Welcome to our Year 6 Class Page

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

 Welcome back to the Summer Term - your final term at our school. 

 

 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.  

 

 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:

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. ) 

Tuesday 28th April - Mindmate Support Team workshop around Managing Emotions 

Thursday 30th April - Emotional Regulation Parent Workshop 5.00pm - 6.00pm. School Hall 

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

SATs breakfast will be served each day. We would like the children to  be in school by 8.30am. 

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) 

Thursday 14th May - (Afternoon) Parent and child Rounders Match

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

Wednesday 20th May - Sports Day

Monday 1st June - Year 6 Lego Fairgrounds Workshop

Monday 8th June - World Art Week

Wednesday 17th June - Mindmate Support Team Transition Workshop

Thursday 25th June - Final Year 6 Parent Event - 2pm 

Latest News:

Summer 1:

PE will continue to be on a Tuesday and a Thursday 

Weekly Reasoning 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.
• I can use passive 

Fiction:

Narrative Outcome:

Create a fairy tale with a twist around Chaperon Rouge -   to include cohesion

Alma: To create tension and show emotions. 

Non Chronological Report - a newly discovered creature 

Reading:  

Rich Text: The Final Year by Matt Goodfellow

Class Reader: Jodie by Hilary McKay  

Grammarsaurus:

2A: News: New Species

 2B: Non Fiction: Migration to UK

 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

Adding the prefix ‘over-’

Words with the suffix ‘-ful

Words that can be nouns and verbs

Words with unstressed vowel sounds

Adverbs synonymous with determination

Grammar:

 Subjunctive forms – appropriate for formal speech

Revision of KS2 Grammar

Maths

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

NUMBER

Constructing Pie Charts

The mean

Angles on a straight line

Angles around a point

Vertically opposite angles

Calculating angles

Angles in a triangle

Angles in special quadrilaterals

Angles in regular polygons

Draw shapes accurately

Draw nets of 3D shapes.

Science

Biology: Evolution and Inhertiance  

 This will be covered in Summer 2. 

What is Evolution?

How are plants adapted to their environment?

How are animals adapted to their environment?

What is natural selection?

How do adaptations lead to evolution? 

What characteristics can be inherited from parents?

How can fossils help us to explain evolution?

National Curriculum Pupils should be taught to:

•Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago •Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

•Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Vocabulary:

Adaptation: When a plant or animal has changed in some way, usually over a long period of time, to be better suited to the environment in which they live.

Environment: the conditions that surround an organism.

Evolution: the process by which different kinds of living organisms are believed to have developed from earlier forms during the history of the Earth.

Gene: A unit of heredity which is transferred from a parent to offspring and is held to determine some characteristics of the offspring.

Natural selection: When the fittest, most adapted organisms survive and multiply whilst the least adapted die out.

Inheritance: the reception of genetic qualities by transmission from parent to offspring.

Organism: an individual animal, plant or single-celled life form.

Species: a group of similar organisms that are able to reproduce.

Art/DT

Design Technology (Summer 1) Textiles

 Designing a Tote Bag

Pupils will:

• Explore and compare real textile products, thinking about how they look, how they are used and how they affect the environment.
• Develop and test design ideas by creating pattern pieces and making prototypes to explore how well they work.
• Use labelled drawings and diagrams to show clear design ideas, including how pattern pieces will fit together.
• Use fabrics and materials suitable for the product, thinking about how they look and how well they work.
• Make 3D textile shapes by carefully cutting, folding and joining materials to match the design.
• Join fabrics securely using stitches or knots and add decorative details to improve the appearance.
• Use pins, scissors and other tools carefully to keep fabric flat and measure and cut accurately.
• Evaluate how well the final product meets the design criteria and suggest improvement

Lessons:

Deconstructing a bag

Pattern pieces

Design a bag

Making a bag

Adding features 

RE

Summer 

How does the Holy Qur’an enable Muslims to follow God?

1. How did the Prophet Muhammad receive the Holy Qur’an as the final revealed word of God?
2. Why is the Holy Qur’an so important for Muslims and how is it used and treated?
3. With reference to the key stories of the Prophets, are there similarities between the Muslim, Christian and Jewish prophets?
4. Other than the Qur’an, what other forms of guidance do Muslims follow?
5. How do Muslims put the words of the Qur’an and the words and actions of the Prophet Muhammad into practice?

•  How does the design and architecture of a mosque reflect Muslim beliefs?

Vocabulary

Islam, Muslim, Allah, mosque, Qur’an, guidance, Prophet, Muhammad, Sunnah, Hadith

PSHE

RSE

The focus of the lessons for this part of the curriculum will be:

Lesson 1: The children will compare and contrast the changes which boys and girls go through during puberty.  

Lesson 2: Pupils learn to consider different attitudes and values around gender stereotyping.

Lesson 3: Pupils learn what values are important to them in relationships and to appreciate the importance of friendship in intimate relationships. 

Lesson 4 and 5: Pupils learn about human reproduction in the context of the human lifecycle and learn about how a baby is made and grows. 

Lesson 6: Pupils learn about roles and responsibilities of carers and parents  

Lesson 7: Pupils learn some myths and misconceptions about HIV, who it affects and how it can and cannot be transmitted.

PE

Tuesday: High 5 Netball (Outdoor)

High 5 Netball is a fun, fast-paced version of netball designed especially for primary school children. It introduces the basic rules of the game while allowing players to experience different positions by rotating roles. The game focuses on developing teamwork, communication and fundamental netball skills in an inclusive and enjoyable way.

Children will learn:

• Accurate passing (chest, bounce and shoulder passes)
• Catching and ball control
• Footwork, including pivoting and landing safely
• Shooting technique and accuracy
• Speed, agility and coordination

• Working cooperatively as part of a team
• Clear communication with teammates
• Supporting and encouraging others
• Respecting rules, officials and opponents

 

 Thursday: Gym (Indoor)

In this unit the children will:

Develop fundamental movement skills and apply them to help develop balance, and jumping and landing skills that are required in a range of games and activities. These are important, for example, to maintain balance when kicking a ball or taking off and landing a jump effectively in gymnastics and games and activities including basketball, netball, football and rugby.

Perform and repeat longer sequences with controlled movements. Apply a range of skills with consistency, linking actions together so that they flow. Use a combination of skills confidently in specific contexts.

Computing

.

 Big Data 1

• Identify how bar codes and QR codes work.
• To know that Infrared waves transmit data
• To know what RFID is and why it is used.
• To input data into a spreadsheet.

Key Vocabulary

algorithm, barcode, data, encrypt, infrared, QR code, RFID, spreadsheet

Music

Charanga

How does music shape our way of life?

 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 Fieldwork

Where does our food come from and how is it affected by climate?

To ask questions to inform a fieldwork enquiry.

 I can discuss the data I need to collect to answer a fieldwork enquiry question.

I can decide how to collect data to answer a fieldwork enquiry question.

To be able to collect data.

To be able to analyse data.  

To be able to communicate the results of a fieldwork enquiry.

To be able to evaluate a fieldwork enquiry.

History

Post 1066 study: Turning point in British history: Votes for Women + Local Knowledge

French

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

In my French House

Pupils learn how to describe a house, the different rooms and who lives there. They also learn about prepositions to explain where items are arranged in their bedrooms and consolidate the grammar and vocabulary they have learned by writing a letter to describe their family, home and bedroom

Planning a French holiday

The children learn to use a combination of present and near-future tenses, and become familiar with holiday-related vocabulary around packing a suitcase and planning a journey. They explore which area they might visit and why and ultimately research and plan a holiday to France.

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: