Year 5/6 Class
Welcome to Year 5/6’s Class Page!
Our class teacher is Mr Khanna.
Mrs Adamson works in our class too and supports us with our learning.
Please access the home learning for this week at the bottom of the page.
Picture children growing up, finding their wings and stretching them. Our children are inspired in Y5/6 to confidently take more and more responsibility for themselves and for helping younger children. Our oldest children are the role models for the rest of the school through the way they work and play and care for each other.
Our oldest children are warmly nurtured as they look ahead to taking the step up to secondary school, given the support they need to thrive and given the skills to grow beyond that support as they start to become independent young people.
Our children are skilfully enabled to achieve their very best and to achieve well in the national tests they are challenged to do at the end of Y6; they are equipped with the skills to tackle anything that comes their way, knowing that they have successfully conquered so many things already.
Our young people learn in Y5/6 how to start to become even more their own unique selves, to learn, to share, to create, to perform, to care about each other and our world.
Year 5/6 systems
The details below show our normal routines and practices; we are always willing to discuss variations on these for individual children so that they can be successful at their own level of challenge (such as reduced spelling lists or extended time for homework), and not feeling they cannot do what everyone else is doing.
In our maths, we practice our core skills every day, aiming to reach ‘automaticity’, where we don’t even need to think about them any more to be able to use them successfully. We use pictures and manipulatives to support our learning – these are a key part of understanding the harder concepts encountered in Y5/6. We work independently but also in pairs and groups, supporting each other and building our learning through articulating and explaining our ideas. We have plenty of time to practise and plenty to challenge us – there is always something new or deeper to explore. We benefit from our teacher being a Primary Maths Specialist, trained in the newest and best ways to tackle primary maths. We benefit from having other maths teachers coming to watch our lessons during the year, as we talk to them about not only what we are learning but how we are learning it, skills that we can apply as we move up to secondary school.
We have a weekly invitation-only after-school booster group with our teacher, often getting a ‘sneak preview’ of work that will be coming up, and a second group do this most Friday afternoons, immediately after lunch. Every day immediately after lunch there is a chance for children who our teacher has observed to need extra support, plus anyone else who wants it, to have a short extra session to go over that day’s learning.
These are all important because our maths approach is that of ‘maths mastery’ – the whole class moving together through the work and an emphasis on support enabling children to keep up, rather than needing to constantly catch up. There are optional challenges, available to all, scattered throughout our learning and more substantive challenges once the day’s core learning has been completed. We constantly hear, and experience for ourselves, that every one of us can achieve in maths.
We have two pieces of homework every week, apart from the ongoing expectations to read, practice spellings and practice core maths skills for Maths Ninjas. Each is expected to take 40 minutes. We are given these on a Friday and hand them in on a Wednesday. Uncompleted work has to be done in our lunchtimes and our parents are contacted in cases of repeated lateness. We take responsibility for this ourselves, building good habits for secondary school. We are always welcomed to bring individual questions and requests for help to our teacher on Monday and Tuesday lunchtimes
It is impossible to overstate how incredibly important reading is. It builds vocabulary, embeds language and phrasing in our minds, helps our understanding of the world around us; it inspires us and moves us and helps us to grow. Plentiful and challenging reading makes an enormous difference to us in English lessons but also far beyond – even in our digital world, reading is still the key way that knowledge is passed on.
In Year 5/6, we are expected to read most days (at least four each week), for a good length of time (at least 15 minutes), and to read both independently and to adults at home, outside school. Many of us choose to read every day and that supports the excellent progress we make at school. We are expected to choose challenging and engaging books and we are supported with suggestions from our teacher when we are ready for a new challenge or to help us discover new authors. We have a very well-stocked school library full of carefully-chosen authors and a knowledgeable and very well-read school librarian who supports us as we explore its contents.
In class, we read most days with adults in small groups, we have chances for independent reading, and we engage throughout the week with exceptionally well-written texts as a class, from authors such as Piers Torday, Michelle Paver and Marcus Sedgewick. These books inspire our own writing and we learn so much from the way they are written. They even help to teach us the grammar that Y5/6 need to know, turning it from a collection of rules to the tools that writers skilfully use to make meaning.
Our spellings in Y5/6 revise the key Y3/4 words and spelling patterns as well as all of those for Y5/6 and key vocabulary arising from their other work. We send home a list of all the spellings for the term at the end of the previous term and then each week look in class at the words and pattern covered that week.
Every Friday, we have a test on that week’s 16 words, plus 4 unseen ‘bonus’ words that follow the pattern we have been learning that week. We aim to achieve 12/16 on the main test and have a retest the following week for another chance to be successful if needed; there are rewards for 14/16 and upwards and for successfully applying the rule of the week to the unseen words.
We also have a whole-school spelling scheme, ‘Spelling Buzz’, where we can move up through levelled words every few weeks. We always get an individual reminder in the week before our next test is due, so we can make an extra push to practise at home beforehand.
Every week we have a 2-minute ‘Maths Ninja’ test, as we progress upwards to applying our times table and number bond knowledge to increasingly challenging mental calculations. For example, knowing 4 x 7 = 28, we might be challenged to solve 0.4 x 0.07 or 2800 ÷ 0.7. Our teacher supports us individually when we find types of calculation that consistently puzzle us, to help us break problems down into things we do know and questions we can solve.
Outside of maths, most of our learning is taught through three big ‘topics’ each year, incorporating science, history, geography and much of our English. We have chances not only to learn and create but to shape what we are taught through bringing our own interests into our school subjects.
We run the Daily Mile at the start of every day and have taught PE lessons twice a week. Currently (in Term 3) these are on Tuesday and Friday afternoons, but vary throughout the year. In term 1 we have a series of gymnastics lessons at Gemini Gym in Nailsea; in term 6 we have a set of swimming lessons at Backwell pool. We have chances throughout the year to represent our school in competitions ranging from dodgeball to netball to cross-country running.
Home Learning for Week Beginning - Monday 13th July
Happy last week of term, everyone! Here's this week's work but make sure you also do plenty of fun things as well. Look back at the things I sent you last term and Miss Townsend's art challenges for lots of ideas - we sent so many that there are sure to be some you've not yet had a chance to do! We're also very much looking forward to seeing Y5 in school on Wednesday - exciting! Mr K