Introduction
I hope you will find that the information in this Handbook provides you with a helpful view of what your child will be studying this year and our academic expectations for them. There will be areas that are not covered here as fully as some might like and if you have any queries, please do not hesitate to contact us about them. The Form Teacher is probably the best person to speak to over minor matters and acts as a liaison person if there are other members of staff you would like to speak to.
At the heart of our Curriculum is the belief that all pupils are entitled to a broad and balanced education in a stimulating learning environment in order to prepare them for the future. Children will be exposed to a wide variety of learning opportunities during their time at Junior King’s and they will be given individual encouragement to develop their interests and skills to the full. We believe that school days and the educational discoveries they make here should be fun and stimulating. We expect our children to always try their best, to put in good effort, and to take increasing responsibility for their own progress; help, support and encouragement are given in good measure. Above all, the children respond positively to the intellectual, physical, social and spiritual challenges presented to them.
Parents are always most welcome in school and your support for the work covered is essential to the progress of every child.
Tom Morgan Headmaster from January
General Information
HOME-SCHOOL COMMUNICATION
It is crucial to our success that channels of communication between home and school are clear and that parents feel confident in using them.
The cycle of half term assessments, written reports and staff-parent meetings/interviews establishes the framework within which a child’s progress is monitored and discussed. It is important that all parents should feel able to have access to the staff and appointments can be arranged after school through the school office. However, we encourage parents not to linger in the morning, other than to pass on necessary information for the day. Parents are, wherever possible, encouraged to make use of the many other informal opportunities for discussion that exist throughout the School.
FUTURE SCHOOLING
Junior King’s sends most of its pupils to the Senior King’s School although this is not exclusively the case and parents should not regard the transfer to be automatic. We will take time to advise and assist parents in finding the school which will best suit their child and in which their child will therefore thrive.
Parents should be assured that they do not need to have made a final decision over their child’s transfer to any given senior school until Years 6 or 7. As we approach the School’s entry examinations, it is wise to review, with the Head, the suitability of the chosen school. We keep clear records of declared future schooling choices and regularly review each pupil’s performance in the light of his/her ultimate target.
ASSESSMENT
A pupil’s performance is carefully monitored throughout the year. Continuous assessment, through classroom work, tests, exercises and prep marks, provides important sources of information for reporting. Regular staff discussions of individual pupils enable staff to track individual progress and concerns may be discussed with the pupil, through the Form Teacher, or Senior Academic Staff (Mr McKeating or Mr Stonier). Parents are informed of any significant difficulty of which we are aware and invited to discuss the possible ways forward.
A Work Support Card may be used when it is considered helpful to monitor a child’s performance lesson by lesson. The card also acts as a means of communication with home.
Teacher assessments of a pupil’s progress are discussed with parents at parents’ meetings. School examinations complement teacher assessment by providing another measure of a pupil’s progress over an extended period.
PREP
Prep is given to encourage pupils to work on their own, to exercise self-discipline in their approach to learning and will provide an opportunity for further development of skills and knowledge.
We fully recognise and encourage the invaluable role played by parents in supporting good work at home and promoting prep as a positive activity. However, there should be a weaning process as the child grows older, and it is helpful, as part of the development of independent work habits, to let the child learn that unfinished or poorly completed prep may result in a sanction at school with staff concerned. The child needs to learn that it is their responsibility and that they will have to account for any shortcomings in school.
LEARNING SUPPORT
Junior King’s is committed to meeting the needs of all pupils. General, or ‘Quality First Teaching’, describes inclusive teaching which takes into account the learning needs of all in the classroom. It is achieved through appropriate differentiation through curriculum planning, learning tasks and teaching strategies.
Further to high quality teaching, some children may receive some additional intervention either from the class teacher/teaching assistants, from the respective academic departments or overseen by The Learning Support Department.
Some pupils have learning needs which need more targeted and specific provision. The Learning Support Department at Junior King’s, co-ordinated by Ms Hannah Morris, has specialist staff, trained and qualified to support these pupils, throughout the age and ability range.
The Department also has strong links with external agencies, such as the KCC Specialist Teaching and Learning Service (STLS), educational psychologists, speech and language therapists and occupational therapists. Parental involvement and pupil voice, where appropriate, is an important part of the process.
If any parent is concerned about their child’s progress, they are encouraged to discuss this with their child’s Form Teacher in the first instance. Ms Morris is also available to speak to should you have any concerns.
English
Year 6 will follow an integrated programme of speaking and listening, reading and writing broadly following the National Curriculum. Setting is introduced for the first time – based initially on performance in the Year 5 exams and on the recommendations of Year 5 teachers.
During Key Stage 2, pupils learn to change the way they speak and write to suit different purposes and audiences. They read a range of texts and respond to different layers of meaning in them, considering the cultural contexts within which the text was created. They explore the use of language in literary and non-literary texts and learn how language works. Work in speaking and listening, reading and writing is integrated.
The range of genres covered includes:
• classic fiction
• poetry and drama by long established authors
• longer established stories and novels set within a specific historical context, e.g. World War I
• a range of poetic forms
• performance poetry
• comparison of work by significant children’s authors and poets
• texts by authors and poets from other cultural backgrounds
• autobiography and biography
• diaries
• letters
• anecdotes
• journalistic writing
• non-chronological reports
• discussion texts
• formal writing
• Shakespeare
A PARENTS’ GUIDE TO READING
Children should:
• read silently for sustained periods
• read a wider and more challenging range of books for their own interest from a variety of different times and cultures, for pleasure and for information
• begin to identify their preferences and give reasons for their likes and dislikes
• take part in discussions about their individual reading and about books they have shared
• identify key features, themes and characters from the texts they read, increasingly using inference and deduction (reading between the lines)
• adopt a regular reading pattern
Teachers will:
• read regularly with pupils, with groups and with the whole class
• encourage discussion of books read
• encourage pupils to extend the range of their individual reading, to include texts that are both classic and contemporary and cover writers from different cultures
• make quality time available for silent reading within the class schedule
• ensure that pupils are taught to evaluate the texts they have read
• create opportunities for pupils to read for different purposes and teach appropriate strategies – ie skimming to gain an overall impression, scanning to locate information and detailed reading to obtain specific information
• continue to monitor individual progress
Parents can:
• demonstrate an enthusiastic, personal response to books and reading
• help their child to create regular, quality reading ‘space’ in an increasingly busy schedule
• share in their child’s reading through discussion…what did you like best?...what do you think will happen next?...etc
• encourage visits to the local library
Mathematics
Teaching continues to take place in sets. Pupils cover common areas of work but are, where appropriate, moved on from Key Stage 2 of the National Curriculum.
The carefully differentiated teaching of Number, Algebra, Shape and Space, Using and Applying Mathematics and Handling Data remains, as in previous years, at the core of the Year 6 work. Mainly number, arithmetic and algebra are covered in the first part of the academic year, with geometry, co-ordinate geometry, data handling and simple probability theory accounting for the remainder of the time available.
Listed below is a summary of the entire Common Entrance syllabus at its basic level and this is taught as a minimum to all pupils. However, the mathematics curriculum at JKS is not restricted to this and teaching beyond the syllabus, essential for the scholars, is undertaken where appropriate thus fostering the development of the full potential of all pupils.
Number and Algebra Pupils
• will multiply and divide whole numbers by 10 or 100
• use mental methods of computation with the four operations for solving problems
• recall multiplication facts up to 12 x 12 and quick derivation of corresponding division facts
• use written methods of addition and subtraction and of short multiplication (two-digit by two-digit numbers) and division by a single digit whole number
• add and subtract decimals to two places and order decimals to three places
• reflect on whether they have written a sensible answer when solving problems with or without a calcucator
• recognise parts of a whole and use simple fractions and percentages to describe these
• recognise and describe number patterns, and relationships including multiple, factor and square
• begin to use simple formulae expressed in words
Using and Applying Mathematics Pupils
• present information and results in a clear and organised way
• are developing their own strategies for solving problems and are using these strategies both in working within mathematics and in applying mathematics to practical contexts
• search for a solution by trying out ideas of their own
Shape, Space and Measures
Pupils
• reflect simple shapes in a mirror line
• make 3-D mathematical models by linking given faces or edges, draw common 2-D shapes in different orientations on grids
• choose and use appropriate units and instruments, interpreting, with appropriate accuracy, numbers on a range of measuring instruments
• find perimeters of simple shapes and find areas by counting squares
Handling Data
Pupils
• collect discrete data and record it using a frequency table
• understand and use the mode and range to describe sets of data
• group data, where appropriate, in equal class intervals, represent collected data in frequency diagrams and interpret such diagrams
• construct and interpret simple line graphs
• use and interpret coordinates in the first quadrant
Science
Science in Year 6 consolidates the investigative and analytical skills which the pupils encountered in year 5, and extends their planning and data handling abilities. Investigations are included wherever appropriate, and students also learn from demonstrations or personal research.
Pupils will study the following topics this year:
• dissolving and how to separate mixtures
• electrical circuits
• forces around us
• evolution, habitats and adaptations
• planning and carrying out investigations
Pupils will learn to:
• adopt safe practice in a laboratory environment
• recognise and make appropriate use of data and scientific vocabulary
• use measuring instruments to obtain accurate and appropriate data
• understand the adaptation of living things to specific habitats
• classify living organisms and use keys
• describe feeding relationships and basic food chains
• describe forces, structures and machines, as well as fuels, energy sources and the generation of electricity
• recap on the work covered in previous years
• build simple electrical circuits and develop their understanding of electricity
French
French continues to be taught by a specialist language teacher.
Although the emphasis is upon developing speaking and listening skills, a fair amount of supported reading and writing activities are also undertaken individually in Dynamo 1. Pupils will continue to have access to the online textbook through Active Learn.
Topic areas covered at this level include:
• places and directions
• time
• clothes
• School subjects and routines
• Objects in the class
• School facilities
• food and drink
• leisure activities
Spanish
Pupils continue to be taught by specialist teachers of Spanish.
There is an emphasis upon introducing and exploiting language orally, whilst the continued development of listening skills is supported using audio and video material, and reading and writing skills are extended with relevant materials. Pupils will continue using Viva 1 and to have access to the online textbook through Active Learn.
Topic areas introduced or extended at this level include:
• personal information
• numbers to 100
• dates and the time
• school (material, subjects and timetable)
• leisure activities
• likes and dislikes
• school descriptions
• daily routine
• places in town
• describing your town/city
• directions
French & Spanish Bilingual Pupils
We offer a French and Spanish bilingual programme that enables pupils to have lessons with French and Spanish speaking teachers. The pupils work in either small groups and/ or sometimes in a 1:1 environment with the relevant assistant to maintain their fluency in speaking and writing. They will also work on their grammar at a native level using a range of high level and authentic reading materials. Listening exercises are also part of the 1:1 sessions. The lessons take place at the same time as the French/Spanish timetabled lessons for that set.
Classics
Latin
The course in Year 6 aims to teach Latin as a language as well to develop an understanding and appreciation of the Roman world. We will be using Cambridge Latin Course Book 1 (the 5th edition which includes more female characters and background information) as well as supplementing with grammar from Latin Practice Exercises Book 1. Pupils are encouraged to develop an awareness of the impact of Latin on English and other modern European languages.
Classics is the study of the languages and culture of the Greeks and Romans. This includes aspects of their literature, everyday life, art and architecture, philosophy, history, mythology and religion. At Junior King’s the emphasis is on the study of the language but we also work towards understanding all these aspects of the ancient world.
History Humanities
This year we will study a range of medieval history before embarking on World War Two. We will use a wide variety of historical sources to study a range of themes over the course of the year, and will seek to develop their questioning, enquiry, judgement and analysis. Lessons will be on Saturdays each week and preps will rotate weekly with the other two humanities.
Topics of study iinclude:
• The Crusades
• Thomas Becket and Henry II
• King John
• The Black Death and the Peasants’ Revolt
• Richard III
• The Battle of Britain, Sturry and the Baedeker Raids
Pupils will learn to:
• Develop their historical writing skills
• Use evidence to describe the key features of events, people and eras
• Develop their understanding of causation, change over time and consequences
• Learn basic source analysis skills
Geography
This year’s work concentrates on the development of Geographical skills through the acquisition of knowledge, understanding and practical application. We begin to adopt an enquiry approach to learning, encouraging pupils to ask questions, investigate and make connections.
Topics to be covered:
• Japan – how physical geography affects human behaviour
• Black History Month – The Underground Railroad
• What is Geography and Jobs in Geography
• Global Location and human geography of the Caribbean Islands
• Initial map skills
• Sink Holes – how they are formed and how they affect communities
• Weather and Climate
• Eco-tourism
Pupils will learn to:
• Developing the skill of asking questions to substantiate facts
• Interpret photographs of contrasting locations
• Think independently
• Make connections
Religious Studies
Autumn Term
Judaism - principal beliefs, practices and customs including:
• Shabbat
• Kosher food and rules
• Bar / Bat Mitzvah
• A Jewish Morning with a visiting Rabbi, Jewish food and games
There will also be a trip to see Fordwich Church and Town Hall.
Spring Term
The life stories of major Old Testament characters and what they can teach us today.
Topics include: Jacob and Esau, Joseph, Gideon, Ruth, Daniel, Jonah
Summer Term
Islam - principal beliefs, practices and customs including
• The Quran
• The Five Pillars of Islam
• Festivals
Key skills: Knowing and understanding ancient texts, beliefs and practice, applying lessons to our lives today, learning from other cultures.
Art
In Year 6 pupils will continue to expand their knowledge and understanding of different media. A more structured approach to Art History will also be introduced.
Topics this year will include:
• Colour Theory and Paul Klee
• Structure and buildings
• Repeat pattern design and printing
• Natural Form
• Sculpture and construction
Music
There is one-hour long lesson per week of class music. In addition, individual instrumental lessons are offered from a team of 30 visiting music teachers. Pupils are encouraged to practise at home and may be entered for Associated Board and Trinity College exams which are held each term at the school. Many musicians will be involved in the concerts and workshops that take place during the year, as well as joining ensembles that meet each week for all the instrumental combinations. For more experienced musicians there is also the possibility of joining the Milner Court Orchestra. All members of Year 6 will also sing in the annual Carol Service in Canterbury Cathedral as well as the Middle School Concert. They are also invited to join the Middle School Choir and to audition for the Chamber Choir, which performs regularly in important events and travels abroad every couple of years.
CURRICULUM
We explore many parts of the planet with the ‘World Tour’ which takes in a huge variety of musical styles from different cultures around the world through listening, singing, discussion and research. Pupils create their own music during our study of ‘Pictures at an Exhibition’ and their pieces are recorded and analysed.
Computing
Regular, dedicated eSafety lessons are spread throughout the year at the start of each topic.
Topics covered:
• Ciphers and Codes – their use in Computing and at Bletchley Park in WW2
• An introduction to coding in Python
• Big Data – Barcodes, QR Codes, RFID
• Real-time data analysis and the Internet of Things
• Practical Coding using the Crumble Controller
• Skills Showcase: Inventing a Product
The children will also be helped to develop the following skills:
• Coding Skills
• Word Processing
• Touch Typing
• Presentation skills
• Collaborative skills
Design & Technology
The Junior King’s Design and Technology department prepares pupils to be creative problem solvers, to work as individuals and as members of a team, to participate in tomorrow’s rapidly changing technologies and to enjoy expressing their ideas using a wide range of media. Students are engaged in using computer aided design and manufacture, and use wood, metal, plastic and electronics to communicate their unique ideas. Year 6 combine practical skills with an understanding of aesthetics, social and environmental issues and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Working in stimulating contexts they engage in a continuous course of personal development, learning to use today’s technologies so they can participate in developing tomorrows.
Year 6 focused practical tasks and open projects this year will include designing and making:
• Pewter cast key tag with holder
• Packaging
• A maze
Drama
The aim of the Year 6 curriculum is to spend time working across several different topics, some of which tie closely to the wider curriculum to develop skills, specifically those needed in communicating without speaking. They will further skills in storytelling, and scriptbased character work, as well as developing new skills in more abstract movement, which follows on from their movement work in year 5. Year 6 with Year 5 create the middle school production that is performed in the Lent term. Lessons in the first part of the year build the skill necessary for pupils to play an active role in the production. In the second part of the year pupils apply their learning to the study and exploration of Shakespeare in performance –approaching Shakespeare using acting techniques.
Physical Education
All pupils are taught by one of three specialist teachers of physical education. The programme is divided into the following units, which aim to promote physical development in a variety of areas.
• health and fitness: to develop overall fitness and endurance levels through a variety of running activities
• gymnastics: to include varieties of movement and travelling, floor work, vaulting and balance
• net and wall: to develop hand-eye coordination levels through hitting and striking skills practised in games of tennis and mini tennis
• invasion games/general games skills: to develop tactical awareness and general skills inherent to the major team games
• athletics: to develop and improve technique alongside performance in running (speed, endurance and stamina), jumping (height and distance) and throwing (distance and power), tested and recorded throughout the summer term
• swimming: to improve technique and develop performance in the four major swimming strokes
• plus striking and fielding: to develop batting, throwing, catching and fielding skills in the summer term games programme
Health related exercise/fitness
The six curriculum units combined enhance the health-related exercise/fitness programme; particular attention in exercise and fitness classes is given to speed, stamina, endurance and strength.
Year 6 Plan
Games Programme
Pupils in Year 6 receive two, one hour training sessions per week, during which they participate in major team games, refining the key skills and further developing their knowledge and understanding of tactics and rules. The sports covered are:
Girls – Hockey, Netball and Rounders/Cricket
Boys – Football, Rugby, Hockey, Cricket
Competitive opportunities are gained through house matches, which take place during their weekly games time, whole school, house events, including swimming galas, cross country and sports day, and through a full programme of inter school fixtures and tournaments which take place on Wednesday and Saturday afternoons.
Life Skills
Our Life Skills curriculum aims to promote the spiritual, physical and social development of pupils and to prepare them for some of the opportunities, responsibilities and experiences of later life. This preparation for life involves self-knowledge; an understanding of the needs and motives of human beings; knowledge about their own health and bodies, and the importance of choice. Life Skills education is a planned programme of learning though which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. The values promoted in our Life Skills curriculum are inherently incorporated into the fabric of our school through assemblies, community events and the support of charities and in our day-to-day living.
Our Life Skills curriculum is a spiral curriculum based on the three core themes of “Health, Relationships and The wider world”.
Autumn Term
• Being in my world
• Celebrating difference
Lent Term
• Dreams and goals
• Healthy me
Summer Term
• Relationships
• Changing me
The Life Skills curriculum will be taught in a variety of ways that will involve discussion, reflection, role-play, collaboration and team-work, multi-media and outside speakers.
