Welcome to Kandinsky Class!
We hope you enjoy seeing our fantastic learning in year 6!
Class Teacher: Mr Chapman & Miss Perry
Kandinsky Class are Scientists!
Kandinsky class were fortunate enough to enjoy a visit from Dr Gibson, a scientist working on finding a vaccination for TB. We spent an afternoon experimenting with microbes, using real life lab equipment including a microscope and learning about what being a scientist means. Dr Gibson was very impressed with Kandinsky's excellent scientific knowledge and enthusiastic attitude towards their learning!
Kandinsky Class Classification Keys
In Year 5/6, we are learning about classification and about the similarities and differences between living things. We decided to try and classify a range of plants by looking for them in the school field then bringing them in and placing them in a classification key. We had a very enjoyable afternoon doing this and learnt a lot!
Kandinsky Class Take One Picture Project
In Year 5/6 we studied the life and art of Wassily Kandinsky and attempted to recreate some of his famous paintings using an abstract, non-objective style. We then wrote our own biographies, taking care to talk about only key moments in our lives and using engaging and interesting language to descrbe these moments.
Kandinsky Class Autumn 1 Overview 2018
KS2 Standard Assessment Tests 2018
As I am sure you are aware, the Standard Assessment Tests (SATs) are due to commence the week beginning 14th May 2018. This letter is to clarify the requirements for the school and for you as parents for the duration of the week.
Each day of the SATs will begin with an early morning breakfast, starting at 8:15am, which every child is expected to attend. We feel it is an important part of the process for the week that all children have the opportunity to discuss and relax prior to taking each test. The breakfast supplied to your child will be healthy and support them in the high level of focus and energy required for the tests.
Year 6 will have a test each morning from Monday through to Thursday. The tests all begin at approximately 9:30am with varied times for completion. The schedule of tests is:
- Monday 14th May – English Grammar Punctuation and Spelling Tests
- Tuesday 15th May – English Reading Comprehension
- Wednesday 16th May – Mathematics paper 1 (Arithmetic) paper 2 (Reasoning)
- Thursday 17th May – Mathematics paper 3 (Reasoning)
Equipment and resources required to complete the tests will be supplied by the school and your child will not be able to have their own pencil cases or other personal equipment with them during tests.
All children must attend the tests during this week. Any situations that arise related to illness of inability for your child to attend must be communicated to the school as soon as possible. For further information for parents, please visit the school’s website and an information document can be found attached to Kandinsky’s class page. For detailed information concerning all elements of the SATs please visit https://www.gov.uk/ and search Standard Assessment Tests.
Your child has worked particularly hard this year in the areas of the curriculum pertaining to the tests and as recognition for their hard work, Mrs Stark and I have agreed to thank Year 6 with a non-uniform day and a celebration on Friday 18th May; Lots of treats, music and maybe even a film as a big thank you from us at Hertford St Andrew.
For any further information or support prior to the tests, please do not hesitate to contact me. I would like to take this opportunity to thank all of you for supporting your children in their learning leading up to the tests. I am sure you will join me in wishing all of them the best in their SATs and in keeping them all as positive as they have been in their attitudes.
Science Week: Dragonfly Spinners
The Human Body
Year 6 have been looking at the human body and how vital certain aspects are for our survival. We have been studying the Circulatory System with discussions and research into finding out how blood travels around our bodies to deliver important nutrients and oxygen to our organs. The children identified the main arteries and measured their pulses with an emphasis on understanding how the heart pumps litres of blood under high pressures.
Following our discovery of the human blood flow, Kandinsky then started to look at the human skeletal structure and how this is designed to protect and support us. With this in mind, the class were given the challenge in a practical investigation of how a structure can support a given weight. Each group were supplied with 10 sheets of A4 paper and just 1 metre of sellotape and were challenged to build a stable structure, as high as possible, to support he weight of tennis ball. This was to support their understanding of how the human skeleton is designed to support us in out every day lives. Attached are the pictures to show the designs and structures that they came up with.
Next week the class will be enjoying another practical challenge when we look to understand how the human digestive system works. It will be a rather messy experience!!
We arrived at Chauncy School and the Basketball court was quite big and lots of fun. We started practicing before playing the first game and the hoops were higher than we expected but we still scored points in them, luckily.
Our first game was against Tower. Our first basket was scored by Ryan and it was a smashing shot straight into the net not even hitting the ring. Then it was 10-2 to us in the first 10 minutes because of our great teamwork. Next half, Ryan scored one but accidently got elbowed in the face, then Kira scored another one which took us up to 14-2 because every goal was 2. Thanks to Ryan and Levi, that took us up two 18-2 and then the game finished.
After that we had a 20 minute rest so we would be ready for the next game which was against Bayford. Bayford finished their game against Tower which they won and this game had to be decided; whoever wins was through to the final play-off.
We were 4-0 down then until Ryan came off the bench and made it go to 4-4 and then Levi scored and made it 6-4. Then Bayford scored which took it to 6-6 and right at the end it came to 18-16 to them sadly but we never gave up and we tried our best but Bayford deserved it.
Last week, throughout the whole school, was anti-bullying week. In our class we were asked to make some posters, one about what bullying is and one about what you should do if you are a bystander. All classes had to do something, but we all did something different.
After a few days of making our posters, Friday’s assembly rolled around. All classes had to have some students to come to the front to show their work. In our class it was Taylor, Lucy, some other pupils and I (Luke May).
Year 6 Cuffley Camp
Year 6 had the opportunity to visit Cuffley Camp to take part in lots of team building activities. Seen in the local news recently, Cuffley Camp is a woodland area that is set over a piece of land the size of 9 football pitches. Having been in existence for over 70 years, it has played a valuable role in giving children outdoor learning experiences.
Our first tasks of the day centred on problem solving activities. Split into groups, the children had to work out how to travel from one point to another using certain apparatus with very clear guidelines. There were four different activities to challenge the children with the groups rotating until all had had their turn on each. It took lots of brain power, teamwork and physical effort to reach their goal.
After a short walk to the low level climbing course, new groups were formed and the children were challenged with having to travel around the course without making contact with the ground - an extremely difficult task, especially when having to carry their own crates to bridge the gaps between apparatus. All of the groups were fantastic and it was pleasing to see everyone being so active.
Next came the orienteering activity with the class now being able to work in pairs or threes. A series of arrows were dotted around a woodland course which dictated whether the children should go under, over or through. After walking through the first lap as a class, the children were challenged to get around the course as fast as they could and as many times as they could in a set time. Again, so wonderful to see all the class charging around and in some cases getting exceptionally muddy!
Lastly, we had the challenge of building our own shelters using only the fallen braches and other natural materials that were in a specified area. Split into different groups again, it was interesting to see the very different approaches to the task. Once the set time was up, the groups had to sit inside their shelters and have them tested by having water poured over them!! With a very successful design, the boys managed to stay dry. Unfortunately, the other groups got a bit of a soaking!
It was a wonderful day with lots of valuable teamwork taking place and we all had lots of fun. A very valuable experience for us all.
Hertford St Andrew VS Bayford
Hertford St Andrew had the honour to play their first match this year against Bayford at home.
The kick of started approximately 3.45pm. Five minutes in Ryan scored bottom corner of the net. Then Bayford were hungry for goals and they made it 1-1. Just before half time Ryan scored top corner to make it 2-1. After half time Ryan scored again to make it 3-1. 10minutes later Ryan scored to make it 4-1. They would not give up though and two minutes later Bayford made it 4-2. After some great defending by Maison, Ryan crossed it in and Malacai finished it into the goal which made it 5-2. Even with such a lead, Bayford were excellent in their attitude and fought back to score two more goals. It was 5-4 to us and we had to defend really well right up until the final whistle.
After such a fantastic game, we all enjoyed the drink and biscuits that were kindly prepared by Mrs Garbutt. It was a fantastic game played in a very positive way and Bayford were a great team to play against.
Editing Our Writing
Year 6 have been focusing on editing their written work across all areas of the curriculum. Below are the basic principles of what they should be looking for in their written work:
Spellings need to be correct so that the reader can understand what has been written. Use a dictionary to check the spellings of the words in any written work.
Check through your written work and correct full stops and capital letters. Other punctuation you need to correct includes question marks, commas and punctuation of speech. You could also have a go at adding in some brackets or ellipses if you feel confident.
Sentences need to vary in their length and type. See if you can get examples of each type of sentence into your writing.
Basic: John thinks writing is fun.
Compound: John thinks writing is fun and playing is noisy. This is two basic sentences linked by a conjunction. Writing is fun. Playing is noisy.
Complex: John, who thinks writing is fun, thinks playing is noisy. Here the two parts of the sentence do not make two sentences because one part doesn’t make sense on its own: John thinks playing is noisy = sentence. Who thinks writing is fun = not a sentence as it doesn’t make sense!
Complex: John thinks writing is fun because he likes to use his imagination. John thinks writing is fun. = sentence. Because he likes to use his imagination. = not a sentence!
Always challenge yourself to use the correct sentences for the piece of writing you are doing.
Adjectives are words that describe nouns (objects or things). They help the reader to know how to imagine things. Use a dictionary to add in some really powerful adjectives.
Adverbs help describe verbs (action words). They tell us how the action is being performed, such as slowly, lazily, rapidly. Use a dictionary to find some really interesting adverbs to add to your written work.
Paragraphs are sentences about one main idea. When there is a change of time or place you need a new paragraph. They are also used in speech when a new person starts talking. They also make stories look less scary by breaking them up into smaller chunks that are easier to read. Go through your writing and look for places where there is a change of time or place and add in some paragraphs.
Vocabulary and connectives
A story will always be more interesting and exciting to read if it has some really imaginative vocabulary in it. Use a thesaurus to improve the vocabulary and connectives used in your writing.
Detail about characters and setting
Detail helps the reader to imagine what’s happening in the story and make it seem more real. This one is tricky as you need to get a balance between not enough detail and too much. Add in some details about the characters and the setting where appropriate.
Feelings and Emotions
Knowing how characters are feeling help the reader to empathise with them. This is how stories can make you feel scared, excited or upset. Feelings and emotions of characters can be told to us:
e.g. Jim was sad because his guinea pig had died.
Or they can be shown through the actions that the character does:
e.g. Jim hid in his room and cried all night because his guinea pig had died.
See if you can add in some feelings and emotions when writing a story.
Our Day at Bayford University
On Monday Steven, Luke, Kira and I went to Bayford University for a science day. When we got there we walked into the café to find that we were the first group there. We started talking. Then the other groups started to arrive. We then went up two flights of stairs to get to the laboratory. After we put our bags and coats under the table to get on with the work.
Then we all went downstairs with Sam, an astrobiologist, to look at tardigrades. We found out that tardigrades can live in space, in the deepest part of the ocean, in one thousand times more radiation than a human can withstand and many more places. The tardigrades were transparent and you could see their insides. Everyone was very careful to not knock over the sample dishes. When it was time to go back to the lab, we went back up to find that Mark, an astrophysicist, had put three bags of Martian soil, from three different places, on our desks.
After a snack we went back up, we were seeing if life is on Mars. We wore gloves and goggles and we had a beaker full of sugar which we dissolved. We fed the pipette into the bag and squeezed the end to get the water out. After this we took of our goggles and gloves so we could have lunch.
After we had our lunch we walked back up to design a heat shield. Our design was foil, stainless steel mesh, cork, sponge and more foil. We put Polyfilla in between the layers to stick them together. Our heat shield started to melt after a few seconds but we were still the winners of that part. We then had to design a parachute for the lander. We all had a clear ball to represent the lander. We had put a lot of tape on the ball we had and made the parachute out of plastic wrap and black paper. I tried to make a design but I couldn’t follow what my group were doing. After this we went onto the top floor and dropped the parachute. Our time was 3.06 seconds. After we got our coats and went outside to look at the telescopes at the observatory. There was a laser that worked 24/7 every day. After we went back to school.
Curriculum Documents and Timetable for Year 6 Autumn 2016
Year 6 had the pleasure of welcoming Chris and Mark from the University of Hertfordshire for a very informative session on particles followed by a planetarium experience. Chris started by introducing the class to the difficult concept of particles and how they are the building blocks of all matter. We were told how the Higgs Boson theory was put forward by Peter Higgs and is the elementary particle in Standard Physics. We learnt about the CERN particle collider (also known as the Large Hadron Collider) in Switzerland and the mass of certain matter and anti-matter particles. All of the children constructed their own particles and decorated them relative to the particle’s family name.
Mark then took over and showed the class the planetarium experience which was set up in an inflatable dome in the hall. The class focussed on the people that went into space and what they first spoke about. Believe it or not it was about the smell! Mark then spoke about the effects that comets had when they crash landed on Mars and how without water we can see the impact craters and how on Earth we can’t see these due to the bodies of water. We learnt how we can fit all the planets in our Solar System into Jupiter as it is so massive. The display was in 3D and we were told how the people who went into space would have to spend £20,000 on a Coke!! The children really enjoyed the session and it was a great scientific learning experience.
A massive thank you to Miss Raw for organising such a fun and engaging day from all of us in Year 6.
On Wednesday 18th January, Year 6 were fortunate enough to be able to spend the day visiting Duxford Imperial War Museum. It was a very chilly day but the children were very excited about the visit and were not disappointed. After off-loading our lunches in the special eating area (which is situated in a VERY large aircraft hanger!) we made our way to the Land Warfare exhibition. It was quite a distance away but well worth the effort. The class were able to experience many aspects of WWII, from artillery and tanks to how it felt to step off a landing craft on D-Day. Teigan shared some very interesting information about how most of the soldiers lost their lives on such an important point in history.
We then moved on to an aircraft exhibition where Cody shared his knowledge of particular bomber aircraft and the children tried on some authentic clothing with Gloria looking very comfortable in the bullet proof vest. Eddie found out about the fastest recorded speed for an aircraft and what type of engine was used to achieve this. Lots of searching and excellent questions about all of the different aircraft in the museum were asked by all of the class.
After having our lunch we were lucky enough to go on the first ever jet propelled aircraft to cross the Atlantic and were told how different it was to travel by air in the 1950s. From there we visited the Battle of Britain exhibition where staff were very informative of the impact his had on children at the time of war. We were able to see a Spitfire and Hurricane which gave the children a feel for how such an important part of the war was fought out. Eddie was particularly taken by the famous Churchill quote:
'Never was so much owed by so many to so few.'
We returned to the large aircraft hanger and looked at a range of aircraft and a separate exhibition that displayed many aspects of the paratroopers that took part in the war effort. Particularly enjoyable for some as this included a high number of guns and other 'explosive' artefacts. After visiting another BOAC aircraft we were rather tired and ready for our trip back to school. All of Year 6 had a fun filled and informative day which will be a great support for our topic of children in WWII.
Year 6 have been using their creative minds and applying this to the latest writing competition that KS2 have entered. With the chance of their work being published, the class had to create a crazy creature and write a mini saga that would have the reader engaged using only 100 words. We spent some time planning and drawing their creations and shared some truly wonderful ideas. All of the class found it rather challenging to keep their word count to the level required and we had many who went way over their target (Eddie managed to get to 124 before he was stopped and had much more to add!).
It has been wonderful to see the enthusiasm and dedication to the task and I look forward to seeing some of the examples published in 2017. Below is just one example of the quality of work that has been produced by Year 6:
A Creatures Home
On a hot summers day, Severus, a very tall and terrifying creature, made his way across the edges of Earth. He was minding his own business when suddenly Jasper and Paradot, Severus' enemies, came out of nowhere. Severus, immediately reacting, used his extraordinary power of laser vision to fight his enemies. Luckily for the peculiar creature, Severus won the battle and was victorious. Unfortunately, he couldn't remember which way he had come from. He was so confused that he started to put his mind on other things. Where was he? What would he do? Will he find his way back?
by Jack May
Four children from Hertford St Andrew were invited to take part in the Every-1-In festival on 1st December at Wodson Park.
We found the morning fun because we were able to participate in sports that we have never done before, such as: table top cricket, boccia, sitting volleyball, new age kurling and archery. We were given the chance to try all the sports which was good. During the morning we stayed in small groups of eight and before we had a go at each sport we were shown what to do by the young sports apprentices who explained everything clearly and then supported us during our go. Even though each go was exciting, the atmosphere was calm with a limited amount of noise. I enjoyed the sitting volleyball because when the ball went out of bounds you had to bottom shuffle to it. The morning was organised very well and we all had a great time.
report by Teigan Mogey
Take One Book Week
Kandinsky focused on a book that we read as a whole class, Skellig by David Almond.
Plot Summary. Michael has just moved into a new neighbourhood. His house is undergoing remodelling and his parents are preoccupied with the new baby, born prematurely. He meets a creature in the broken-down garage. Is it a bird? A human? Something else? His friendship with Skellig (the creature), and with Mina (the girl next door) are the centre of the story.
We enjoyed the story and decided to write a recipe for a meal that would be enjoyed by Skellig and to discuss and debate some of the particular issues that the story contained. After the class decided which key points were better suited to lead to healthy discussion, the class split into girls and boys to add even more spice to the situation. With Jessie as the chairperson the class debated issues such as: Mina being home schooled and whether Michael should have told an adult about Skellig. One of the deeper points chosen by the children was whether Skellig should have saved Micheal's little sister, Joy.
It was a very mature and very enjoyable debate with excellent points made by both groups. Some important skills were developed and we definitely have some future politicians amongst us!
On 2nd November, six Year 6 members attended the Hertford and Ware District basketball competition at Presdales school in Ware. Our first match wasn't our best because we didn't exactly know what we could and couldn't do. Our first team on included Jessie (me), Eddie, Ryan and Gloria with Olivia and Cody as subs. The score in the first match was 10 points to Bengeo and 4 points to us.
However, there were some highlights of the evening, such as me falling on my behind, Gloria getting a ball on the head, Ryan getting hurt in EVERY place possible, Cody and Eddie skidding into the wall and Eddie sliding from one court onto another. Thankfully Olivia didn't get hurt one bit.
Our other matches were quite successful and in the end we managed to get 4th place with three losses, one draw and four wins. Even though we didn't get into the top three and didn't receive any medals we were still really proud of ourselves because it was our first ever basketball tournament. Then, the next day we got an email from Sandy Edwards that after looking at the scores again we actually managed to get third place and we received our bronze medals in the Friday assembly.
Reported by Jessie Dean
Year 6 Poetry Competitors
Year 6 have been working very hard on their poetry this week to celebrate National Poetry Day and to enter a competition where their work could be published. Each individual has worked exceptionally hard and the whole class have delivered quality pieces of poetry. I look forward to reading them in the book when they are published. Below are a few examples of their efforts.
by Sophie Rupeiks
In the dead of the night,
Under a dark velvet blue sky,
I see light but I also see dark.
A thick layer of mist,
It floats around my feet.
It takes control,
It enters me.
I am a ghost, a spirit
Of the past, the present and the future.
Jewels that have faded,
Are not what they seem.
They are spirits contained
Like a genie in a bottle.
Long gone but not dead
As it's the memory that lives,
And a ghostly wail,
It ends my dream
And brings me back to life.
Then I realised, I was flying, I am dead.
by Jack May
Nobody has prepared for this peculiar land
I make my way forward as frightened as can be
Gradually progressing, I feel something on my palm
Help me! I exclaim feeling the breeze against my face
Thinking that was it, I would find something dreadful
My arms were trembling like a blind being blown
And there it was in front of me, a monster made of mud
Running in endless fields forever
Make me a man of fear
by Olivia Hill
I opened my eyes to a shiny smooth glaze at the window
Soon it disappears
All that is left is the moon and the ever rising sun
Before I blink
I am sailing towards the mountainous, ghostly white castle
I step forward
Welcomed by a cat dressed in the finest of clothes
Led to a room
Which i presumed was mine and sitting on the bed
Drifting to sleep
Wake once more to a cold breeze in the air
Something seems to stream it's fingers through my hair
Horrid, little wrinkled face and sorceress eyes
I see her standing there......Mrs Mischief
A Knitted Town
by Zoe Puncher
What I see before me,
I can't believe my eyes.
A knitted town to witness,
To take me by surprise.
The trees are made of wool,
It is warm in the heat.
It's a charming little town,
And it's smooth beneath my feet.
It's all been neatly knitted
Into lovely order.
And then I made my best friend,
With the King's daughter.
For our Take One Picture week, Year 6 have been working with the paintings of our class artist, Kandinsky. We researched key facts about the artist to give a better understanding of the forms of artwork that he produced. The class established the fact that Kandinsky was the first artist to use abstract forms of work which he started to produce in 1910. Our aim was to base our own work on a piece called 'Dominant Curve'.
Each member of Year 6 has produced their own artwork on their own memory, dream or aspiration for the future. For art enthusiasts to understand some of the content of the work, the children have also written brief descriptions about part of their artwork.
Kandinsky's 'Dominant Curve'
CLASS ARCHIVE 2015-16
Timetable and Curriculum Map
Year 6 would like to thank Mr Caruana for coming in and delivering yet another new experience to us, especially as it was an exceptionally hot day and even hotter with all the kit on. With only a couple of days to go until the end of the year, Year 6 were instructed in the basic principles of fencing and all had a wonderful time learning a new skill. An excellent opportunity to try another sport just before their transition into secondary school.
On Thursday 26th May, four children from Year 5 were invited to the Bayfordbury Science Observatory for a fun filled day of science activities. From designing a system to protect an egg dropped from the roof of the building to spending time in the Planetarium discussing the Polar star and our solar system. The children were a credit to to the school and a special mention to Eddie who asked a series of excellent questions. Well done to Sophie, Jack, Marie and Eddie.
Our fun filled science day.
Making Maths Fun
Kandinsky have been working hard in Maths and our focus has been on ratio. After some lessons introducing ratio and to build their knowledge and understanding, we used a fruit cocktail session to put ratio into a real life context. The children worked exceptionally well in mixed ability groups where they had to design 5 fruit cocktails with one part of the ratio equating to 50ml. They then mixed their cocktails and marked each one out of 10. They could then increase the ratio volume of the winning mixture and enjoy the fruits of their labour. A fantastic job by all!!
Brazil and the Carnival
Mrs Bond and Kandinsky have been working hard in their Art lessons this half term and have produced some excellent 'Carnival' head dresses. Year 5 took lots of time in designing and making their finished articles which included lots of varied materials and very bright colours. I think you'll agree that the children look absolutely fantastic and are very proud of the finished article.
Year 5 using their heads!