Welcome to Year 6
Monday 29th June 7pm
What we aim to cover this session:
The Team
Expectations
Learning Progression
New Curriculum
Home Learning & Parental Involvement
Key Events
SATs
The Team
Kate McDonald – 6M (current 5J)
Sian Ward – 6W (current 5L)
Zoe Conlan and Eileen Church
Support Staff – in class
- 1:1
- interventions
Specialist Teaching
P.E.
Dance
Games
Gymnastics
Acquiring &
Developing skills
e.g. Can they move
with control and
care? Can they
repeat actions and
skills?
Evaluating &
Improving
e.g. Can they talk
about what they
have done? Can
they describe what
other people did?
Health & Fitness
Music
e.g. Can they
describe how their
body feels before,
during and after an
activity?
Expectations
Set the standard for the school
• Punctuality and attendance
• Behaviour
What can you do to help?
• Uniform
Encourage independence
Ensure punctuality and high attendance
• Responsibility
Talk about their learning and support homework tasks
Reinforce school rules regarding behaviour, uniform etc
• Respect
Talk to us
• Independence
• Challenge
Messages from Year 6
You’re going to
enjoy Year 6 –
look forward to
boosting your
learning
potential!
Be prepared to work
hard, but you will enjoy
it at the same time.
Don’t worry about SATs
because they aren’t that
bad, and just have fun.
Year 6 is the best year at Nelson
you will ever have. The work
isn’t as hard as you would
expect, and the SATs are just like
the normal tests in test week.
Plus, you get a lot of school trips
and all of them are awesome,
especially Activities Week!
Expectations are pretty high –
being a good role model, having all
equipment needed, showing
respect to everybody. But I was
wrong for being so worried
because everything was just fine.
Trust me, Year 6 is not
as hard as you probably
think it is. After a week
or two you will feel
really comfortable in
Year 6.
Learning Progression from Year 5
Reading
Year 5
Year 6
Comprehension
and Understanding
Summarises main points of an argument or
discussion within their reading & makes up own
mind about issue/s.
Can compare between two texts.
Appreciates that people use bias in persuasive
writing.
Appreciates how two people may have a different
view on
the same event.
Identify and discuss the conventions of different text types
Make comparisons within and across books
Draw inferences such as inferring characters' feelings, thoughts and motives
from their actions and develop explanations
Predict what might happen from details stated and implied from across a text
Identify and comment on the writer's choice of language
Prediction,
Inference and
Deduction
Draw inferences and justify with evidence from the
text.
Identify and discuss themes in a range of writing and across longer texts
Make comparisons within and across books
Draw inferences such as inferring characters' feelings, thoughts and motives
from their actions and develop explanations
Intonation and
Expression
Varies voice for direct or indirect speech.
Prepare poems and plays to read aloud and to perform, showing
understanding through intonation, tone, volume and action
Grammatical
Features
Recognise:
- clauses within sentences
Use meaning making strategies to explore the meaning of unfamiliar words
and figurative and idiomatic language in context
Show awareness of the writer’s craft by commenting on use of language,
grammatical features and structure of texts
Research
Uses more than one source when carrying out
research. Creates set of notes to summarise what
has been read.
Compare different versions of texts and explain the differences and similarities
Make connections between other similar texts, prior knowledge and
experience and explain the links
Express a personal point of view about a text, giving reasons linked to evidence
from texts
Learning Progression from Year 5
Writing
Year 5
Year 6
Sentence & text
structure
Add phrases to make sentences more precise & detailed.
Use range of sentence openers – judging the impact or effect needed.
Begin to adapt sentence structure to text type.
Use pronouns to avoid repetition.
Recognise the difference between vocabulary and structures that are
appropriate for formal and informal speech and writing, including
subjunctive
Use the subjunctive where appropriate in formal writing and speech
Punctuation
Brackets. Dashes. Commas.
Commas to clarify meaning or avoid ambiguity.
Link clauses in sentences using a range of subordinating & coordinating
conjunctions.
Use verb phrases to create subtle differences (e.g. she began to run).
Suggest changes to vocabulary, grammar and punctuation to enhance
the effects and clarify meaning
Paragraphing
Consistently organize into paragraphs.
Link ideas across paragraphs using adverbials of time (e.g.
later), place (e.g. nearby) and number (e.g. secondly).
Use a wide range of devices to build cohesion within and across
paragraphs
Handwriting
Legible and fluent style.
Write legibly with increasing speed
Choose which shape of a letter to use when given choices and
deciding, as part of their personal style, whether or not to join specific
letters
Composition &
Effect
Plan their writing by: identifying the audience for and purpose of the
writing, selecting the appropriate form and using other similar writing as
models for their own, noting and developing initial ideas, drawing on
reading and research where necessary. In writing narratives, consider how
authors have developed characters and settings in what they have read,
listened to or seen performed. Draft and write by:
selecting appropriate grammar and vocabulary, understanding how such
choices can change and enhance meaning, In narratives, describe settings,
characters and atmosphere and integrating dialogue to convey
character and advance the action.
Identify the audience for and purpose of the writing
Select the appropriate form and register for the audience and purpose
of the writing
Understand the appropriate grammar and vocabulary choices can
change and enhance meaning to impact on the reader
In narratives, integrate description of settings, characters and
atmosphere and dialogue to convey character and advance the action
Learning Progression from Year 5
Maths
Counting &
Ordering
Year 5
Count forwards & backward with positive & negative numbers through zero.
Count forwards/backwards in steps of powers of 10 for any given number up
to 1000000.
Compare & order numbers with 3 decimal places. Read Roman numerals to
1000.
Year 6
Enumerate all possibilities of combinations of two variables
Use negative numbers in context and calculate intervals across zero
find pairs of numbers that satisfy number sentences involving two unknowns
Numbers & more/less
Tables & Multiples
Identify all multiples & factors, including finding all factor pairs.
Use known tables to derive other number facts.
Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the
formal written method of long multiplication
Bonds & Facts
Recall prime numbers up to 19.
Identify common factors, common multiples and prime numbers
Place Value and
Rounding
Recognise PV of any number up to 1000000.
Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 or
100000.
Round decimals with 2dp to nearest whole number & 1dp.
Read write, order and compare numbers up to 10,000,000 and determine the value of
each digit
Solve problems which require answers to be rounded to specified degrees of accuracy
Calculations
Add & subtract:
o Numbers with more than 4-digits using efficient written method (column).
o Numbers with up to 2dp.
Multiply: 4-digits by 1-digit/ 2-digit
Divide: 4-digits by 1-digit
Multiply & divide: Whole numbers & decimals by 10, 100 & 1000
Divide numbers up to 4 digits by a two-digit whole number using the formal written
method of long division and interpret remainder as whole number remainders,
fractions or by rounding, as appropriate for the context
Perform mental calculations, including with mixed operations and large numbers
Use their knowledge of the order of operations to carry out calculation involving the
four operations
Multiply one digit-numbers with up to two decimal places by whole numbers
Fractions &
Percentages
Count up/down in thousandths.
Recognise mixed numbers & fractions & convert from one to another.
Multiply proper fractions by whole numbers.
Use common factors to simplify fractions; use common multiples to express fractions
in the same denomination
Compare and order fractions, including fractions >1
Time
Solve time problems using timetables and converting between different units
of time
Nelson Learning Challenge Curriculum (NLC)
Allows teams to plan for the context of Nelson and for Nelson children
BIG QUESTION
Pre-learning
Small Question
Small Question
Small Question
Small Question
Small Question
Small Question
Get the pitch
right
Clear learning
outcomes
With defined
knowledge and
skills
Outdoor
learning
opportunities
Application of
basic skills
Reflection
Review &
Celebrate
Oracy
MindUp and
Values
A Year 6 example:
Were the Vikings always
vicious and victorious?
Pre-learning
Get the pitch
right
Who were the Anglo-Saxons and did they like the Vikings?
Which region of Britain would you have come under during the
Heptarchy?
Why did the Vikings come to Britain and how did they make the
journey?
What did the Brits learn from the Vikings?
What was life like for a 11 year old (boy/ girl) Viking?
How did the Vikings live when they came to Britain?
How can you create a Viking long boat from a range of materials?
Reflection
Review &
Celebrate
History
Chronological understanding
-Can they say where a period of
history fits on a timeline?
•Can they place a specific event on a
timeline by decade?
•Can they place features of historical
events and people from past societies
and periods in a chronological
framework?
Knowledge and interpretation
-Can they summarise the main events from a
specific period in history, explaining the order in
which key events happened?
•Can they summarise what Britain may have learnt
from other countries and civilizations through time
gone by and more recently?
•Can they describe features of historical events and
people from past societies and periods they have
studied?
•Can they recognise and describe differences and
similarities/ changes and continuity between
different periods of history?
Historical enquiry
Can they look at two different versions and say how the author may be attempting to persuade or give
a specific viewpoint?
•Can they identify and explain their understanding of propaganda?
•Can they describe a key event from Britain’s past using a range of evidence from different sources?
Challenging
-Do they appreciate that some ancient
civilizations showed greater advancements
than people who lived centuries after them?
-Can they suggest relationships between
causes in history?
•Can they trace the main events that define
Britain’s journey from a mono to a multicultural society?
•Can they suggest why there may be
different interpretations of events?
•Can they suggest why certain events,
people and changes might be seen as more
significant than others?
•Can they pose and answer their own
historical questions?
Design Technology
Developing, planning and
communicating ideas
-Can they use a range of
information to inform their design?
•Can they use market research to
inform plans?
•Can they work within constraints?
•Can they follow and refine their
plan if necessary?
•Can they justify their plan to
someone else?
•Do they consider culture and
society in their designs?
Working with tools, equipment,
materials and
components to make quality
products
Can they use tools and materials
precisely?
•Do they change the way they are
working if needed?
Evaluating processes and products
-How well do they test and evaluate their final
product?
•Is it fit for purpose?
•What would improve it?
•Would different resources have improved their
product?
•Would they need more or different information to
make it even better?
What might a day look like?
Registration
– 8.45
prompt;
reading
or task
Maths
(sets)
English
Break
Nelson
Learning
Challenge
Curriculum
Lunch
Guided
Reading
Nelson Learning
Challenge
Singing
Assembly
HISTORY
PSHE/
MIND UP
DESIGN &
TECHNOLOGY
RE
ART
GEOGRAPHY
MUSIC
PE
http://www.learningchallengec
urriculum.com/new/reflections/
y3-4-reflections
MFL
COMPUTING
Nelson Learning Challenge Curriculum (NLC)
Allows teams to plan for the context of Nelson and for Nelson children
BIG QUESTION
Pre-learning
Get the pitch
right
Home
learning
Small Question
Small Question
Small Question
Small Question
Small Question
Small Question
Trips/Workshops/Visitors
Shared experiences
Reflection
Review &
Celebrate
Photos of learning
Home Learning
*Homework will be given out on a Wednesday for completion by the following
Monday
*Homework Club will be run on Thursdays and Fridays at lunchtime by Mrs
McDonald and Miss Jones– a chance to ask questions or complete tasks with or
without support.
*Encourage children to pace themselves with their homework – don’t leave it until
the last minute!
Currently
content ofare
homework
is usually:
*Highestthe
standards
expected
at all times
Maths
English – focus will vary and may be cross-curricular
Reading daily
Daily practice of times tables and other basic number facts
Parental Involvement
Learning
maps
Learning
reflections
Workshops/Drop-ins
bespoke to Year 6 as
well as broader Whole
School foci
Key events for Year 6
Junior Citizen - Monday 15th September
Cycling Proficiency - w/c 24th November
SATS week - Monday 9th May 2016
Activities Week – tbc (June 2016)
Other trips will take place and will be confirmed nearer the time
Secondary Transfer
• Please complete the form on time - details and deadlines at:
• http://www.richmond.gov.uk/secondary_school_admissions
• http://www.hounslow.gov.uk/secondary_transfers
• Do visit the schools to get a feel for them
End of Key Stage Tests
The new national curriculum will be assessed for the first time in May 2016.
A set of sample materials is now being published on www.gov.uk which give teachers an indication of how the
new curriculum will be assessed. The materials presented focus primarily on new areas of the curriculum and
how questions assessing those areas might appear.
The examples provided have not been through the rigorous development process that live tests go through.
Final question formats will be decided once data from trialling the test materials has been examined. This
means that some of the question types may not appear in the live tests. Complete sample tests will be
published in 2015 and these will reflect the findings and will be indicative of the final live tests.
These sample materials have been reviewed by teachers and their comments have been taken into account.
As the questions have not been trialled in schools, the mark schemes do not consider the full range of
acceptable responses or include example pupil responses.
They only give a basic indication of the types of response that would be credited. The questions in the English
grammar, punctuation and spelling, mathematics and science tests will appear in order of difficulty where
possible. In the reading test, the texts appear in order of difficulty. In these sample materials, however, the
texts and questions are not necessarily in order of difficulty, nor do they reflect the range or level of difficulty
that will appear in the final tests.
Reading Test
Questions written for the reading test will clearly depend on the texts that are selected. There is a focus on
comprehension in the new national curriculum and there will therefore be a higher percentage of
comprehension questions in the new assessments.
The key stage 2 test will contain three / four texts. The texts will become more difficult as you go through the
paper; they won’t be linked by a theme. The reading booklet will be separate from the answer booklet.
Vocabulary in context will be explicitly assessed. Pupils will need to identify or provide their own synonyms for
specific words within the texts. Pupils will need to demonstrate an understanding of texts by predicting what
might happen next. Prediction questions will mainly be limited to fiction, or where information, plot or
character development allows. Answers will need to be text based. Pupils will need to refer to key elements of
plot, character or information.
There will be questions where pupils need to demonstrate an understanding of the differences between fact
and opinion. These will mainly be associated with non-fiction texts. Comparison is now an explicit area of the
national curriculum. Pupils will need to compare information, characters or events within a text. Summary is
also a new expectation of the national curriculum. Summary questions will usually be closed questions. Pupils
will need to order events from fiction or non-fiction texts, or select the most appropriate summary from a
given list. Pupils’ answers to open response summary questions will need to be securely rooted in the text.
Timings for the test: The English reading paper will take an hour to administer. There will be no separate
reading time.
Mathematics Test
From 2016, questions in the mathematics national curriculum tests will be linked to specific areas of the new national
curriculum. The new tests for mathematics will have two components.
1. The first component is an arithmetic paper testing fluency through calculation.
2. The second component assesses the ability to reason and apply mathematics.
The key change for statutory assessment at both key stages 1 and 2 will be the introduction of an arithmetic paper.
• Paper 1 (30 minutes): an arithmetic paper. Questions will be context free. They will assess number, calculations and
fractions. Note that the ‘fractions’ strand in the new national curriculum covers fractions, decimals and percentages. Pupils
will be expected to use formal methods to solve specific arithmetic questions, eg long multiplication and long division.
There will be clear guidance in the test booklet and the administration guide to indicate when a formal method is
required. Two marks will be available for these questions. One mark may be awarded if an appropriate formal method is
used but the final answer is incorrect. Each question in the arithmetic paper will have a grid area to encourage appropriate
working out.
• Paper 2 and Paper 3 (each paper 40 minutes): assesses pupils’ ability to apply mathematics to problems and to reason.
There won’t be significant differences in format or difficulty between the two papers. Questions will be linked to the
specific strands and year group references described in the key stage 2 mathematics Test framework. The tests will contain
a mixture of contextualised and context-free questions, and real life and abstract problems. Pupils will not be allowed to
use calculators in any part of the mathematics test.
Science Test (Sampling Tests)
In 2014, the science tests changed to a new science sampling model; the tests are administered in a sample of schools
every two years.
The sample is composed of 1,900 schools.
Five pupils are randomly chosen from each of these schools to take part in the sample. Fifteen papers were produced
to cover the whole key stage 2 science national curriculum. Each pupil chosen takes a combination of three papers. The
time allowed for each paper is 25 minutes. The tests will continue to follow the 2014 format, however, from 2016 the
tests will assess the new curriculum as defined by the content domain outlined in the test framework. Where there are
common questions between 2014 and 2016, the questions will assess areas common to both curricula. A small number
of questions from the 2014 science sampling tests will be published in early 2015. Questions will be attributed to the
content domain described in the key stage 2 science sampling test framework. In science, a ‘question’ consists of a
context and a number of sub-questions, called ‘items’. The question and items are usually laid out over a two page
spread. By including items with varying cognitive demand within a question, according to the framework, the tests can
be constructed at appropriate levels of difficulty. Overall, the questions will ramp in difficulty throughout each paper.
‘Working scientifically’ will be assessed within the context of the topic areas of the programme of study. There will be a
slightly greater emphasis on ‘knowledge and understanding’ over ‘scientific skills and processes’ described within
‘working scientifically’ than there has been previously. The papers are designed to assess topics within either a biology,
chemistry or physics context. Pupils will take one paper in each of these core areas. An equal number of marks are
attributed to each of these core areas across the suite of 15 papers.
Reporting end of key stage results
Still being consulted
Minimum requirements for schools, known as floor standards, will continue to be set. There are to be new floor
standards that hold schools to account both on the progress their pupils make and on how well their pupils
achieve.
A progress measure is considered the fairest way to assess schools. A baseline assessment is taken in Reception so
that the progress children make between Reception and age 11 can be assessed, and this is compared to other
children with the same starting points.
To ensure that children succeed across the curriculum, it is proposed that schools will only meet the progress
standard if pupils make sufficient progress in all of reading, writing and mathematics.
The expectation is for schools to aim to have 85% of their pupils at this new higher standard for the end of key
stage 2 by 2016. Over time, more and more schools are expected to reach this standard as they rise to the
challenge of ensuring that almost all children master the basics by the end of their primary schooling.
Reporting end of key stage results
An all-through primary school will be above the floor standard if: pupils make sufficient progress at key stage 2 from their
starting point in the reception baseline; or 85% or more of pupils meet the new expected standard at the end of key stage
2 (similar to a level 4b under the current system).
Until the first cohort of children taking the reception baseline reach the end of key stage 2 in 2022, progress will continue
to be measured from assessments at the end of key stage 1 to key stage 2. The proposed progress measure will be based
on value-added in each of reading, writing and mathematics. Each pupil’s scaled scores in each area at key stage 2 will be
compared with the scores of pupils who had the same results in their assessments at key stage 1.
For a school to be above the progress floor, pupils will have to make sufficient progress in all of reading, writing and
mathematics.
For 2016, the precise extent of progress required will be set once key stage 2 tests have been sat for the first time. Once
pupils take a reception baseline, progress will continue to be measured using a similar value added methodology.
Attainment standard from 2016
The attainment standard from 2016 will be based on the proportion of pupils reaching the new expected standard in all of
reading, writing and mathematics. To reach the new expected standard, each pupil will be required to attain a scaled
score of 100 or more in the tests in each of reading and mathematics, as well as being assessed by their teacher as
reaching the new expected standard in writing.
A school will be above the attainment floor standard if 85% of pupils reach the new expected standard in each area.
When do KS2 tests happen?
• This year the test dates will be week commencing 9th may
2016
• Please avoid taking your child out of school during this time
and in the weeks leading up to the tests.
• This will be a busy week!
10 December 2015
Examples of questions
https://www.gov.uk/government/publications/2016-key-stage-2mathematics-test-sample-questions-mark-scheme-and-commentary
https://www.gov.uk/government/publications/2016-key-stage-2english-grammar-punctuation-and-spelling-test-sample-questionsmark-scheme-and-commentary
https://www.gov.uk/government/publications/2016-key-stage-2science-sampling-test-sample-questions-mark-scheme-andcommentary
Rewards and Sanctions
HMS Victory
Cutty Sark
The Golden Hinde
Santa Maria
Mary Rose
Rewards and Sanctions
Nelson University
Assemblies – star learner and values
Other Issues
•
•
•
Phones
Facebook / social media
Naming possessions