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THOMAS’S KENSINGTON Year 6 Curriculum Guide 2018-19

Dear Parent I am delighted to introduce the Year 6 Curriculum Guide for 2018/19 and hope that you will find it both helpful and informative. It sets out in broad terms the syllabus for the core subjects and the topics covered in other curriculum areas. This is necessarily a general guide as the syllabus is adapted to suit each particular teaching group. One of the main aims of the Year 6 curriculum is to meet the academic demands of the 11+ exams and also to prepare children for the 13+ curriculum at Battersea. The year also provides many opportunities for all the children to be involved in independent projects, trips and a major school production in their last year at Kensington. The pupils will already have completed much of the English, Maths and Science syllabuses for 11+ Common Entrance, the London Day Schools’ examinations and any pre-test requirements for 13+ exams, so the first part of the year is used for consolidation and extension. The children are in two streams for Maths and examination techniques in the core subjects are developed through regular practice and one to one discussions with the teacher. Independent work study habits are strongly encouraged. Long-term projects include team presentation skills, preparation for a debate and designing and making a shoe! These activities enable the children to work as a team and to be involved in projects from inception through to completion. Their busy year concludes with the Year 6 production. We shall meet regularly during the coming months to finalise plans for your child’s next school and will continue to work together to ensure that your child has a happy and successful end to his or her time at Kensington. Joanna Ebner Headmistress

Teaching and Learning

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Aims We intend that the children will: • Acquire knowledge, understanding and skills • Become increasingly independent learners • Develop broad interests and enthusiasms • Have the ability to achieve the best results of

which he/she is capable in competitive public exams

Class Organisation Staffing – In Year 6 subject specialists and form teachers teach Maths and English. Science, French, Latin, Computing, Physical Education, Music, Art/Design Technology and Drama are taught by subject specialists. In other academic subjects the subject strengths of form teachers and other Prep School staff are utilised. Teaching groups – From the beginning of the year the children are set into two ability streams for Maths. They are taught in form classes for the humanities and as a year group for Games. Accommodation – Year 6 pupils have the majority of their lessons in their form rooms. Other teaching rooms they will use on site are the Science lab, the ICT room, the Art Room, the Library and the Theatre and Music Rooms in St Albans Grove. Off-site facilities for sports and games include the Chiswick Games’ pitches, Imperial College Swimming Pool (galas), Barn Elms, Westway Leisure Centre and Harrow club. Teaching Methods A range of teaching styles is used, including teacher directed work, whole class work, individual and group work, oral, practical and written tasks. The learning intention of the lesson is explained to the children and time is given at the end of the lesson to consider and confirm what has been learnt. Assessment Teachers assess progress and performance continuously. Individual targets are given to help children to focus on specific areas for improvement. Standardised tests including verbal and non verbal reasoning are used and internal exams are set in Maths, English and Science at the end of the Michaelmas term. During the Summer term there are internal exams in English, Maths and Science. These are used to help set pupils going to Battersea in Year 7. There are Parents’ Evenings in the Michaelmas and Lent Terms, and reports for parents are written at the end of the Michaelmas and Summer terms. Special Educational Needs The form teacher liaises with the Special Educational Needs Co-ordinator and the Deputy Head (Academic) to cater for the needs of children with a range of special needs, and all specialist teachers are made aware of the children’s requirements. These can range from being seated near the whiteboard to having an individual provision map and lessons with a specialist teacher. The SENDCo maintains close links with parents and with agencies such as the Dyslexia Teaching Centre. Provision is made for more able pupils as well as gifted and talented children. Assessment for Learning strategies such as self-assessments and peer assessments are regularly used.

English English is taught every day for up to 70 minutes. Pupils are taught in mixed ability groups. During the first term the emphasis is on revision and consolidation of the 11+ examination requirements; we have found this to be invaluable for all our pupils regardless of whether they are sitting external

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exams or not. Candidates are required to read a substantial passage unaided and give independent written responses to questions involving a range of comprehension skills. They write unaided at reasonable length on one topic selected from a choice of genre suitable to the age range. During the second half of the year the syllabus follows the requirements of the National Curriculum and the ISEB syllabus leading to 13+. Syllabus: - Michaelmas Term

Lent Term

Reading-fiction and poetry • Classic fiction by long established authors • Classic poetry by long established authors Writing-fiction and poetry • Biographical writing • Personal response to texts • Write in voice or style of author • Descriptive writing • Writing inspired by a picture • Imaginative writing • *Writing a timed composition* Reading non-fiction • Recounts including biography, autobiography,

diaries and journals Writing non-fiction • Information texts, reports and explanations,

linked to work/research in range of subjects Key Skills • To present work appropriately and legibly with

increasing attention to organisation and layout. Eg. use of headings, paragraphs, sections , chapters etc WRITING

• Proof reading techniques • To plan writing, show how story is to be shaped • Decide time allocations for each stage of

writing and monitor time spent • Evaluate in light of final draft • Use different genres as model to write short

extracts, sequels, additional episodes, alternative endings using appropriate conventions, voices etc

• Summarise part of the given information.

READING • To supply comprehension answers involving

reasoning, personal opinion/experience, prediction, nuances and inferred meaning

• Explain why or how a writer is using language in a particular way and the figurative techniques or ‘tools’ they use to do this. PEE Chain.

• Understand / comment on the mood or theme of a passage.

• Select accurate evidence from the text to justify ideas.

Spelling/Grammar • Select or comment on the use in context of nouns,

verbs and modal verbs, adjectives, adverbs, pronouns, possessive pronouns prepositions or conjunctions

• Use the correct tense consistently. • Understand terms active and passive. • Investigate connecting words and phrases. • Form complex sentences and using adverbials. • Identify mis-spellings and form independent

spelling strategies. • Word roots, prefixes and suffixes as support for

spelling • Revision of colons, semi-colons, ellipsis, hyphens,

direct speech. • Use expanded noun phrases to convey

complicated information. Key Skills • Cross curriculum links to ensure a range of

writing styles and note-taking for a variety of purposes and audiences

• ICT links – publishing, language skills – reading and research

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Reading -fiction and poetry • Stories and novels from various genres-

mystery, science fiction, historical novels and fantasy

• War Poetry of WWI • Book Day – a selected genre explored for a day Writing-fiction and poetry • Discursive writing based on reading • Imaginative extensions • Poetry compositions • Study one genre and produce extended piece of

similar writing Reading non fiction • Identify features of balanced written arguments • Expository texts-preparation for class debate Speaking & Listening

• Debating skills Spelling/Grammar • Investigate use of active and passive verbs • Understand features of formal official language • Revise work on complex sentences • Conditionals and forming sentences to express

possibilities

Writing non fiction • Information texts, reports and explanations

linked to work/research in a range of subjects • Essay writing skills introduction: plan – structure

- argue – justify / evidence – conclude. Key Skills • To understand aspects of narrative structure • Analyse how individual paragraphs are structured

in writing • Identify key features of different types of literary

text • Identify imagery and explain relevance and

meaning • Identify mis-spellings • Independent spelling strategies Spelling/Grammar • Revision of colons, semi-colons, ellipsis, hyphens,

direct speech. • Use expanded noun phrases to convey

complicated information. • Use the perfect form of verbs to mark

relationships of time and cause.

Summer Term Reading fiction and poetry • Comparison of work by significant children’s

author (s) and poets a) by same author b) by different authors: treatment of same

theme(s) Writing fiction and poetry • Describe and evaluate style of individual

writer/poet • Annotate passages in detail in response to

specific questions • Write brief synopsis of a text Reading non fiction • Non-chronological reports and explanations

linked to work from other subjects Writing non fiction • Persuasive discursive texts • Summarising arguments on specific subjects • Instructions and evaluations of work done in

other subjects • Writing and structuring an essay

Key Skills • Write book synopsis (e.g. as a ‘blurb’ for a

cover) working to a predetermined word limit or number of sentences - To compare texts in writing, drawing out their different styles and preoccupations

- Their strengths and weaknesses - Their different values and appeal to a reader. • Writing an extended answer or essay – cross

curricular link with History and RE Spelling/Grammar • Revise language conventions and grammatical

features of a narrative • Revise formal styles of writing • Secure control of complex sentences • Identify mis-spellings • Independent spelling strategies • Practise and extend vocabulary

Mathematics The Thomas’s Maths Syllabus has been written to satisfy the requirements of the National Curriculum and 11 + common entrance examinations, both ISEB (Common Entrance) and London Day Schools. In addition its aims are: -

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• To create in pupils favourable attitudes towards mathematics and to stimulate interest in the

subject. • To develop in pupils a sound understanding of mathematical concepts, processes and strategies

and the capacity to use these in problem solving. • To develop in pupils the ability to recognise mathematics in everyday situations. • To develop in pupils the ability to apply their mathematics to analyse situations and solve real

life problems. • To develop in pupils appropriate language for the effective communication of mathematical

ideas and experiences. • To develop in pupils an appreciation of the application to mathematics of technology, including

calculators and computers. • To challenge pupils to achieve at a level of accuracy and excellence appropriate to their

particular stage of development. Maths is taught in four lessons of 70 minutes and one 35 minute lesson. From the beginning of the year pupils are set into two teaching streams across the three classes. These streams are flexible and change with pupils’ strengths and needs in different topics. During the first term the emphasis is on revision and consolidation of the 11+ examination requirements. Application of knowledge in problem solving, investigative work and the ability to recognise patterns and sequences are developed and practised. Practice papers are set regularly and examination technique is taught. During the second half of the year the syllabus follows the requirements of the National Curriculum and the ISEB syllabus leading to 13+. Syllabus: - Michaelmas Term Number: • Revise all multiplication tables with corresponding

division facts • Multiplication and division by tens and hundreds • Addition, subtraction, division and multiplication of

whole numbers and decimals • Rounding numbers to two decimal places • Equivalent fractions, decimals and percentages • Addition and subtraction of simple of fractions • Price reductions e.g. sale prices and profit in % • Multiples, factors, square numbers, prime numbers

and triangular numbers • Place value with whole numbers, decimals, mixed

numbers and fractions • Estimation and checking of numbers • Function machines - inverse operations to solve

problems • BIDMAS – order of operations

2D and 3D Shape: • Name quadrilaterals and triangles, properties and

diagonals • Rotational symmetry • Congruence • Volume of a cuboid • Nets • Conversion of mm cubed into cm cubed and vice

versa • Area and perimeter of shapes e.g. triangles and

compound shapes

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Lent Term

1st Half: Revision Investigations 2nd Half:

Transformations: • Define the four transformations • Draw a straight line within the four quadrants e.g.

x=4, y=3 also x=y • Reflect a shape in any mirror line • Translate a figure using a shift vector • Rotate a shape about a centre of rotation (90°, 180°,

270°) • Recognise and describe reflections, rotations and

translations Maths Project – Probability • Use words to describe the likelihood of events • Use a scale in terms of fractions and decimals to

describe the probability scale • Recognise the fact that repeated experiments may

produce different outcomes

Maths Project - Statistics • Pie charts • Conversion graphs • Construct a histogram and use data from it • Find the mean, median, range and mode Maths Project - Shape • Calculate the volume of cuboids • Draw nets of solid shapes and visualise what the nets

will become when folded • Recognise planes of symmetry in various shapes • Find lines of symmetry in various shapes • Find rotational symmetry in various shapes • Use isometric paper to construct diagrams accurately • Find the unknown measurements in compound

figures • Define acute, obtuse, reflex angles • Find missing angles •

Summer Term

Algebra: • Use simple formulae • Generate and describe linear number sequences • Express missing number problems algebraically • Find pairs of numbers that satisfy an equation with

two unknowns • Formulae - using letters to replace numbers Money: • Addition, subtraction, multiplication and division of

money • Profits Measurement: • Estimating lengths and reading scales • Conversion of metric units, km, m, cm, mm • Fractions of units expressed as a decimal e.g. Find 0.2

of 3km • Estimating weight/mass • Conversion of kg into g • Knowledge of rough imperial/metric equivalence • Solving problems involving speed, distance and time Time: • 12 and 24 hour clock • Understanding of timetables and time taken

Angles: • Use of a protractor • Construct a triangle using a compass • Acute, right-angled, obtuse and reflex angles • Angles in a straight line, angles in a triangle, a

right angle and a revolution • Opposite angles Statistics: • Tally charts, frequency diagrams, pie charts, bar

graphs, line graphs • Conversion graphs • Mean, median, range and mode Probability: • Probability scale in words and fractions Transformations: • Define the four transformations • Reflect a shape in any mirror line • Translate a figure using a shift vector • Rotate a shape about a centre of rotation (90°,

180°, 270°) • Recognise and describe reflections, rotations and

translations Ratio: • Use scale factors, scale diagrams and maps • Calculate the ratio or proportion of an amount • Solve problems involving inverse ratios

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This term will focus on preparing children for maths at secondary school: Revision • Money • Time • Statistics • Fractions, decimals and percentages Number • Understand and use place value for decimals,

measures and integers of any size • Use the 4 operations, including formal written

methods, applied to integers, decimals, proper and improper fractions and mixed numbers, all both positive and negative

• Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals

• Recognise and use relationships between operations including inverse operations

Algebra • Simplify and manipulate algebraic expressions to

maintain equivalence • Understand and use standard mathematical formulae • Rearrange formulae to change the subject • Interpret mathematical relationships both

algebraically and graphically • Solve simple linear inequalities

Geometry and measures • Derive and apply formulae to calculate and solve

problems • Derive and illustrate properties of shapes • Identify and construct congruent triangles • Apply angle facts, triangle congruence, similarity

and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem and use known results to obtain simple proofs

• Use Pythagoras’ Theorem to solve problems involving right-angled triangles

Ratio, proportion and rates of change • Use scale factors, scale diagrams and maps • Solve problems involving percentage change • Solve problems involving direct and inverse

proportion

Science Introduction The Science Syllabus is based on the National Curriculum and the requirements of ISEB (Common Entrance) at 11+ and 13+. Year 6 follow a course of study based on the National Curriculum at Key Stage 2 and the syllabus is broadened by the 11+ and 13+ Common Entrance Syllabus. Every week, at least one piece of Science homework will be set, which may include writing, research, practical tasks, reading, summarising work or studying. Science is required as an examination subject at 11+ Common Entrance for some girls’ and boys’ boarding schools. Aims In addition to preparing pupils for examination our aims in teaching Science are that the children will: - • Learn about a wide range of living things, materials and physical phenomena. • Begin to make links between ideas and to explain things using simple models and theories. • Apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday

life and their personal health. • Carry out more systematic investigations, working alone and with others. • Use a range of reference sources. • Talk about their work and communicate ideas using a wide range of scientific language,

conventional diagrams, charts and graphs. • Learn to communicate scientific ideas, facts and data. • Participate actively and co-operatively in lessons • Science is taught in a dedicated Science laboratory, in the classrooms and in the ICT room. • Every week, a thirty-minute sessions of Science homework may be set, which may include

writing, research, practical tasks, summarising work or studying. Lab safety is a prime consideration and the children are taught safe lab practices.

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Assessment • Classwork and Homework • End of topic tests • Samples of practical and investigative work • Exams • Project work Syllabus Elements of the subject include scientific enquiry, life processes and living things, materials and their properties, physical processes.

Michaelmas Term Lent Term Summer Term

Organ Systems (biology) The structure of the heart and lungs. The double circulation through the lungs and the rest of the body is explained and children learn more about blood! How does exercise affect pulse rate? Why is exercise good for us and what can harm the heart and lungs? Link to Ecoschools exercise and health. This topic includes smoking, alcohol and drugs of abuse.

Electricity (physics) Revision of simple circuits and then lots of hands on experience with symbols, diagrams and incomplete circuits. Two enquiries about the length of wire in a circuit and the use of cells. Compare series and parallel circuits then face some challenges! Link to Ecoschools Energy month. Visit to National Grid Energy Education Centre

Simple Chemical Reactions

Understand the difference between chemical reactions and physical changes. Identify between reversible and irreversible chemical reactions. Learn about simple reactions such as rusting and combustion and cover fire safety.

Light (physics) Identify sources of light and revise facts that light travels in straight lines and opaque objects form shadows. Understand that to see, light needs to enter the eye. Investigate light reflection and refraction, white light made of many colours and the speed of light.

Living things and their habitats (biology) The history of classification of living things from Aristotle to the present day. Study the binomial system introduced by Linnaeus and the 7 levels of classification used today. Understand why classification is important and use and create classification keys. RSPB workshop on classification and biodiversity.

Revision of Y5 and Y6 Syllabus Science Open Day A Theme is introduced, children research and investigate with a view to presenting their discoveries on Science Open Day.

Revision before Easter for end of year examination.

End of year examination

Computing Year 6 has one lesson per week. This is taught in the computer room by the Head of Computing. In addition, they have access to a computer and other devices within the classroom that are planned into lessons by the teacher, with the support from the Head of Digital Learning.

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The aims for the curriculum are:

Computer Science

All pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation All pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Information Technology

All pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

Digital Literacy

All pupils are responsible, competent, confident and creative users of information and communication technology

Topics My Digital Footprint- In this unit of work, pupils will use technology safely, respectfully and

responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

How the Internet Works- In this unit, pupils will learn to use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Procedures & Decomposition- In this unit of work, pupils will learn about creating procedures to reduce the amount of code used in creating simple games. They will also be introduced to the concept of decomposition.

Games Designers- In this unit of work, pupils will design and write code to create their own computer game, which includes a simple scoring system. They will demonstrate the decomposition skills they have learnt by planning carefully and including procedures where possible.

Website Project - In this unit of work, pupils will design and create their own website using Google Sites (or other web creation software). They will be introduced to HTML. Planning and decomposition will be important elements of the project, as well as considering the audience when designing the digital content.

French

Year 6 have two lessons per week, taught by a subject specialist. The aim is for children to continue to work on all 4 key skills: reading; writing; speaking and listening. Throughout the year activities and opportunities are organised for children to put their French into practice outside of the classroom, this includes an optional residential trip. Additionally, native French speakers have specially adapted lessons which take place at the same time as the timetabled French sessions and are taught by a native French speaker. The Head of French assesses individual pupils before accepting them on to the Advanced French Programme.

Key Resources: Expo 2 Vert for Mainstream and Expo Rouge for Advanced French classes.

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Syllabus: -

Activities • Listening comprehension • Role-play • Reading comprehension • Vocabulary games • Use of target language • Bingo • Prompt cards display • iPad apps such as Clips, PuppetPals, Book

Creator…

Topics • Meeting people • The family • At home • Hobbies / sports • French television • Clothes • Shops • Meals • Food • Countries in the world • Friends • Holidays

Latin

Year 6 pupils have two lessons per week which are taught in class groups by a specialist teacher. Teaching follows the Independent Schools Examinations Board (ISEB) Level 1 Common Entrance syllabus and includes Latin language, mythology and Classical Civilisation. Key Resources: Who Said Latin’s Dead? and So you really want to learn Greeks & Romans Syllabus: -

Grammar, syntax and vocabulary Non-linguistic studies

• Verbs: Present, Imperfect and perfect tenses (1st and 2nd conjugations) • Nouns: nominative, vocative, accusative, genitive, dative and ablative

singular and plural 1st and 2nd declensions (in –us, -um) • Conjunctions • Open questions with –ne • Prepositions (triggering accusative/ablative) • Imperatives • Adjectives (agreement of adjectives) • Pronouns

• Domestic life e.g. Roman slavery, life events, death and burial

• The city of Rome e.g. the amphitheatre and gladiatorial shows, the Roman baths

• Greek Mythology: Jason and the Golden Fleece and The Trojan War

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History Skills and Learning Intentions:- Pupils will be taught how to consider pictorial and written source based evidence, discussing reliability, what is tells us and learn how to analyse and compare it to other sources. Children are expected to consider what a question is REALLY asking by looking at the wording. They will be taught how to structure and answer both describe and explain essay questions. Children will be equipped with the skills to plan and execute an essay, making clear points and illustrating these points with examples. Children will look at both primary and secondary evidence and learn to comment on and compare sources.

• To use of dates and key events as evidence. • To use appropriate historical terms. • To find essential points made in evidence extracts and use these as part of the PEE chain to answer

source based questions. • To understand and articulate results of a major event. • To structure an essay clearly with an introduction, central argument and conclusion. • To grasp that major events may have multiple causes. • To use the available evidence to arrive at an informed judgement about major events, avoiding

anachronisms. • To detect the viewpoint of chroniclers and speculate on its possible causes. • To summarise a series of key political and military events, establishing a hierarchy of importance. • To distinguish between major and minor factors in their development. • To be able to use a range of different sources to obtain a balanced viewpoint. • To research topics with an understanding of source provenance and reliability. • To discuss and present information concisely, confidently and eloquently.

Syllabus: - The aims in History are for children to • Learn about characteristic features of periods

studied (ideas, beliefs, attitudes and experiences of people in the past)

• Learn facts about the period studied, including significant events and individuals

• Gain an understanding of ideas and attitudes different from our own

• Be able to place events in chronological order • To be able to contextualise modern day life by

gaining a solid understanding of both world and British history

• To understand the provenance and origin of modern day British values.

Topics • Michaelmas Term – The Norman Conquest,

Social, political and religious struggles of the Middle Ages, The Feudal System, Life in Medieval towns and villages, King Henry II and Thomas Becket

• Lent Term – King Richard I & The Crusades, King John, Magna Carta, Black Death

• Summer Term –The Peasants’ Revolt, Henry III and foundation of parliaments, Scottish Wars of Independence. Revision of sources questions and essay writing skillls

• Cross-curricular study of Remembrance Day and 1914-1918 Centenary.

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Geography The aims in Geography are for the children to:

• Develop curiosity about the world • Learn about people, places and environments • Learn and use specific geographical vocabulary to ask and answer geographical questions. • Develop environmental awareness • Develop understanding of physical and human landscapes • Be introduced to different societies and cultures, enhancing their awareness of global

interdependence • Use appropriate fieldwork techniques.

Syllabus: -

Religious Education We use a range of teaching methods that stimulate and engage the children. Teaching strategies include class discussions, group work, practical activities, projects and book work. Visitors are also invited into school to talk to the children about their religion. The RE focus in Year 6 is on Islam and Buddhism. The aims in RE in Year 6 are for the children to • Be aware of and respect a range of beliefs and opinions • Be able to consider and discuss religious issues • Have general knowledge of World Religions Syllabus: - Topics • Michaelmas Term – Islam: Muhammad, Five Pillars, the Qur’an. • Lent Term – Islam: Mosques, festivals and family life. Buddhism: Origins of Buddhism, beliefs and

teachings, prayer and worship, ethical and moral issues today. • Summer Term – Buddhism: worship. Ethical and moral issues in the world today.

Topics Michaelmas Term: • Introduction to geography • Settlement – reasons for site and situation, shape, growth and nature Lent Term: • Fieldwork Investigation – a case study of a planned or completed housing/facilities project developed

in an environmentally sensitive way. • Restless planet: earthquakes and volcanoes (Tectonic Processes) Summer Term: • Fieldwork Investigation – a case study of a volcano • Revision and Group Projects

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Physical Education In Year 6 the weekly PE timetable comprises two games sessions dedicated to team games and one gymnastics lesson which covers, Cross Country training, Dance and Athletics. Subject specialist teachers are used in all aspects of PE. The aim in PE is to give the opportunity and encouragement to children to participate in a wide range of physical activity to the best of their ability and enjoyment. In year 6 we encourage them to take extra responsibility for their learning and to develop their leadership skills.

Year 6 Games Michaelmas Term Mid-morning:

• Boys and Girls: football, netball and basketball

Afternoon:

• Boys: Football • Girls: Netball

Lent Term Mid-morning:

• Boys and Girls: tag rugby, hockey, badminton and basketball

Afternoon:

• Boys: Rugby • Girls: Hockey

Summer Term Mid-morning:

• Boys and Girls: Cricket and badminton Afternoon:

• Boys: Cricket • Girls: Cricket

Alternative games & HRF (One class lesson a week). A chance to learn alternate games they will not experience during termly Games sessions. Basketball, Volleyball, Handball, and short tennis/badminton lacross. Health related fitness. Learn about their bodies, how they work, the effect exercise has on them and how to lead an active and healthy lifestyle. Gymnastics Co-ordination, control, agility, movement activities. Individual, partner and group work. Michaelmas Term Cross-country training Safety, shapes, balance, flight, rolling, weight-bearing, equipment exploration, vaulting Group Work and routine development – creation of a group routine using various elements of

Lent Term Dance Themed Sport Dance. Interpretation of sports actions integrated into a dance sequence to a set piece of music. Working in pairs, 4’s and groups of 8. Vaulting – development of different techniques, flight/take-off and landing, performance of a chosen vault. Summer Term Athletics High/long jump, relays, sprints, throws & distance running The House System Each pupil is a member of a school house, Becket (blue), Hardy (green), Lawrence (yellow), More (red). Inter-house tournaments/competitions: Michaelmas Term - Cross country, Netball and Football Lent Term - Swimming Gala, Hockey and Rugby Summer Term - Sports Day, Cricket Each term a House Cup is awarded to the winning House. Points are collected across all areas of the curriculum. A House Merit and Star Cup is also awarded termly. Extra-curricular opportunities Fixtures - Inter-school fixtures are arranged throughout the year. Details are on the VLE and also displayed on the PE notice boards. Some fixtures may take place at the weekends. Introduction sessions are held at the beginning of each term on a Saturday morning to provide students with an extra practice opportunity at the beginning of a season. Preparation for any sports scholarships at 11+ Pupils may be invited to external sports Tournaments. These are likely to be weekend fixtures.

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gymnastics.

Parent support is always welcome.

Art / Design Technology Art: - Art will be taught by a specialist teacher. Year 6 pupils have a two period Art/DT lesson per week. The aims in Art are: • To develop the children’s ability to use tools and different media with creativity and

independence. • To encourage confidence in each child’s creative expression and to develop their ability to

express their ideas and feelings. • To encourage children to record observation and imagination. Each child keeps a sketchbook for preparation work, media experimentation, outdoor sketching and museum/gallery visits. In Year 6 the children will be encouraged to work to briefs and make more personal and original responses to ideas that reflect and consolidate techniques and skills previously learned. Sketchbooks will reflect their development and illustrate their personal ideas and journeys in a portfolio format. Syllabus: - Topics Michaelmas: Still Life: drawing, abstraction, painting, clay. Lent: Architecture, observational drawing, printmaking, Summer: Fashion: Garment design and construction.

2D Studies • Drawing – Observation and recording using

pencils, charcoal and chalks, pen and inks, ipads • Painting – Block paints, Malvin medium mixed

with powder paint and using spatulas. Water colours

• Printing – Etching using card and an engraving technique

3D Studies • Mixed media. • Clay slab pots

Design Technology: - Design Technology is concerned with problem solving. Its aims are for the pupils to:

• Understand how Design and Technology can help us in the environment. • Learn basic workshop skills. • Design, make, test and evaluate their models. Syllabus: - Topics

– Fashion with a focus on shoes – making a shoe

Music Class music is taught weekly by subject specialists. We have a dedicated, well-resourced Music Room for class lessons and three music cells for individual instrumental lessons.

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Syllabus: - Our aims in Music are that each child will: • Find enjoyment in all aspects of music and

develop an enduring appreciation of and interest in the subject.

• Develop confidence in learning and performing an instrument in a non-threatening environment.

• Develop their musical understanding through a variety of approaches and resources.

Learning • The instrumental focus in Year 6 is the ukulele.

Children build upon their work in Year 5, extending their knowledge of chords and strumming patterns.

• Music skills are developed through instrumental study as well as through group compositions, singing and exploring a variety of musical styles.

Class Performances • The school Carol Service at St Mary Abbots. • Easter Service, Christchurch. • Year 6 music/drama collaboration in the

Summer Term.

Extra-Curricular • Senior Singers (Open to Years 3-6). The Senior

Singers perform in termly Music Recitals and at other special events such as the Young Voices concert at the O2 Arena.

• School Orchestra (Invitational). The orchestra performs at the termly Music Recitals and other special events, such as workshop days with the Southbank Sinfonia.

• The Chamber Choir (Invitational). The Chamber Choir performs at regular church services and other special events including the school Carol Service and joint Thomas’s schools concerts. The Chamber Choir undertake a short concert tour in the Summer Term.

Individual Instrumental Lessons • Individual instrumental lessons are offered in a

variety of instruments as well as singing. Please refer to the Individual Instrumental page of the TLP for further information.

Drama Drama is taught as a discrete subject by a specialist teacher in one lesson per week. Our aims in teaching Drama are that all children will enjoy the subject and learn: -

• Communication skills • Confidence • Collaborative skills • Physical awareness • Spatial awareness • Self-expression • Empathy • Imaginative/creative skills • Decision making skills • Observation skills

Theatre skills are developed through working from stories, scripts and improvisation. Activities during drama lessons are regularly linked to themes within English classwork, in addition to history or classical topics studied throughout the year. Issues arising in PSHCE lessons may also be explored through the medium of drama. Throughout the year, poetry recitals, theatre visits and visiting theatre groups all help to enrich the subject. In the Summer Term all Year 6 pupils take part in a major musical theatre show which is produced in conjunction with the music department and performed off-site in a professional theatre space. Year 6 pupils are able to take additional Trinity Drama Exams during the year.

Personal, Social, Health Education

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& Citizenship Personal, social, health and citizenship education (PSHCE) comprises all aspects of the school’s planned provision to promote our children’s personal and social development, including health and well-being. Citizenship encourages the development of social and moral responsibility and community involvement. PSHCE offers children the opportunity to become confident, healthy, independent and responsible citizens. It is important because pupils learn about themselves as developing and changing individuals and to play a positive role in contributing to the life of the school and the wider community. During PSHCE lessons a programme is followed that aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on issues such as the five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. Skills such as understanding another’s point of view, working in a group, resilience, resolving conflict and managing worries are also developed. A whole school approach is effective because pupils’ personal and social development is influenced by all aspects of school life. In PSHCE the children will also be involved in learning about the lives of children and families in Nepal. This will be taught at different times throughout the year in each class. Thomas’s main charity is the Cairn (Children Aid in Rural Nepal) Trust, and children will have the opportunity to gain a richer understanding of the charity and how it is helping the people in Nepal through their many triumphs and also hardships. Year 6 continue with the ‘Paws.b’ Mindfulness programme. This is taught in a series of PSHCE lessons, and informally through integrating learning and practice of mindfulness in all National Curriculum subject areas and in the children’s everyday lives. The programme also cover British Values, Anti-Bullying, Online Safety, SRE, drug education, mindfulness and the challenges that everyday issues bring about. During the year the following six topics will be studied with different lesson focuses.

Michaelmas Term Lent Term Summer Term

• A Fresh Start • Anti-Bullying and Drugs

Education

• Celebrating differences • Living in the wider world /

Rights & responsibilities

• Health and Well Being

• Growing up and Moving On

School Council The School Council is a pupil-led, democratically elected body, which provides a forum for discussion and decision-making in order that every pupil has the opportunity to make a positive contribution to the school and the way it is managed. Aims

• Create a feeling of belonging; encourage listening to others and develop self-confidence. • Pupils learn about roles, rights and responsibilities within the school system and

community. • Pupils grow in self-esteem and enjoy having the opportunity to contribute positively to their

class and school. Education for sustainable development Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging

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the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within the school curriculum, in particular their work in PSHCE and as a Green Unicorn.

Outdoor Learning The vision for outdoor learning at Thomas’s is that:

• All children will participate in a range of progressive outdoor learning experiences throughout the year.

• Pupils will be provided with regular, frequent, challenging enjoyable and safe opportunities to learn outdoors.

• Outdoor learning has a positive impact on the individual involved thus making Thomas’s a happier and stronger community.

Through a well-structured and planned outdoor activities programme, pupils develop the life skills of critical thinking, collaboration, communication, creativity, enquiry and reflection. These skills, along with the Thomas’s values will equip the pupils with the skills they need socially, economically and environmentally in the ever-changing 21st Century. We recognise that the outdoor learning offers children unique opportunities and experiences that overcome the constraints of their busy everyday education. Through participating in the outdoor learning programme, and the broad curriculum the children will develop the following skills:

• Personal Development- Pupils will be able to complete activities and tasks that have been designed to develop their self-esteem and build confidence. The programme will improve wellbeing and resilience. It will also enable pupils to develop the skills of leadership and ‘followship’ (the ability to stand back and work as part of a team).

• Group Development - By binding a group together through common experience over a period of time pupils grow stronger and their identity both as individuals and as a group grow. This growth will have a strong and positive impact on school culture.

• Physical Literacy - All activities will be inclusive and increase physical competency and develop team-building skills.

• Nature Pedagogy - Pupils will be immersed in nature and will learn to explore and appreciate the wonder of the outdoors. Isolation from everyday circumstances for extended periods of time will lead to self – reflection. Pupils will then begin to make a realistic assessment of their own personal strengths and weaknesses.

• Organising, Planning and Risk Management- Pupils will be exposed to an element of risk (in a controlled and caring environment) and learn to develop strategies to manage and overcome challenges.

Programme of events: A series of planned quality and progressive outdoor learning experiences for all pupils from Reception to Year 6

Woodland Adventure (Rec – Y3)

Young Explorers (Year 4)

Young Explorers (Years 5)

Young Explorers (Years 6)

• Curriculum inspired • Led by the

Exploration Society in conjunction with Thomas’s teachers

• One session every half term (6 sessions per year)

• 10 afternoon sessions over the year

• A variety of outdoor activities

• Each Year 4 class will take part every 3 weeks

• A 3 night

Michaelmas One day led by the Exploration Society • Canoeing /Orienteering Skills

Michaelmas One day led by the Exploration Society • Canoeing /Orienteering Skills

Lent • A 6-day trip led by Mountain

Specialists and Thomas’s staff.

• Mountain Adventure, Skiing, Group Living and Nature Pedagogy at Thomas’s

Lent An 8-day trip led by Mountain Specialists and Thomas’s staff. • Mountain Adventure, Skiing,

Group Living and Nature Pedagogy at Thomas’s Daheim.

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residential in the summer term.

Daheim.

Summer One day led by the Exploration Society

• Canoeing /Orienteering Skills

Summer One day led by the Exploration Society

• Canoeing /Orienteering Skills

Woodland Adventure (Reception to Year 3)

Academic Curriculum: In its simplest form the learning intentions from ‘Woodland Adventure' will stem from the school's academic curriculum and will help the children to learn and bring lessons to life. The Great Outdoors: The sessions will also be dedicated to the appreciation of nature and the abundant life lessons that can be learnt by working collaboratively or independently in a known outdoor environment. Young Explorers (Year 4) In Year 4 the focus changes to allow the pupils to experience outdoor activities at a more adventurous level. Each Year 4 class will spend one afternoon a week every three weeks sampling a variety of outdoor activities ranging from Bushcraft and Climbing to Sailing and First Aid. Each child will spend 10 sessions over the academic year taking part in the Young Explorers programme. The programme is designed to give the children opportunity to experience an abundance of outdoor activities in a safe environment and strengthen their understanding and respect for the outdoors. Young Explorers (Years 5 & 6) In Years 5 & 6 the pupils will spend one day in the Michaelmas Term and one day in the Summer Term learning in more depth about some of the activities they took part in, in Year 4. Over the two years they will be working towards qualifications such as BCU One star (beginners British Canoe Union course with a national certificate), RYA Level (Royal Yachting Association beginners sailing qualification) or the Junior National Orienteering qualification. Thomas’s Daheim Every Years 5 & 6 pupil will spend a week at Thomas’s Daheim in Austria in the Lent Term. Thomas’s Daheim is a hotel in the Austrian ski area of Wurzeralm near the Kalkalpen National Park. It has been purchased by Thomas’s in order for every pupil to see the truly outstanding beauty of the mountains and to offer them an unrivalled opportunity to spend and experience time in the mountains. Thomas’s has been visiting the ski area of Wurzeralm for over 25 years and has developed a strong relationship and close bond with the people and area. Spending time at Daheim is like going home to the spirit of Thomas’s. The objective of Thomas’s Daheim is … ‘To give every pupil an unrivalled opportunity and experience to develop key life skills in a safe and secure environment of natural beauty, away from their everyday lives. Thomas’s Daheim will provide an environment where specific skills can be developed. These skills are necessary to succeed and be happy in life now, and in later years. Year 5 pupils will be spending just under a week at Thomas’s Daheim before the February Half Term in Lent and the Year 6 pupils will spend a week after the February Half Term. The week will consist of four days skiing, two days outdoor pursuits and a rich diverse evening programme including activities such as astronomy, snow shoeing, and night walks. All activities will be delivered by qualified Skifahrer (ski instructors) and Bergfuhrer (outdoor instructors) through ‘Peter & Stefan’s ski school,’ an organisation that has been at the heart of our experiences on the mountain. These skilled instructors have been teaching Thomas’s children for over 25 years.

11+ and 13+ PREPARATION

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Introduction: - In Year 6 the majority of our girls and some of our boys sit 11+ entrance examinations to senior schools. In addition, a number of boys take an 11+ pre-test (a qualifying exam for the 13+ Common Entrance, required by certain schools). Each year several girls and boys transfer to Thomas’s, Battersea to join Year 7 and prepare for the 13+ Common Entrance examination to senior school in Year 8. They will follow a programme linked to Battersea’s Year 6 syllabus. The Year 6 programme caters for the needs of all pupils and we are utterly committed to giving pupils the best possible preparation, whatever their destination after Year 6. Communication: - Final decisions on which 11+ schools pupils are entered for are required by half term in the Michaelmas Term of Year 6 after further consultations with the Form Teachers and Mrs Barnes Wright. In Year 6 regular meetings take place with Mrs Barnes Wright and the core subject teachers and there is a formal parent/teacher 11+ evening following exam week in November. Pupils’ progress is carefully monitored and parents kept fully informed at every step. Examination practice: - In the Summer Term of Year 5 all pupils sit formal exams in Maths, English and Science using past Common Entrance papers. From the beginning of Year 6 teachers draw on a large stock of papers from a range of sources to give pupils experience of the different styles and standard of question they will face. Throughout the term timed practice papers are taken and the results are analysed so that individuals can receive specific advice and training on areas requiring improvement. Children will also be targeted according to the schools they are applying for. A variety of strategies are employed to ensure that pupils understand how best to tackle the papers and how to gain maximum marks. For example, they mark their own and each others’ work before the teacher does, so as to be aware of the weighting of marks and what is necessary to achieve the number of marks awarded for a particular question. 13+ pupils who do not have a pre-test will not be required to work through the same number of papers. Homework: - During the Michaelmas Term of Year 6 the emphasis will be on Maths, English and Science homework followed by the full spectrum of academic subjects from the Lent Term. Please see the separate section on Homework at the end of the Curriculum Guide. Verbal Reasoning & Non-Verbal Reasoning: - Many senior school entrance examinations include verbal and non-verbal reasoning papers. All pupils have had weekly reasoning lessons from the start of Year 5, which will continue in Year 6. Children are encouraged to frequently use BOFA at home as well as in school, in order to further develop their reasoning skills. Maths and English Surgeries: - These are held before school in the Michaelmas Term for Year 6 where particular topics are covered in each session. Interview Technique: - The best preparation for interviews is a well-established, long- term habit of exposure to current affairs, general conversation and expression of opinion, wide extra-curricular interests and reading. An emphasis on speaking and listening at Thomas’s supports this. Practice interviews are

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conducted by Miss Ebner and senior staff members and pupils are advised on how to improve performance. All children in Year 6 will be given practice interviews as well as a workshop in the Michaelmas term on interview techniques. The Examination Term: - The 11+ examinations for boarding and day schools go on for most of the first half of the Lent Term although some assessments take place in the Michaelmas Term. Many pre-tests for 13+ Common Entrance also take place in the first term. Final practice papers are set during the Christmas holidays and individuals continue to receive personalised advice and targeted tuition. Throughout the term pupils are sustained in their readiness for the exams they are sitting, but the teaching programme moves forward both to motivate those who have completed their exams and to keep on track those continuing on to 13+. Sensitivity for the year group as a whole is paramount. Post-Exam Programme: - The teaching of the foundation subjects runs to schedule throughout the year. In the Summer Term pupils will have assessments in a range of subjects. For those transferring to Battersea the results of these exams, as well as their Michaelmas exams and topic assessments, will be sent there to help place them in the right sets when they transfer. They will be invited to an orientation day where they will meet their new Form Teacher and classmates for Year 7. The homework timetable changes to reflect the broader curriculum in the Lent Term. All Year 6 pupils take part in a Drama production. The final term is very full and exciting and a fitting end to the children’s time at Thomas’s Kensington.

Handwriting The children will follow the cursive handwriting programme throughout their schooling at Thomas’s. This will promote a fully cursive style from the early stages of learning. The programme aims to link the development of handwriting skills to spelling patterns – as stipulated in the National Literacy Strategy. The children will practise cursive handwriting using high-frequency words and age appropriate spelling patterns. Older children will be given the opportunity to develop personal style but those who already have a different, established style will not be forced to adopt the new scheme. Our aim is for children to be equipped with a fluent, legible handwriting style for different purposes and audiences and to gain self-esteem and pride.

Homework

The place and purpose of homework changes and develops as a pupil moves through the school. Correctly understood and managed by teachers, pupils and parents, homework will contribute to the learning experience and instil good work habits for the future. The purposes of homework include the promotion of academic learning by providing extra opportunities to consolidate, extend or complete class work, to assess the understanding of class work, to build core skills and knowledge, to develop independent study skills and to build constructive home/school partnerships. We have looked at a range of research on homework and reviewed our policy in the light of the findings. There is a clear case for homework at senior school level. In our age group, a moderate amount of time spent on homework is linked to higher achievement but beyond a fairly low

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threshold homework has no additional benefit. It can have a detrimental effect on performance by creating fatigue and anxiety and by causing friction within the family. It reduces time for equally important leisure activities, which may even have to be given up. The most powerful factors predicting a child’s achievement are ability and prior knowledge, time spent on task, absence from school, motivation and self-confidence. The quality of teaching is also an important factor. At Thomas’s Kensington we recognise the importance of a broad curriculum and the value of time spent on extra-curricular activities. We also appreciate that many children will need to sit competitive exams at 11+ or work towards the requirements of the demanding 13+ Common Entrance syllabus. In reviewing our homework policy we have tried to strike a good balance by limiting the amount of homework set and by making the homework more manageable and relevant to the children’s needs as they progress through the school. There may be occasions when homework will not be set but this will be indicated in the children’s homework diaries. In addition to the homework set, all children are expected to read for at least fifteen minutes each day. Children will be issued with a timetable at the beginning of term that has the homework timetable included.

Homework Year 6 Most pupils focus on 11+ and 13+ pre-test exam preparation from September to February. Some will not be sitting any external exams during Year 6. Monday to Friday English, Maths, Science, Reasoning, French or Latin.

(from 20min – 40min) Homework should take no longer than an hour each evening.

Weekends English and Maths tasks – up to 1 hour for each subject.

Daily Reading for at least 15 minutes From February to July, Year 6 homework will focus more on the broader curriculum, following the Common Entrance topics, and will include Geography, History and RE homework.

Senior Schools Most Schools hold open days in the Michaelmas Term. Some also hold them in the Summer Term or organise individual visits throughout the year. 11+ London Day Schools: Apply during the first half of the Michaelmas Term in Year 6 at the latest. Exams are in January / early February in English and Maths with the addition of Verbal Reasoning for some schools. Some schools are now using computerised IQ tests as their main assessment. 11+ Girls’ Boarding Schools: Apply by 1st December in Year 6 at the very latest. Most have assessment days very early in the Michaelmas Term followed by 11+ Common Entrance exams in English, Maths and Science in January. 13+ Common Entrance

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Parents must check with individual schools as popular schools close their lists very quickly. As a general rule, apply before tenth birthday. Many schools pre-test at 11 (Year 6) or 12 (Year 7) before offering a conditional place. MEETINGS AND GUIDANCE Reception and Year 1 Talk on transition to the Prep School schools. Year 2 Talk on transition to the Prep School and an overview of choosing and applying to senior schools. Year 4 Talks on 11+ Day and Boarding Schools and on 13+ Common Entrance. Year 5 Individual meetings by appointment with Mrs Barnes Wright to choose senior schools. Year 6 Individual 11+ parents’ meetings during November. Individual meetings with Mrs Barnes Wright and Year 6 teachers to finalise schools. Showrounds for parents of children going to Battersea for Year 7. Transition morning at Battersea for pupils going on to Year 7.