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Year 6

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Welcome to Year 6!


We hope that you had a fabulous Christmas. We would like to say a huge 'thank you' to everyone for your kind Christmas gifts, cards and wishes from everyone in Year 6.   

News flash!

Spring 2: PE is on Monday (indoor) and Thursday (outdoor).



Welcome to Year 6 and we hope you enjoy reading our class page. Topic information will be updated ready for the start of each half term. Latest news will be updated fortnightly on a Thursday. Photographs will be updated after an event.

As Year 6 children, we are becoming even more responsible and independent learners. We inspire and cultivate a mature approach to taking control of our own learning, becoming ready to face the risks and challenges in our futures, whilst developing independence, resilience, teamwork and empathy.  

Mrs Myers, Miss Hicks, Mrs Crabtree, Mrs Meek and Mrs Questa are all involved with teaching and learning in Year 6.

Mrs Myers will be teaching Mon, Tuesday, Wednesday morning, Friday afternoon and alternate Wednesday afternoons.

Miss Hicks will be teaching  all day Thursday and Friday morning.

Mrs Meek will be teaching alternate Wednesday afternoons.

Mrs Crabtree is our Teaching Assistant and will be supporting teaching and learning every morning.

Mrs Questa will be joining us on a Friday morning to teach small groups of children. 


Our PE days are Mondays and Fridays. Please ensure that you are wearing your PE uniform, have long hair tied up and earrings either removed or coved with a plaster. Monday will be indoor PE and Friday will be outdoor PE.


Upcoming Events:


05-03-20 and 12-03-20: Parent Consultation Evening

25-03-20: Year 6 Topic Afternoon

Monday 30th March - Wednesday 1st April - BikeAbility for Y6. Information already sent home.. 

11-05-20 until 14-05-20: - KS2 SATs Week 

01-06-20: Staff Training Day

10-07-20: Year 6 Topic Share Morning. 9:10 - 10.20


Latest News:

Spring Term 2: PE will be on a Monday (indoors) and on a Thursday (outdoors). Please wear appropriate clothing. 


Homework expectations:

In preparation for the children being ‘High School Ready’ homework will be planned in the following way:

  • Weekly times tables test on a Wednesday to be marked in class.
  • Weekly short SPAG or maths consolidation /revision exercises using the books to be self/peer marked during lessons. 
  • Spellings – The children will have weekly spellings tests based on spelling patterns and the list of Year 5/6 word. Following the test in class, words that the children will need to learn again will be recorded in their spelling books and we ask that you revise these with your child at home. 
  • Reading – reading journals to be completed, signed and brought into school every Thursday. Please record the comprehension questions you ask your children but answers do not need recording.
  • Longer topic-based learning will be sent home with clear instructions as to how and when it will need to be completed by. In order to get children High School ready, part of this will include research and therefore longer deadlines will be given. The beauty of these learning logs is that when completed, they are incredibly different as the children take their learning in different directions.  This is then shared and marked with peers so all children can access these amazing learning discoveries.
  • Homework diaries contain a weekly thinking activity that will need to be completed. (These are not formally marked.)

In Year 6, the children will all receive a homework diary in which they will record all their homework and deadlines. These are similar to the journals most schools use in Year 7. These will need signing each week and brought into school every day.


Curriculum this half term:

Topic Ancient Greeks




Children to be able to understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views.


  • Cohesive devices
  • Active and Passive Voice
  • Formal and informal language
  • Colons, Semi-colons and Dashes
  • Use of punctuation to avoid ambiguity



Spring Term 2 we will be writing:

Non-Fiction - 

Fiction - Into the Mist


We will cover the following objectives:

The children can:

• write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)

• in narratives, describe settings, characters and atmosphere

• integrate dialogue in narratives to convey character and advance the action

• use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs

- select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility) 

- use verb tenses consistently and correctly throughout their writing

- use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other punctuation to indicate direct speech

- write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)

- Use the passive voice within their writing.

- distinguish between the language of speech and writing3 and choose the appropriate register exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this

- use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.^



Year 6 will continue to follow the Read Write Inc Spelling programme. Each unit will cover a spelling pattern focus and a selection of Y5/6 Statutory Spellings. The children will have a weekly spelling test. This will either consist of selection of spellings linked to the spelling pattern which will be practised during the lessons or the Year 5/6 orange words. The children will bring their spelling log books home daily where spellings will be recorded by the children.


Unit 3: Suffixes – Nouns to adjectives

Unit 4: Suffixes – ‘Swap, double, drop!’

Unit 5: Suffixes – Dropping the ‘y’




- Fractions

Including fractions of quantities; equivalent fractions; adding, subtraction, multiplying and dividing fractions.


- Decimals

- Percentages

- Algebra


Reasoning and problems relating to all the above.




Animals, including humans.

  • I can identify and name the main parts of the circulatory system.
  • I can describe the function of the heart, blood vessels and blood.
  • I can discuss the impact of diet, exercise, drugs and life style on health.
  • I can describe the ways in which nutrients and water are transported in animals, including humans. 


Algorithms and programming

I can design a solution by breaking a problem up.

I recognise that different solutions can exist for the same problem.

I can use logical reasoning to detect errors in algorithms.

I can use selection in programs.

I can work with variables.

I can explain how an algorithm works.

I can explore 'what if' questions by planning different scenarios for controlled devices. 



The Creation Story versus Science.

Are these views conflicting or can they be complementary?



Our PE days are Mondays and Thursdays. Please ensure that you are wearing your school PE uniform, have long hair tied up and earrings either removed or covered with a plaster. We will be outdoors on a Thursday for our PE sessions.


Monday: Yoga


Thursday: Rugby with a coach 




Top and Bottom of the Globe!

- I can identify and name the Tropics of Cancer and Capricorn.

- I can identify and talk about the Arctic and the Antarctic.  



This will be taught Autumn 2


PSHE/British values:

This will be taught Autumn 2



Watercolour skills linked to our topic.



This will be linked to our topic.
















Calculation Policy for Mathematics. How we teach calculations in year 6

Year 6 Long division

As per our calculation policy, this is the method that children in year 6 must use when completing long division.

The Y6 parent's meeting presentation from 10th September 2018