1. Welcome
to Year 6

2. Year 6 Team Mr Briley Miss Booth Mrs Collins Ms Macleod Mrs Paddison
Pack will provide dates of key events for the year... Including trips, Christmas concerts, class assemblies and school masses and liturgies.

3. School Times Gates open/ soft start at 8.45 am
Register closes at 9.00 am
Learning finishes at 3.15 pm
Soft start is a time when children will be asked to respond to marking, lessons will start at 9.00 am and learning will finish at 3.15 pm after which children will be released for the end of the day.

4. give your child the best start to their day!
Punctuality
give your child the best start to their day!

5. Attendance Good attendance is important to ensure good progress
Attendance below 90% is now categorised as persistent absenteeism
Term time leave will only be authorised in exceptional circumstances
HT to authorise term time leave , holidays cannot be authorised, in case of illness

6. Uniform · Bottle green sweatshirt with school logo
· White or green polo shirt
· Pinafore dress, grey skirt or trousers
· Black or dark sensible shoes
· Plain white/grey/black socks tights
· Plain black/white or green hijab
PE Kit—Plain, St Mark’s green or white t-shirt, plain dark coloured or white shorts, plain tracksuit, black plimsolls
No jewellery unless for religious reasons
Please ensure your child is wearing the correct uniform, school shoes
Uniform at St Mark’s
In preparation for the new academic year in September please can I remind parents and carers of the school uniform expectations. 

7. Topics in Year 6 Autumn – WW2 / Alive! Spring - Victorians / SATs prep
Summer – Light it up / fabulous fossils
Overview of topics and learning - examples of activities that might be completed -

8. P.E. and Music Wednesday afternoon
Swimming – days for PE – PE kit. Music tuition opportunities

9. Imperial War Museum, Theatre Company, Mosque, PGL
Trips and Visits:
Imperial War Museum, Theatre Company, Mosque, PGL
Where to, packed lunch including free school meals, parents helping, payment

10. How well is my child doing?
Parent consultations
Informal meetings with parents
Report to parents
Appointments can be made at any point with the teacher and/or a member of the senior leadership team

11. Assessment
We will be assessing children against end of year objectives set out in the National Curriculum
During the year we will be assessing whether your child is on track to meet those objectives
At the end of the year children will be assessed using the following:
Working below the expected standard for the year group (10% to 49% of the curriculum) The pupils uses the criteria rarely
Working towards the expected standard for the year group (from 50% to 79% of the curriculum) The Pupil uses the criteria sometimes.
Working at the expected standard for the year group (between 80% to 100% of the curriculum) The pupil uses the criteria often.
Working at greater depth within the expected standard for the year group. The children are able to independently apply their knowledge and understanding across other areas of the curriculum.
The on track judgement will be made by assessing the number of objectives already met and the way in which a child has embedded those objectives and uses them independently. The end of year judgement will be judged by the % of objectives met

12. Home Learning What? When? Y6
English: daily reading – to be recorded in reading records. Spelling words to learn.
Weekly grammar or reading comprehension activity.
Maths: weekly times tables practice and a task relating to the topic currently being studied. This may be on a worksheet or on mymaths website.
Topic: An open ended topic-related task once each half term.
When, what expectations of child and teacher including reading spellings will be part of homework with an activity to support learning of spellings but there will be no test as with tables

13. English Teaching Year 6 Reading Guided Reading
Each class has a daily session.
Will read with the teacher or other adult at least once a week.
Other activities include pre-reading and comprehension questions.

14. Reading at Home What we ask of you: 20 mins daily reading.
Reading diary in school everyday.
Ask your child about what they’ve read.
Initial or comment the diary each day.
Talk about and enjoy books at home and read aloud to your child – whatever age they are!

16. Writing Power of Reading
Quality texts which stimulate writing in a range of genres

17. Writing Lessons involve:
Discussion and drama
Deconstruction of examples
Teacher modelling – shared writing
Clear success criteria
Opportunities to improve and edit writing
Guided writing groups
Feedback and support from the teacher

18. Handwriting All children are encouraged to write in the cursive style.
It facilitates flowing handwriting.
It aids punctuation by joining all letters except capitals.
It aids spelling by developing a motor memory of joins.
This is the letter formation of our chosen handwriting style:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z

19. Spelling in Year 6 What is taught:
Revision of all Year 3/4 and 5/6 words
A range of spelling patterns – taught across the year
How spelling is taught:
Use of No Nonsense spelling
Patterns taught weekly and embedded during writing lessons
Common exception words practised during writing lessons
5 spellings linked to explicit teaching sent for homework
Spelling linked to handwriting
Weekly dictation

20. Spelling in Year 6

21. Grammar in Year 6 Word Sentence Text Punctuation For pupils
Terminology
For pupils
The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little]. The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little].
Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points

22. How grammar is taught: Explicit teaching of new concepts
Use of No Nonsense Grammar
Finding examples in texts
Teacher modelling during shared writing
Embedded during independent writing

23. As part of Ealing’s new PSHE scheme we will teaching the PANTS rule which is a campaign for protecting children by the NSPCC.

24. Contact us:
Contact us via the school office and mark the for our attention

25. Any questions?