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Richmond Hill School

‘If you believe, you will achieve’

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Year 6

Welcome to Year 6 2019/2020

Welcome to year 6.

The staff working with you this year are:

Teacher-Mrs Blair

HLTA- Miss Irving

STA- Mrs Carter

 

In the autumn term we will be studying:

Literacy- creative writing focussing in the use of description, setting and personification 

cross curricular writing in geography and study. 

Geography- Local river study with trip to Branthwaite working with Westlakes water 

History-Tudors with visit to Tullie House

Science-classification with links to our geography studies

Art-natural art linked to our river topic inspired by Andy Goldsworthy and storm inspired acrylic paint pictures. Clay work making Tudor roses.

PE- football

HMPS MANCHESTER PRISON SERVICE

We were very lucky to be one of the few select schools to be chosen to have visit from Paul who worked for the home office as a prison officer at HMP Strangeways in Manchester. He is also a police dog handler. He brought his 2 dogs with him. He talked to us about emergency numbers when to use them and what the 7 emergency services are. He also talked about drugs, county lines, domestic violence, anti social behaviour, cyber bullying, inappropriate internet use, how to contact child line and he touched on what life is like in prison and how criminal activity can have a catastrophic effect on the rest of their lives.

Children’s feedback about our visit today

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Children’s feedback about our visit today  2
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Tudor Experience

As an exciting start to our history topic of the Tudors we visited Tullie House in Carlisle.

We had a session looking at Tudor artefacts and costumes and a session at the Guildhall completing a history treasure hunt.

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Wild River Experience

As part of our geography local study we have focused on rivers.  We took part in a two day wild river experience run by the West Cumbria Rivers Trust, based both in the classroom and at Lostrigg Beck.  We have researched rivers on maps, freshwater wildlife, parts of the river, how to protect our rivers, the water cycle, what is bad for our rivers, pollution and the importance of healthy rivers for ourselves, wildlife and the environment.

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Laura Samuel - 2014 Commonwealth Games Triple Jump Silver Medalist

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British track and field athlete Laura Samuel paid a visit to our school and completed a training session with each class.

 

Ms Samuel is originally from Leicester and competes in the triple jump. She was silver medallist at the 2014 Commonwealth Games and in the 2010 World Junior Championships in Athletics.

 

The children also completed sponsorship forms with the money being divided between school and the Sports for Champions Scheme UK.

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SCIENCE WEEK

During science week we looked at and recorded stats of the big numbers used in the building and running of the Eurotunnel, some of them record breaking.  We learned that it was the longest under-sea tunnel in the world at 37.9km (23.5miles) long and that 13,000 engineers, technicians and workers helped construct the tunnel.

 

We also created our own aircrafts out of paper.  After building them, the children tested them and modified their design until they were happy with their finished model.  We then tested them together to see whose models would fly the farthest out of the helicopters, aeroplanes and gliders that we made.   

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WORLD BOOK DAY

For World Book Day our children chose to come to school dressed as their favourite character from a book.  The children took part in a book quiz and had a visit from childrens' author Malcolm Judge who wrote Johnny Jakes Investigates the Hamburger of Doom and Johnny Jakes Investigates the Old School Ghoul.   He spoke about the two books he had written and answered questions from the children.

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FEEL THE FORCE

 

Year 6 enjoyed their trip to Lakes College today to watch the Feel the Force roadshow delivered by a guest speaker from the London Science Museum. The children learned about Sir Issac Newtons laws of motion and the forces, Gravity, air resistance, magnetism and friction. 

 

KENSUKE'S KINGDOM

 

Year 6 have been studying Kensuke's Kingdom by Michael Morpurgo to begin this term and are really enjoying it. The children have been really enthusiatic and are producing some lovely writing which they are very proud of. They have been focusing on decription and using imaginative language in their pieces of work. They have written a descriptive piece detailing how they felt when they fell off the Peggy Sue and became marooned. They have also written SOS messages in bottles after they arrived on the island.

 

STEM ELECTRICITY WORKSHOP

 

On Friday 18th September we spent the whole day taking part in an electricity workshop delivered by STEM. During the workshop we learnt about electricity-where it comes from, what we use it for, the dangers associated with electricity and how to make an electical circuit. 

 

UNITED UTILITIES WATER WORKSHOP

 

Today we were visited by Sam who works for United Utilities. The aim of the session was to educate the children about how they can save water everyday. The children didn't realise how much water they actually used until they added it all up. The children have made a save water promise and will try every day to use one simple trick to save water. e.g. turnming off the tap when brushing their teeth or using the small flush on the toilet. The children also learned where water comes from in the first place.

 

MULTISKILLS

 

Year 6 have started multiskills training today and this will last for a few weeks. The children really enjoyed it and worked well as individuals as well as collaborating as a team. I'm sure you will agree thier new PE kits look great!

 

CURRICULUM

 

Starting this September Year 6 embarked on the new national curriculm where the aim is for children to become masters of the curriculum. The children will be required to not simply move on if they have achieved an objective but to deepen their knowledge and understanding in that subject area. We want children to become acomplished writers, mathematicians, geographers, historians, artists, designers, linguists, readers and scientists. To do this children need to deepen their skills and understanding not simply regurgitate facts. We want them to be problem solvers and ask questions of what is happening in and around their learning.

A writer is someone who has:

• The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
• A vivid imagination which makes readers engage with and enjoy their writing.
• A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
• Well-organised and structured writing, which includes a variety of sentence structures.
• Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.
• A love of writing and an appreciation of its educational, cultural and entertainment values.

 

A mathematician is someone who:

• An understanding of the important concepts and an ability to make connections within mathematics.

• A broad range of skills in using and applying mathematics.

• Fluent knowledge and recall of number facts and the number system.

• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

• The ability to embrace the value of learning from mistakes and false starts.

• The ability to reason, generalise and make sense of solutions.

• Fluency in performing written and mental calculations and mathematical techniques.

• A wide range of mathematical vocabulary.

• A commitment to and passion for the subject. 

A reader is someone who has:

• Excellent phonic knowledge and skills.

• Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.

• Knowledge of an extensive and rich vocabulary.

• An excellent comprehension of texts.

• The motivation to read for both study and for pleasure.

• Extensive knowledge through having read a rich and varied range of texts.

A scientist is someone who has:

• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 

• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 

• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

• High levels of originality, imagination or innovation in the application of skills.

• The ability to undertake practical work in a variety of contexts, including fieldwork.

• A passion for science and its application in past, present and future technologies.

A geographer is someone who has:

• An excellent knowledge of where places are and what they are like.

• An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.

• An extensive base of geographical knowledge and vocabulary.

• Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.

• The ability to reach clear conclusions and develop a reasoned argument to explain findings.

• Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.

• Highly developed and frequently utilised fieldwork and other geographical skills and techniques.

• A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.

• The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the 

environment.

A historian is someone who has:

• An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.

• The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.

• The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a 

range of sources.

• The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry. 

• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why 

people interpret the past in different ways. 

• A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.

• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

An artist is someone who has:

• The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, 

convey insights and accentuate their individuality.

• The ability to communicate fluently in visual and tactile form.

• The ability to draw confidently and adventurously from observation, memory and imagination.

• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or 

digital media.

• An impressive knowledge and understanding of other artists, craftmakers and designers.

• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.

• Independence, initiative and originality which they can use to develop their creativity.

• The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.

• The ability to reflect on, analyse and critically evaluate their own work and that of others.

• A passion for and a commitment to the subject.

A mastery in computing is someone who has:

• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.

• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.

• An understanding of the connected nature of devices.

• The ability to communicate ideas well by using applications and devices throughout the curriculum.

• The ability to collect, organise and manipulate data effectively.

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