The pupils were all given the chance to vote on how they wanted their homework to look in the Summer Term of Year 6 and the clear winner was that they want to do weekly Maths and English instead of the usual half termly project. After the Easter holiday, Year 6 will therefore receive one piece of Maths, one piece of English and also their usual spellings to do each week. The homework will be given on a Tuesday and they will have a full week to complete it. It must be back in school by the following Tuesday. This will provide them with great practice for Year 7. All of the class voted to have this homework in paper format rather than via Google Classroom.
Please be aware that all children are expected to wear their PE kit to school every Thursday and Friday.
All of the spellings you are expected to know before you start at secondary school are listed below. Why not learn a few each week?
You also need to know all of your times tables. Times Tables Rock Stars is great at helping you improved your multiplication facts.
We are committed to developing your children as enthusiastic and confident readers and have always had a great system of sending and changing reading books and communicating with parents through reading records. With the current situation regarding COVID-19 we need to make some changes to avoid items travelling to and from school and potentially contaminating our bubbles.
With this in mind your child will be issued one, banded, reading book each Friday. They may keep this for the week and we would encourage you to read the book at home with them. On the following Friday, they need to return the book to school where it will be placed in a quarantine box. Your child will then be issued with a new book. They will only be issued with a new reading book when the old one is returned. We will not be sending home reading records. If you have a pressing comment or message for the class teacher, please pop it on a post-it note or piece of paper inside the book. Your child does not have to change their book. If they require more time with the text they may keep it until the following Friday.
Whilst in the past we have changed books more regularly, we are sure you will understand the challenges of quarantining and cleaning each book before it can go back into circulation. We would encourage you to supplement your child's school reading book with books from home, articles, comics, poetry etc. We will continue to read a wide range of books and other texts in school.
Many Thanks for your continued support as we navigate this challenging time.
By the end of Year 6, all children should aim to read as many of the 'Top 100 books to read in Y5 and Y6'. We have most (if not all) of these books in school, either in the library or in the Y6 book corner. Please encourage your child to read and to enjoy their chosen book!
Our topic for the Summer Term is WHERE IN THE WORLD?
The latest curriculum newsletter for Year 6 can be found here:
Design and Technology: Viking longboats
To finish off our Viking topic, Y6 have carried out a Design and Technology project on Viking longships over the last few days. The children all had a design brief to fulfill (the boat had to look like an authentic Viking longboat) with design specifications to include (it had to have shields and a sail as well as a steering paddle which could move up and down and a dragon head which could be moved from either end of the boat). Perseverance and determination were required as the making of these models was quite tricky at times but success was achieved by most of the class!
Painting our Dragon Eyes
Having allowed the clay to completely dry out, we were able to paint our dragon eyes this week. Using our original designs, we used some special pearlescent paint to create exactly the effects we had been hoping for. The finished products look amazing!
Re-telling Beowulf using drama
As we continue our work on the Vikings - and more specifically, on Beowulf in English, the class practised re-telling the famous story. Once they had rehearsed and added actions, some of the groups bravely volunteered to perform their version to the rest of the class. Oliver and Ryan were particularly entertaining and performed the whole saga memorably!
Having learned in English this week that the famous Viking, Beowulf, died in a battle with a dragon, Year 6 have designed their own dragon eyes which they then sculpted out of clay. The children were extremely creative with their designs and persevered to include even the tiniest details. We now have to wait for them to dry before we paint them.
Return to school and prepare for battle!
We were absolutely thrilled to have all of the children back at school after the latest Lockdown. They all did very well with their Home Learning but we all agreed, school is the best place to be!!
As part of our Viking topic, we spent our first few days back in the classroom designing and creating some Viking shields. We tried to make them look authentic but we also wanted them to represent a little of our own personal style!
Fox Hill Homework Projects December 2020
After the amazing Space projects from last half-term's homework task, it was hard to believe that the standard could get any higher - but the projects all about Fox Hill Primary were tremendous! Many of the children spent hours researching the school and others used their DT skills to create models. There were poems, fact files, a biography of a footballer who came to the school, pictures and 3D models - including one made from gingerbread! We also had a report about the views of teachers who work at Fox Hill, created from the results of questionnaires, and also an autobiographical account of child's life from Reception to Year 6. The variety was incredible and all (except the gingerbread school) are on now display in the Y5/6 corridor.
Christmas dinner and Christmas jumper day
In keeping with the current guidance, we were not allowed to have our usual whole-school Christmas dinner in the hall but instead we ate in our classrooms. We still made it a special dinner though, with decorated tablecloths and crackers for everyone. Thank you to the kitchen staff - dinner was delicious!
Classification Keys in Science
In Science at the moment, Year 6 are learning about the different types of living organisms on our planet - from bacteria to elephants! With so many varieties of living things, it can be difficult to classify each of them - which is why classification keys can be very useful to scientists. We created a whole-class key to classify a random selection of students and then we tried creating our own keys to classify a selection of biscuits!
Year 6 have continued their Musical learning of Gustav Holst's composition named 'The Planet Suite', this time listening to 'Uranus: The Magician'. We learned that:
The children worked in twos or threes with a variety of glockenspiels and xylophones to compose their own 6-note motifs which they then performed to the class. Despite being limited to only using 6 notes, each small group created a completely different piece of music - some used an echo effect, others varied the volume or the tempo. There are some budding musicians in the class, that's for sure!
Remembrance Day 2020
Year 6 commemorated this year's Remembrance Day by watching a special webinar all about World War 1 and how it started. We then did some work on the relevance of the poppy on Remembrance Day and finished off with some art work using wooden slices and paint. The finished products looked spectacular.
The Planet Suite
As we continue our topic of Space in Year 6, we are now using Gustav Holst's The Planet Suite in our music lessons. So far we have listened to 'Mars' and 'Venus' which allowed us to compare the very different timbre in these two compositions. We then used the instruments in school to consider timbre and to think of sound as a 'colour'. We concluded that most instruments can be played in different ways to give a different timbre and that even a drum can be played gently to give a softer sound.
Space Homework Projects from Autumn 1
After our week off for half term, Year 6 returned to school with their homework projects all about 'Space'. There was a fantastic variety in what they had produced and an amazing amount of effort that had gone into their learning at home to support their learning at school. The children spoke confidently about the work they had done and shared their findings willingly. Some even included little quizzes to make sure their audience were paying attention to their presentations!
As part of our Science learning about Evolution and Inheritance, we have learned about the important discoveries that Charles Darwin made. He discovered that birds are able to adapt to the environment they live in, depending on the type of food which is most available to them. During Darwin's voyage around the Galapagos Islands, he discovered one breed of finch (a type of bird) which had adapted over the years depending on which island it lived on. If the island only had small seeds to eat, the birds with long narrow beaks survived as they could eat what was available. Similarly, if only fruits were available on an island, the birds which survived there had shorter but wider beaks to help them eat those foods. These adaptations help an animal to survive and reproduce. Beak shape and size is an example of an adaptation. We conducted an experiment in class to see how certain adaptations can increase the bird’s chances of acquiring food. We used utensils such as pegs, tweezers, lollysticks, and spoons to represent a type of bird beak. We then used utensils to pick up food as represented by pipe cleaners (worms), pennies (bugs), sultanas (fruit), and rice (seeds). A plastic cup represented the bird’s stomach and we had a set time to see how effective each 'beak' was.
Most of us agreed that we would prefer to have a spoon-type beak to be able to scoop up food in abundance (like a pelican) - the only problem was that it was impossible to eat worms with a spoon - the tweezers were much more efficient at that!
Another Human Number Line - but this time with Negative Numbers!
Our Maths learning went outside again today when negative numbers caused much confusion. We abandoned our books and practised getting ourselves into order when we were a mixture of positive and negative numbers. There was much collaboration and co-operation as we decided who should stand where and why that was the correct location. Hopefully we all now appreciate that the further away from zero a negative number is, the smaller in value it is.
Painting the Planets
Having already chosen one of the planets each to research, this week we started creating a 3D model of the solar system. By using a variety of different sized paper lanterns, we are painting them in the appropriate colours before then displaying them in the correct order. Even though Pluto is now considered a dwarf planet, we decided to include it in our solar system - although those of us working on Pluto have much less work to do than those of us painting Saturn!
In Maths we are studying numbers up to a million, including place value, ordering, rounding etc. We checked our understanding of large numbers today in a fun way which got us out of the clasrrom for a short while! All of the children wrote their own choice of number onto their whiteboard (it had to have 6 or 7 digits) and they were tasked as a class to put themselves in order. They received absolutely no help from the adults in the class but worked collaboratively and supportively with each other. We repeated this with different numbers and also tried ordering in both ascending and descending order - the class were amazing every time and you can see below an example of one of our human number lines!
To start our learning about Space (which is our topic for this term), we looked at a montage of satellite images from NASA and considered how these images were possible. Most of the photos were from satellites and unmanned launches but some were also from manned missions. This led us to discuss how travelling into Space relies on building a rocket which can travel far and using this as our inspiration, we all created our own mini-rockets which we then launched (with the help of a straw!) Trudi's flew the furthest after a few initial difficulties and Elisha's flew the highest. A few rockets crash-landed on the shed...! Some of the improvements we thought might help our rockets were: more angular wings; more than two wings; using stronger paper; using a thinner cylinder for the body or maybe making the nose cone more pointed.