Year 6 Parents Evening September 2014 At St. Thomas’ we are learning to follow Jesus, showing respect and consideration for ourselves and others. We all.

Year 6 Parents Evening Year 6 Parents Evening September 2014September 2014

At St. Thomas’ we are learning to follow Jesus, showing respect and consideration for ourselves

and others.

We all have the opportunity to learn and work to the best of our ability in a safe and loving

environment.

English:English: We will be further developing an understanding We will be further developing an understanding

of a variety of genre including:of a variety of genre including: Recount writingRecount writing non-chronological textsnon-chronological texts persuasive writingpersuasive writing Journalistic writingJournalistic writing Narrative writingNarrative writing Short storyShort story Where possible we will be creating cross Where possible we will be creating cross

curricular links, particularly with Science and curricular links, particularly with Science and Geography.Geography.

Maths:

We will be developing understanding in several areas including:Rounding numbersOrdering and finding fractions, equivalent fractions.Multiplying and dividing by 10,100 and 1000.Problem solving strategiesEstimating/measuring anglesUnits of measurementFrequency tables and graphs.

R.E:We will be focusing on the following 3 topics based on the ‘Come and See’ scheme of work.Love: To know and understand that God’s love is unconditional. Vocation: To understand the vocation of becoming a priest.Expectation: To understand the meaning of exploration and relate it to the expectation of Mary and the prophets.

We will also have a focus on Judaism and Hinduism as part of our work on other faiths.

Foundation subjects

This year we have adopted a TOPIC BASED approach which has enabled us to make many more cross curricular links. Our topic for this term is ’ Living landscapes’ This includes:Science:Much of our science this year is revision and reinforcement of topics that have previously been covered in other year groups. This term we will be looking at: Interdependence and adaptation.Properties of materialsForcesEarth, Sun and Moon.

Geography:Mountain environments in the U.K and the world:To recognise where mountain environments are found and explore the effects of weather in these areas.

I.C.T:Multimedia presentations:To use a multimedia program and incorporate images, sound and text.To use the internet to research topics.

Some subjects have to be taught as stand Some subjects have to be taught as stand alone subjects as they cannot be linked alone subjects as they cannot be linked to the topic. This will vary from term to to the topic. This will vary from term to term. term.

P.E: Swimming: To develop skills in swimming. Gymnastics: To develop skills in working

with others to put together a sequence of movements.

Invasion games: To develop skills and tactics for attacking and defending.

D & T:Our topic is slippers/stockings:

To investigate ways of joining materials effectively.

To make a slipper/stocking for a specific purpose.

History:Our topic for the whole year is Britain since

1930: To understand more about the Pre war years and the causes of world war II.

P.S.H.E:SEAL – Beginnings- To identify rights and responsibilities in school and ways of working together in a group. Getting on and falling out- To understand how difference can affect friendships.Anti-bullying- To understand different types of bullying and develop strategies to deal with it. Within these topics we will also cover vandalism and racism and the effects they have.

Circle time- To share thoughts and feelings and support one another with a variety of issues.

Modern Foreign Languages:

French: To develop an understanding of the French language, with a focus on conversational French.

Music: To explore sound sources.

HOMEWORK IS A HOMEWORK IS A VERY IMPORTANTVERY IMPORTANT PART PART OF THE FINAL YEAR AT PRIMARY SCHOOL OF THE FINAL YEAR AT PRIMARY SCHOOL AND IS GOOD PREPARATION FOR THE AND IS GOOD PREPARATION FOR THE TRANSITION TO SECONDARY SCHOOL.TRANSITION TO SECONDARY SCHOOL.

As a general guide, homework is USUALLY set on a MONDAY and collected in on a FRIDAY. Your child has a responsibility to collect their homework when they return to school should they be absent on the day it is issued.

English Homework

Differentiated SPELLINGS are set weekly. If your child is finding learning their spellings difficult please concentrate on 5 words at a time until they are confident with them.

•Encourage your child to look up spelling words using a dictionary so they understand the words they are writing.

READING At least 15 minutes every night. Pupils should be recording in their reading records themselves, However, it is helpful if you hear your child read or discuss with them what they have read and sign the reading record.

Maths Homework

Mental tests are set weekly and it is important that the questions are read aloud to your child. Time allowed is also important- try to stick to the 5, 10, 15 seconds for the questions as this is all we allow in class and in SATS tests.

If your child is struggling with mental maths, please allow them to complete the test INDEPENDENTLY first then go through it with them and encourage them to write any corrections in a different coloured pencil.

Speed and accuracy in multiplication facts is an essential part of mathematics- please encourage your child to practise these regularly.

HOMEWORK IS BASED ON AREAS THAT WE HAVE COVERED IN CLASS ON THE PREVIOUS WEEK.

We expect the same quality of work as we would in the classroom and would ask that you take some time to look through your child’s homework and, if you feel they have done their best, sign the homework book to acknowledge this.

SAT’s INTERACTIVE

Used at home and in school

Link Via website- class pages –

yr 6.http://www.stthomasofcanterbury.thurrock.sch.uk/

BOOT CAMP

Revision activities- English, Maths and Science.

Typical SPaG questions

Circle all the adverbs in the sentence below.

Open the drawers carefully and quietly when using the filing

cabinet.

•Complete the sentence below with a contraction that makes sense.

•If you give me the recipe _______ buy the ingredients on the way

home.

•Underline the subordinate clause in each sentence below.

•Before he could go swimming, Ali packed his towel.

•The twins asked Dad to turn up the heating as it was cold.

•After drinking his water, Mark washed up his glass.

In preparation for the transition to secondary school we are encouraging pupils to be more independent in both thought and action.

This includes:

•Being organised and coming to school with the correct equipment ( reading books, study guides, PE kit, homework etc)

•Being responsible for their own belongings.

•Following class rules which were created by the children themselves at the beginning of the academic year.

•Encouraging pupils to speak to us directly with any minor issues they may have ie, a lost homework sheet.

School begins at 8.55 am and any pupils coming in after this time are marked as late in the register. Any pupils coming into school after 9.10 are marked late after registration closes by the school office.

IT IS VITAL THAT YOUR CHILD IS ON TIME AS LESSONS BEGIN AT 9.00am.

Please note that pupils are encouraged to come into school from 8.40 onwards but they WILL NOT be not supervised before then.

At St. Thomas’ we are learning to follow Jesus, showing respect and consideration for ourselves and others.We all have the opportunity to learn and work to the best of our ability in a safe and loving environment.

Our behaviour management begins with the children creating their own classroom rules- this gives them ownership. When rules are broken by a child, they are encouraged to identify which rule(s) they have broken and to think about what they need to do next.

Standards of behaviourOur school rules provide clear guidelines of which all children, parents and staff in the school are aware. They are designed to uphold the aims already set out, thereby ensuring a high standard of behaviour at St Thomas’. Unacceptable behaviour is dealt with in a variety of ways dependent upon the nature, severity and frequency of that misbehaviour

Courtesy and respect is to be shown to all members of the school community at all times.

For example: Please/thank you Excuse me please

Good morning Opening doorsGood afternoon Hands up rather than

shout out

Moving quietly around the school to allow others to work in peace.

Bringing necessary equipment to lessons.Arriving on time for school.Not interfering with the property of others.

All adults including mid-day assistants, teacher assistants, office staff, parents and students who are acting in a supervisory role are to be treated with respect and obedience.

The use of appropriate language in the school environment is expected at all times.

Bullying, stone throwing and insolence are regarded as serious offences. Fighting is not allowed under any circumstances.

As the school has a uniform, children are expected to wear it. This includes no current fashions in footwear or the wearing of jewellery. Extremes of hairstyle are not permitted –this includes any coloured or highlighted hair.

Sanctions issued for inappropriate behaviour depend on the behaviour but may be one of the following:

• For unruly behaviour in any area of the school or preventing other children from working in class, children will stay in for breaktime.

•Uncompleted class or home work may be required to be finished in a breaktime, in some cases work may be sent home to be completed.

•Children may be requested to do a piece of written work pertaining to their bad behaviour or write a letter of apology. Both of these are to be signed by a parent.

•Children who misbehave on the playground will be given a cooling off period and then asked to observe children behaving appropriately.

•Children must replace or pay for articles which are lost or damaged on purpose.

•Fighting is never allowed.

•Major incidents e.g. fighting or insolence could result in parents being asked to come to school.

Guidelines on structure for behaviour management.

The CLASS TEACHER is responsible in the first instance for dealing with inappropriate behaviour. If a child persistently behaves inappropriately then parents will be notified and asked to come in and discuss this with the class teacher.

If a child has three warnings from their class teacher, parents have been met and behaviour fails to improve then the child will be sent to the member of staff responsible for that year group. An appropriate sanction will be issued.

The child will then move back to step 1.

If a year group leader needs to see a child a second time, parents will be called in to meet with the class teacher and year group leader.

If a year group leader needs to speak to a child for the third time then the deputy head teacher will become involved.

By this stage the behaviour is becoming very serious and external agencies may need to be involved. However, it is anticipated that most children will not reach this stage.

•Verbal praise, individually or in front of class – acknowledging behaviour

•Written comments in exercise books, smiley faces, stickers etc

•Being sent to the Headteacher with examples of good work.

•Verbal praise at assembly for effort, team spirit and good behaviour.

•House points at KS2 for good or improved work and good behaviour.

•Merit certificates for good work or behaviour.

•Letters home to parents when, after consultation, a child’s behaviour has improved consistently over a period of time.

•Work shown to class, to another teacher or to whole school at assembly.

•Trophies at end of school career for various activities e.g. football and netball.

•Weekly ‘Golden time’

•Golden tickets- for consistently good behaviour.

•WOW certificates for ‘writer of the week’.

•Maths certificates for x tables and specific areas within Mathematics.

SCHOOL UNIFORMSWe have a strict uniform code at St Thomas’. The children are to wear shoes rather than trainers to and from school. Earrings (including studs) are not permitted, extremes of fashion in terms of shoes and hair are not acceptable.

Please ensure that all your child’s clothing is marked with his/her name. We are not responsible for items of clothing which go missing.

BOYS GIRLSWhite shirt White blouseTie TieGrey V-necked pullover with motif Grey cardigan with motifGrey trousers Grey pinafore/ skirtGrey socks White socks/ plain grey tightsBlack shoes Black shoes

St Thomas’ blazer (optional)Navy coats for both boys and girls

WINTER UNIFORM

BOYS GIRLSWhite Polo shirt with motif Pink gingham dressGrey shorts Black or white shoes or sandals Black shoes or sandals Hair accessories should be

simple in style and should be in school uniform colours.

PERed shortsBlue t-shirt with motifPlimsolls NOT TRAINERS PLEASE. Optional blue school tracksuit- for outdoor activities during Winter months pupils without a school tracksuit may bring in an old dark coloured tracksuit for PE.

SUMMER UNIFORM

VALUABLES

Children should not bring valuables into school. We cannot take responsibility for their safe

keeping; this includes mobile phones, electronic equipment, jewellery, watches etc. If a

child is bringing money into school for trips etc this should be handed in during the morning

registration period.PLEASE ENSURE MONEY IS GIVEN TO THE CLASS TEACHER AND NOT THE SCHOOL

OFFICE.

Aims

•To support children of varying levels

• To give guidance and assistance to children who need an extra boost to reach a higher level

•To fill in any gaps children have in their learning

•To provide additional help to children through targeted programs

SPRINGBOARD 5 and 6- Springboard Maths is aimed at pupils who, with intensive targeted support can achieve Level 4 in KS2 tests.

Reading comprehension/guided reading- To support pupils who find understanding a text and making deductions difficult.

Read write Inc- for pupils who have some difficulties in spelling, reading and writing. This is likely to be a short, intensive programme to boost learning.

"WHAT IS EMOTIONAL LITERACY?"Emotional Literacy is the term used to describe the ability to understand and

express feelings.

Emotional Literacy involves having self-awareness and recognition of our own feelings and knowing how to manage them, such as the ability to stay calm when angered or to reassure oneself

when in doubt. It includes empathy, i.e. having sensitivity to the feelings of other

people.

Key skills

Personal Social

Self awareness EmpathySelf regulation Social

SkillsMotivation

The skills we need to be able to do these things are learned and can be

directly taught.

In our school, Emotional literacy is at the heart of our teaching. As children

progress through the school, and certainly before they leave us for

secondary school, we aim to provide them with the life skills they need.

Identifying a child’s individual needs and providing intervention where necessary enables us to do that.

To enable us to identify those pupils who would benefit from support in emotional literacy we ask that you

complete the parental checklist provided for you this evening and

return it to your child’s class teacher as soon as possible. It is essential that

you answer each question as honestly as you can.

In school, we will ask the children to complete a checklist and the class

teacher will also complete a checklist.

All of this information will be taken and assessed in complete confidence.

Where it is evident that a child would benefit from support in addressing any of the key areas, intervention will be

built into the curriculum and additional support can be provided both

individually and in small groups.

The intention is not to compare children with each other but to pinpoint which areas of emotional literacy individuals

may benefit from support in.

By supporting children with emotional literacy needs, we aim to provide a

supportive and enthusiastic learning community where everyone is valued

and children have the confidence, resilience and independence to enjoy

challenge, explore creativity and engage in deep learning experiences.

We want the children to respect each other and be proud of their

achievements.

The emotional literacy intervention can help us to do that.

On the 1st September 2014 the New Special Educational Needs and Disability Code of Practice for 0 to 25 years came into operation.

Changes to the operation of the SEN framework are being implemented within school.

We are an inclusive school and our catholicity is based on Gospel values making us distinctive in nature which is reflected in our

distinctive practice.

Through reasonable adjustments children will have access to the same educational opportunities as other children served by our

school.

School Action and School Action Plus will be replaced by SEN support: a graduated approach to identifying and meeting SEN,

with schools involving parents in identifying needs, deciding outcomes, planning provision and seeking expertise when

required.

Statements will be phased out from September 2014 and will be replaced by Education, Health and Care (EHC)

assessments and plans. Thurrock are doing this over a 3 year period so a dual system will be in operation until all are changed. Children with statements in Year 6 will have it changed to an EHC in the academic year 2016 to 2017. Years 2 and 3 will change this

academic year

Academies will be covered by the same statutory requirements as maintained schools.

Parents will be informed by their class teacher if their child requires additional support in any area/s and will be asked to sign acknowledging this. Parents will also be informed of the expected targeted outcome of the support, duration and when completed its

impact.

You will receive target sheets for your child in reading, writing and Maths. The levels shown on these sheets are teacher assessments that were given at the end of year 5.

As a guide a year 6 child currently working at level 3A/4C are in line with government expectations and likely to achieve level 4 in KS2 SATS tests.

Year grp Well above age related expectations

Above age related expectations

In line with age related expectations

Below age related expectations

Year 3 3A and above

3B 2A / 3C 2B and below

Year 4 4C and above

3A 3B/3C L2 and below

Year 5 4A and above

4B 3A / 4C 3B and below

Year 6 5B / 5A 5C / 4A 4B / 4C 3A and below

These levels are a guide only and are the expectations for the END of an academic year.

We will still be participating in the Key stage 2 SATS tests which take place in the week beginning 12th May 2014

As part of the preparation we also complete 2 sets of Mock sats tests using past papers. Our first tests will be at the end of October and we will do a second set around Feb/March.

We are required to administer the following level 3-5 tests:

•English reading

•English Grammar, punctuation and spelling (new in 2013)

•Mathematics- This year both papers are NON CALCULATOR

A new statutory test of English grammar, punctuation and spelling was introduced for children at the end of Key Stage 2 in May 2013. This implemented an important recommendation of Lord Bew’s independent review that writing composition should be subject to teacher assessment only, with the more 'technical' aspects of English - such as punctuation and spelling - assessed via an externally marked test.

The introduction of this new test reflects the Government’s beliefs that children should have mastered these important aspects of English by the time they leave primary school, and that appropriate recognition should be given to good use of English throughout their schooling.

Both the level 3-5 test and level 6 tests will assess children’s abilities in the following technical aspects of English:grammar;punctuation;spelling;vocabulary; and handwriting (subject to final decisions following the results of the technical pre-test).

LEVEL 6Headteachers should consider a child’s expected attainment before entering them for the level 6 tests as they should already be demonstrating attainment above level 5. The child must achieve a level 5 in the level 3-5 test and pass the corresponding level 6 test in the same year to be awarded an overall level 6 result.

If the child does not pass the level 6 test they will be awarded the level achieved in the level 3-5 test.

* If a school is administering both the level 3-5 and level 6 test in a subject the level 3-5 test must be administered first. STA recommends administering level 3-5 in the morning, and level 6 in the afternoon.

At St Thomas’ we also test pupils in Science using past test papers.

We have ordered study guides for English, Maths and Science which will be available for you to purchase for your child. They are an alternative to the guides we have had in the past although if you have these from older brothers or sisters, these will still be useful for revision.

We encourage all pupils to do the very best that they can and will do our very best to support them in doing this.

However, pupils should try to do some revision at home without putting themselves under unnecessary pressure. The study guides are an excellent resource for this and it is important that they are used both at home and at school.

Pupils are informed of their levels following mock sats and results of the government tests are reported in the end of year school report.

There are more ways than ever for your child to make connections online. Here are just a few examples…….

More and more apps are being developed to facilitate online conversations…… Do you know what your child is

using?

We are aware that many pupils at St Thomas’ have access to Facebook or MSN.

Facebook does have a no under 13 registration policy and we have been advised that we should contact facebook with any information of a child under 13 years of age.

At St Thomas’ we have adopted a policy of no access to facebook on school premises. Staff who are also on facebook have been advised not to accept friend requests from pupils past and present.

www.childnet.comwww.kidsmart.org.ukwww.digizen.orgwww.ceop.gov.uk

Further Resources for information on how to keep your child safe in the digital world:

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http://www.stthomasofcanterbury.thurrock.sch.uk/

Thank you for coming this evening, we hope that the information we have given you has been both helpful and informative.