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St Paul's and All Hallows' C of E School

'Learning to Love, Loving to Learn'

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St. Cecilia and St. Benedict

Year 6 performing at the 'Hope in Tottenham' festival, June 2016.

Still image for this video

Sex and relationships education: copy of the letter your child was given.

Links to the songs to learn for your leavers' assembly.       (Graduation Song)       (Rick Astley- Keep Singing)        (All of me- John Legend)         (World's Greatest- R. Kelly)        (I love my life- Demarco)
   (Stand in the Light)

Summer term class assemblies for year 6:


Wednesday June 8th- St Benedict


Wednesday July 20th- Year 6 Leavers' Performance

Year 6 Expectations

This is year is very important year for children partly because of the SATs tests that they will sit in May but mostly because of the need for them to be ready to start secondary school.

It is useful for us to set out our expectations clearly at the start of the year and the ways in which you can help your child.

  • We expect children to try their best in all subjects and engage with their learning.
  • We expect children to have what they need for school  (specifically correct uniform every day, PE kits and swimming kits on the correct days).
  • We expect children to attempt the homework that is set for them.
  • We expect children to be on time.


Additionally, we always encourage children to carry out their own work or research at home and bring it in to show us.


You can help your child by:

Encouraging them to read and develop a love for reading.


Asking them about their school day-get them to explain what they have learnt, this quickly tells you if they understand their learning.


The year six team will be doing our very best to ensure that your child has a postive and enjoyable year 6 and, in a year's time, sets off to secondary school as ready as can be.


Kind regards

Mr Vowles and Ms Gustave


Preparation for SATs 2016

KS2 SATs have changed completely. This Summer term of 2016, children in Year 6 will be the first to take the new SATs papers. These tests in English and maths will reflect the new national curriculum, and are intended to be more rigorous. There will also be a completely new marking scheme to replace the existing national curriculum levels.

In May, Year 6 children will sit tests in:

  • Reading
  • Maths
  • Spelling, punctuation and grammar

The reading test will be a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test.

The grammar, punctuation and spelling test will consist of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes and a spelling test of 20 words, lasting around 15 minutes.

The grammar and punctuation test will include two sub-types of questions:

  • Selected response
  • Constructed response


Children will sit three papers in maths:

  • Paper 1: arithmetic, 30 minutes
  • Papers 2 and 3: reasoning, 40 minutes per paper

Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and division. Papers 2 and 3 will involve a number of question types, including:

  • Constrained questions, e.g. giving the answer to a calculation, drawing a shape or completing a table or chart
  • Less constrained questions, where children will have to explain their approach for solving a problem


How to support your child with Maths

• Knowing their timetables – if you know your timetable children can use them accurately and quickly for multiplication, division. To help you child learn their timetables (up to X12) we recommend: App & times tables quiz App as well as a number of links highlighted below

• Formal method for the four operations practice: it is important child can complete methods accurately. (Methods for year 6 child: column addition, column subtraction, short multiplication, long multiplication, short division, long division including expressing remainders as fractions, decimals and remainder form)

• Arithmetic speed practice 


How to support your child with Reading 

• Read with your child: get your child to re aloud to you, and then ask them questions.
• Read aloud to your child whilst your child follows the text: listening is an important part of reading; it will help your child learn the importance of punctuation and reading with expression.


How to support your child with Grammar, spelling and punctuation 

• Help your child learn the spellings that are sent home

• When reading to and/or with your child discuss they use of inverted commas to mark speech, the use of parenthesis (brackets) to add additional information, the use of capital letters etc.

• Revision books. Unfortunately, the grammar paper relies on a child knowing the terminology e.g. subordinate clause, main clause, adjective, article, passive, active – and many more. We use these is daily teaching practice however, for additional support at home, there is a wealth of revision guides that could help your child become familiar and fluent with the terms they will come across.




Our Top Tips

• Tip 1: Remember your child’s education is a partnership. Meet with their teachers as they will know your child's strengths and weaknesses and ask them how you can help.

• Tip 2: Support your child with homework tasks and daily reading. Try drawing or acting out answers of difficult concepts.

• Tip 3: Encourage your child to work to speed. Try timed recall of timetables in the car/journey to school. Set minute challenges for example – ‘Can you find the word on the page that means ‘dangerous’ you have 1 minute - go!’ ‘What is 10% of 150? You have 10 seconds - go!’

• Tip 4: Make sure your child is aware that getting stuck is not a problem. Move on and give them another challenge and come back to the hard ones at the end and/or go through it together.

• Tip 5: Encourage your child to believe in themselves, ‘you can do it!’

• Tip 6: Remind your child that the tests are important, but that they are not the only way they are to be measured. We don’t want child panicking or worried, we want them to be prepared.

• Tip 7: Approach a subject from lots of different angles. Software, games, activities, books, flash cards and practical applications all help? make the revision time at home as fun and interactive as possible.

• Tip 8: It is easier said than done, BUT do not put your child under too much pressure. Have fun – they will find things easier to remember if they recall the good times they had learning.




Try out this Grammar Quiz. How good are you? Then use the information in the booklet to get you ready for your exams. Good Luck!

Please see the attached document below which gives information for parents about the National Tests (SATS) that year 6 and year 2 children will sit during the summer term.

Learning About Subordinate and Coordinating Conjunctions.

A CONJUNCTION is a word that connects or joins together words, phrases, clauses, or sentences. There are two kinds of conjunctions, coordinating conjunctions and subordinating conjunctions.

Coordination and Subordination

Coordinating conjunctions are used to join independent clauses to make compound sentences. The coordinating conjunctions are as follows: for, and, nor, but, or, yet and so. Remember -FANBOYS. You can use coordinating conjunctions to revise run-on sentences and comma splices. You can also use coordinating conjunctions to make writing less choppy by joining short, simple sentences.

  • Independent Clauses: I wanted more popcorn. Sam wanted Junior Mints.
    Joined Together: I wanted more popcorn, but Sam wanted Junior Mints.
Subordinating conjunctions are used to join independent clauses to make complex sentences. The subordinating conjunctions are as follows: after, although, as, as if, because, before, even if, even though, if, if only, rather than, since, that, though, unless, until, when, where, whereas, wherever, whether, which, and while.
  • Complex Sentence: While I was getting more soda and popcorn, I missed a really important part of the movie. (Subordinate clause at the beginning of the sentence).
  • Complex Sentence: I wanted to get more soda because it’s hard to eat popcorn without it.

synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language. Click on the link below to try out these activities to help improve your vocabulary skills:



Use this slide show to help you with coordinating and subordinating conjunctions.

Try solving these problems using area and perimeter. Remember to show all of your working out and check to ensure that your answers are reasonable.


The link above will take you to a website that has practice questions for all  areas of the maths curriculum for year 6.

The answers are input online and you get a score at the end.


The areas of maths that we have covered so far are: place value, addition and subtraction and some geometry.


Please encourage your child to practise these areas as well as having a go at anything else.


Like the maths listed above, this site contains a comprehensive guide to the Grammar and Punctuation expectations of year 6. Please encourage your child to use it.


Our swimming sessions are on Friday afternoons. Please make sure your child brings his/her kit.

A visit to Kensington Palace. We enjoyed this trip. It was fun as well as educational visiting such a historical royal place.

Tony Dallas a famous storyteller and writer visited our school. His unique blend of interactive storytelling inspired all of us and we had a wonderful assembly with him.

Our visit to Westminster Abbey was exciting and very interesting. It was the first time that any of us was visiting the place. It is rich in history of more than a thousand years.Benedictine monks first came to the Abbey in the middle of the tenth century, establishing a tradition of daily worship which continues to this day. The Abbey has been the coronation church since 1066 and is the final resting place of seventeen monarchs. The present church, begun by Henry III in 1245, is one of the most important Gothic buildings in the country, with the medieval shrine of an Anglo-Saxon saint still at its heart.

Our Visit to Bruce Castle Museum Attending "Behind Sacred Doors Exhibition"

St.Cecilia presented their first class assembly to the rest of the school.

We enjoyed doing some Science work learning about circuits.

We enjoyed our RE Barnabas Day where were learnt the importance of money, but is money really important to the life of a Christian? Are there other things that are more valuable to us than money?

After visiting the "Sacred Doors" exhibition, the children at St.Paul's were most impressed with some art work by an artist called Kelvin Okafor. He is a miraculous artist. If Leonardo da Vinci was alive today and he saw what Okafor has achieved with pencil, paper and a bit of charcoal, he would be truly amazed. Kelvin Okafor visited our school and did an assembly with us.

This was part of our entry point for our new IPC topic, Water for Everyone. We learnt that some children in other areas of the world travel at least 8 miles daily to collect water. We wanted to know how this felt. Many of us could not even carry one bucket of water for a few feet.

Ratios: A ratio is a way to compare amounts of something. Recipes, for example, are sometimes given as ratios. To make pastry you may need to mix 2 parts flour to 1 part fat. This means the ratio of flour to fat is 2:1. Can you work at solving these ratio problems below?

Number Bonds

Some children have problems with number bonds. They would benefit from spending some time on the following site:

Place Value

Place value is the idea that each digit in a number represents a certain amount, depending on the position that it occupies.Therefore, a number like 465 has a 4 in the hundreds place, a 6 in the tens place, and a 5 in the ones place. The digit 4, in the hundreds place, does not represent 4 it represents 400. Try out these place value activities to help you  better this concept. 

Then try out the activities here as well.



St.Cecilia's Class can learn the song for their assembly. Here are the words.

SLAM POETRY A slam is a knock out performance poetry competition in which poets perform their own work to a time limit and are given scores based on content, style, delivery and level of audience response. Over two or three rounds, poets are knocked out until one top scorer emerges as the winner. They're designed with audiences in mind, and their reaction to a poem can be a factor in how the judges score each poet. Poets are free to do work in any style on any subject: slams attract a wide range of performers and can encompass heartfelt love poetry, searing social commentary, uproarious comic routines, and bitter sweet personal confessional pieces. What unites slammers is their attention to the dual skills of writing and performance.