Welcome to our Year 6 Class Page

Welcome to Year 6 and we hope you enjoy reading our class page.

 Thank you to everyone for all your lovely Christmas cards, gifts and wishes, We hope that you have all have a lovely time and we are looking forward to seeing you on Monday 5th January!

 The Year 6 Team

Your teaching team will be Miss Hicks, Miss Cuthbertson, Mrs Meek, Mrs Stubbs and Mr Ferguson. 

Monday: Miss Hicks all day and Mrs Stubbs supporting in the morning.

Tuesday: Miss Hicks all day and Mrs Stubbs supporting in the morning.

Wednesday: Miss Cuthbertson and Mrs Meek every morning and Miss Cuthbertson and Mr Ferguson on alternate afternoons. 

Thursday: Miss Cuthbertson all day, Mrs Meek supporting in the morning. 

Friday: Miss Cuthbertson all day, Mrs Meek supporting in the morning and Mr Ferguson supporting in the afternoon.  

 

Topic information will be updated ready for the start of each half term, although some topics have the information for the term. 

 MOBILE PHONES:

Please note: if your child walks to school and therefore brings their mobile phone with them, they will need to hand them in to us, in the classroom at the start of the day; they will be stored securely in the school office.  Please remind children that for safeguarding reasons, phones must be turned off once they are on the school site

PE reminders:

Please ensure that you are wearing your PE uniform with suitable sports trainers, have long hair tied up and earrings either removed or covered with a plaster – before you come to school! 

Upcoming Events:

Monday 12th January - RockSteay Music workshop

28th - 29th January - Dside 

Week beginning 2nd February: Assessment Week 

Wednesday 11th February - Year 6 Parent Afternoon - 2.00pm

Wednesday 25th March - Year 6 class trip to Skelton Grange (Science link)

BikeAbility - Week beginning Monday 20th April 2026 (The children will take part in 1.5 days of BikeAbility training in small groups over that week. Bikes and helmets can be provided if needed. ) 

SATs Assessment Week: Monday 11th May - Thursday 14th May 2026

Monday 11th May:        Grammar and Punctuation test  (45 minutes)

                                            Spelling Test   (not timed) 

Tuesday 12th May:        Reading test (1 hour)

Wednesday 13th May:  Maths Paper 1 (arithmetic - 30 minutes)

                                               Maths Paper 2 (Reasoning and Problem solving - 40                                                       minutes)

Thursday 14th May:      Maths Paper 3 (Reasoning and problem solving - 40                                                       minutes) 

 KS2 End of Year Writing Assessments: This will take after SATs through to the end of June. 

Latest News:

Spring 1:

PE will be on a Tuesday and a Thursday 

Weekly Arithmetic Tests: The children are now completing an arithmetic test each week. These are being marked in school and the children will bring them home. If you have the time, we would really appreciate you going through these test papers with your child. We would recommend only focusing on a couple of questions each week. Thank you for your support. 

Homework expectations:

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

• Weekly times tables test to be marked in class - this will be on a Friday
• Children have received their 10-minute test revision guides which will form the basis of this homework.  They will have one for English and one for maths.  Please ensure that children have a go at all the activities in the 10-minute test and feel free to guide them, should they need some help.  PLEASE CAN YOU GO THROUGH THESE WITH YOUR CHILDREN AND MARK THEM - ANSWERS ARE IN THE BACK.  We will clarify any queries that the children may have ON A FRIDAY so children MUST bring them into school on a Friday morning (this will be monitored).  
• Spellings – The children will have weekly spellings tests ON A MONDAY based on spelling patterns and a list of statutory Y5/Y6 words. 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. 
• TTRS - this will be used as part of the homework and we expect children to be accessing this regularly. A minimum of 20 minutes per week. 
• Reading – Please use BoomReader to record the reading you have been doing at home - THIS IS MONITORED IN SCHOOL.

Year 6 Curriculum

English

 Writing:

We will be writing our first non-fiction piece: a non-chronological report about blood.

• I can write effectively for a range of different purposes and audiences, selecting language that shows a good awareness of the reader.
• I can select vocabulary and grammatical structures that reflect what the writing requires.
• I can use a range of devices to build cohesion.
• I can use a wide range of clause structures, sometimes varying their position within the sentences.
• I can use commas to mark phrases and clauses. (Commas for clarity.)
• I can use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision.

Class reader: Amazon Diary – The Jungle adventures of Alex Winters.

Reading:

1A: Non-fiction: Desert creatures

1B: Fiction: The bully/ Medusa

1C: Biography: Katherine Ferrers

2A: Poetry: Diwali/Bonfire

2C: Fiction: Christmas Carol

The Giant's Necklace - Rich Text

 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.

Spelling:

 

Grammar:

 Cohesive Devices across paragraphs (including elipses)

Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

Punctuation of bullet points to list information

Synonyms and antonyms

Maths

We follow White Rose Maths and this term we will be covering:

NUMBER

Numbers to 10 million

Rounding

Adding

Subtracting

Multiplying

Dividing

Factors, multiples and Square/ cube numbers.

Prime numbers

Order of Operation

Science

Physics: Electriciy

 Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
Use recognised symbols when representing a simple circuit in a diagram

Art/DT

Design Technology (Autumn 1) Structures

 Design

Designing a playground featuring a variety of different structures, giving careful consideration to how the structures will be used, considering effective and ineffective designs.

Make

Building a range of play apparatus structures drawing upon new and prior knowledge of structures.

Measuring, marking and cutting wood to create a range of structures. Using a range of materials to reinforce and add decoration to structures

 Evaluate

Improving a design plan based on peer evaluation.

Testing and adapting a design to improve it as it is developed. Identifying what makes a successful structure.

RE

Autumn 1

UC Creation KS2b2: Creation & Fall

 Enquiry Question: Are the theories of Creation and Big Bang (Science) conflicting or complementary?

 1. Can you outline the Creation story directly from the Bible and explain why it was written?

 2. Can you compare the Creation Story and Big Bang Theory?

 3. Why do YOU think Genesis was written all 2500 years ago?

 4. How has the creation story shaped people’s lives?

 5. What is the link between the creation story and Psalm 8 and what might it make Christians feel about God, the world, themselves as humans?

PSHE

Mental Health and Emotional wellbeing

• Pupils learn what mental health is.
• Pupils learn about what can affect mental health and some ways of dealing with this.
• Pupils learn about some everyday ways to look after mental health.
• Pupils learn about the stigma and discrimination that can surround mental health.

 Mindmate: Being the same and being different.

PE

Monday: Net and Wall (Outdoor)

In this unit the children will:

Develop and apply ball skills in modified games to improve throwing and catching skills combined with reaction and response skills to enable greater success when under pressure.

Prepare for traditional invasion games, particularly ball sports that involve creating and finding space and require keeping possession and responding to set play instructions. Learn about attacking and defending strategies to help make effective decisions.

Develop the personal skills to persevere and cope well when finding things challenging, and to embrace that both regular, focused practice and failure are key aspects of learning.

 Friday: Gym (Indoor)

In this unit the children will:

Reinforce the development of fundamental movement skills and apply them through partner/group work and on large apparatus to help develop the core strength and skills required in a range of games and activities. Develop an understanding of the link between gymnastics and other sporting applications.

Further support the development of sequences by learning how to remember and sequence balances and movements with a partner/group, or while using large apparatus.

Computing

This term, we will be looking at 'My Online Life'. We will be looking at self image and identity, our online friendships, our online reputation, online bullying, managing online information and health, wellbeing and lifestyle.

 Our key questions in this unit will be:

• How does the internet and media shape our views?
• How can you be a good Digital Citizen?
• What does the information online say about us?
• How would you deal with online bullying?
• How do you make informed decisions online? Can you trust everything you read online?
• Can technology impact on your health?
• How secure are you with your online information and accounts?
• Who owns the information on the internet?

Key Vocabulary

Reputation, Online Bullying, Copyright, Self Image, Identity, Trust, Risks, Profile, Password, Private, Empathy

Music

Ukulele

The children will continue playing the ukulele and will continue to build upon the amazing skills they learnt in Year 5.

 Listen and Appraise

 The children will learn to listen critically to a broad range of music. The shared knowledge of music is crucial cultural capital in understanding where we came from and our place in the world.

We will cover the following objectives:

• To identify and move to the pulse with ease.
• To think about the message of songs.
• To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
• Listen carefully and respectfully to other people’s thoughts about the music.
• Use musical words when talking about the songs.
• To talk about the musical dimensions working together in the Unit songs.
• Talk about the music and how it makes you feel, using musical language to describe the music.

Geography

Where is South America and what are the key characteristics?

•  Where is South America? (Space)
• Which countries are in South America and what are their capital cities? (Scale)
• What are the environmental regions and the main vegetation belt of South America and what are the characteristics of these? (Space)
• What is the biodiversity of the Amazon rainforest? (Space)
• What are the key human and physical features of South America? (Place and Cultural Awareness)

History

History will be taught in the Autumn Term 2

French

Bonjour! We will be continuing with our fantastic KAPOW! programme of teaching.

French Sport & The Olympics

The children will learn how to:

• Pronounce the name of a sport
• Construct simple sentences to say whether or not they play a sport and whether or not they like a sport.
• Locate some countries on a map.
• Identify some of the French country names using cognates and near cognates.
• Use the correct form of aller and the correct preposition
• Show good understanding of P.E. action verbs and pronounce the words
• Show good understanding and pronunciation of words and phrases about sport and construct simple sentences about sports that they like or do not like.
• Follow the basic rules of pétanque.
• Write an interview article in French, using a writing frame, about a chosen
• Olympic sport and imagined visit to the Olympic Games.

French Football Champions

The children will learn how to:

• Learn and try to pronounce the new vocabulary.
• Translate some player profiles.
• Construct the sentence, ‘I come from [a place]’ in French.
• Understand comprehension questions based on the topic of football.
• Complete part of a player profile.
• Deliver an oral presentation.

Useful documents:

 National Curriculum calculation examples_Appendix_1.pdfParent Leaflet - Year 6 CLEH.docxGrammar for Year 5 & 6 National CurriculumHigher level thinking questions for Yr 6 parents

Useful links: