive and negative consequences. Any concerns must go through the class teacher or support

• staff. If incidences need to be investigated further or is of a

serious nature, then AHT will be involved. We take bullying very seriously and therefore bullying claims are recorded.

Behaviour

Serious behaviours

• Repeated moderate level behaviours.
• Vandalism (breaking school or others

property deliberately)

• Leaving or entering the

playground/classroom without permission.

• Threatening or throwing chairs.
• Violent behaviour: vicious kicking,

hitting, biting, spitting, throwing or kicking an object at anyone.

• Entering the building without

permission.

• Swearing or being aggressive towards
• ther children and adults.
• Dangerous refusal to follow

instructions that may put them or

• thers at risk.
• Stealing.
• Bullying at school or online.
• Discrimination.

Exceptional behaviours

• Shown to be an independent

learner

• Showing resilience and

perseverance

• Working well collaboratively in

a group

• Showing curiosity and creative

thinking

• Being an active listener and

contributing relevant ideas

• Helping someone in need

without prompting

• Exceptional manners
• Remained fully engaged with

their learning.

Online Safety

The Internet can be wonderful for kids. They can use it to research school reports, communicate, and play interactive games. But online access also comes with risks, like inappropriate content, cyberbullying, and online predators. Using apps and websites where kids interact, predators may pose as a child or teen looking to make a new friend. They might ask the child to exchange personal information, such as address and phone number

What do children and young people do

• nline?
• Children and young people go online to connect with friends, and make new ones, to

browse the internet for information, chat with others and play games. They may:

• search for content on search engines like Google
• create, share, comment on or 'like' images or videos through apps such as Musical.ly,

Instagram and Snapchat

• keep up-to-date with friends and celebrities on social networking websites such

as Facebook and Twitter and Instagram

• live-stream videos through sites such as Facebook Live and Instagram Live
• communicate with others using voice and video chat, or instant messenger. This can take

place on social networks, through messaging apps like Whatsapp and in some types of games

• play games through websites, apps or game consoles. They may also watch others

playing games or stream their own game-play through sites such as Twitch and YouTube

Social Media

Online Gaming

What Can You Do?

• There are risks, but by understanding and talking about the dangers

you can help keep your child safe online.

Personal Information

• Talk to your child about what 'personal information' is - such as email address, full

name, phone number, address and school name - and why it's important.

• Explain simple ways to protect privacy. For example, avoiding usernames like

birthdates or locations that give away too much information.

• Discuss images and photos, and what might be appropriate. Help your child

understand how photographs can give people a sense of your personality, and that sharing the wrong kind of image can give the wrong impression.

• Explain that it isn't easy to identify someone online. People aren't always who

they say they are, so don't share personal information. If it's someone who genuinely knows your child, they shouldn't need to ask for personal information

• nline.
• Tell your child that if they're in any doubt they should talk to you first.

Explore

Talk about what might be OK for children of different ages. Ask your child what sites or apps they like. Write a list, and look at them together. Be positive about what you see, but also be open about concerns you have: "I think this site's really good" or "I'm a little worried about things I've seen here". Talk to your child about what you think is appropriate – but also involve them in the

• conversation. Ask what they think is OK for children of different ages – they'll feel involved in

the decision-making. Be aware that your child might talk about friends who use apps or visit sites that you've decided aren't suitable. Be ready to discuss your reasons, but recognise that they may not agree with you. Listen carefully for the reasons why. Go through a final list of sites you both agree are OK, and work out when you'll next discuss it.

Agree

What are parental controls? Parental controls are software and tools which you can install on phones or tablets, games consoles or laptops – and even your home broadband. You can also use them to help you block or filter the content your child sees when searching

• nline. And family-friendly public WiFi can help when you’re out and about.

Parental controls are also available to help you to:

• plan what time of day your child can go online and how long for
• stop them from downloading apps they're too young for
• manage the content different members of the family can see.

So whatever your child is doing online, there’s a way that you can help keep them safe.

Manage

Useful Information

• https://www.net-aware.org.uk/

Tells you about any apps, games and social networks. https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online- safety/talking-your-child-staying-safe-online/ https://www.thinkuknow.co.uk/8_10/ Look out for top tips in the monthly newsletter! Below is a link to report directly if something has happened online which has made your child feel unsafe, scared or worried.

• https://www.ceop.police.uk/safety-centre/

• In every Monday and Thursday 9am until 4pm
• Available to help set up parental controls, discuss any apps/ devices

your child is using.

• Book an appointment with Forida and Shelly.

Abdullahi Makokha IT Support Engineer

Early Help lp Hub Tower Hamlets

The Early Help Hub works with families or young people who would like some extra support to deal with a difficult situation. Getting help early can stop things from getting worse and becoming harder to manage. For example:

• Family breakdown
• Housing problems
• Emotional health and well-being
• Money troubles
• Children’s and young people’s behaviour
• Parenting
• Drug or alcohol addiction

Early Help at Old Palace

Mary ry-Anne

• Mary-Anne is the school social worker who works with the Early Help

Hub team.

• This service is to provide advice or information.
• If you do require any support, Mary-Anne is available Thursdays 9am-

11am.

• You can book an appointment with Forida and Shelly.
• Information will be kept confidential.