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Year Six

Welcome to Shark Class!

Our teacher is Mr Williams-Jones Our teaching assistant is Mrs Hawtin.



Welcome to Dolphin Class!

Our teacher is Mrs Marshman and our teaching assistant is Mrs Miller.


Welcome to Orca Class!

Our teacher is Miss Moore and our teaching assistant is Mrs Etheridge.


 Summer Term 5 2020


Welcome back to our  Sharks, Dolphins and Orcas that have returned to school this term- it is so lovely to see you.

This page includes activities and ideas those children that continue to learn at home.  Please see our curriculum newsletter this term as it clearly outlines the learning that will be taking place in class to support those learning at home. 

In Year 6, we recommend that the children read and practise their times tables every day and then select a variety of tasks from the categories listed below to provide them with a varied curriculum.



  • We recommend that children spend at least 20 minutes a day reading a book of their choice.
  • Choose 5 words a week from your reading book and explore them by finding the definition, synonyms/antonyms, word class and/or etymology. Then practise how you might use them in a sentence.
  • Have a listen to Elevenses with David Walliams
  • Each week they could retell a story or even film a vlog (video log) about something they are interested in – perhaps they could research and read around a topic they are interested in, then post on teams if they like.



There is a range of support offered free by various sites that can be followed at home to help you support your child with their writing. Here are a few suggestions:


Oak National Academy and BBC Bitesize are providing content everyday including online lessons. The White Rose will still provide videos to help learning, but the worksheet content will not be available.

Children can also be doing the following:

  • 15 sessions of Times Table Rock Stars a week.
  • Hit the button to practice number facts
  • Play board games such as shut the box, monopoly and others that involve maths if you have them.
  • Gareth Metcalfe is also providing online lessons:

  • Here are some more creative maths links:

  • My mini-maths is a great site for arithmetic and practice:

  • Here is a good set of activities from Maths Mastery:


In science we will be learning about living things and their habitats. We will specifically be looking at classification.

  • Find out about Carlos Linnaeus – what does he have to do with classification?
  • What is a taxon and what are kingdoms?
  • Can you classify living things in your garden?

Key Scientists

Explore some of these key scientists and see what great findings they made. You could make a PowerPoint, an information piece or just some key facts about them.

Carl Linnaeus (1707-1778)

Evelyn Cheesman (1881 – 1969)

Sir Hans Sloane (1660 – 1753)

Gilbert White (1720 – 1793)



Key Vocabulary

Become familiar with some of these words/phrases. Make your own list of them and their definitions. Can you find diagrams or create drawings to accompany them to help you remember what they mean?

  • taxon
  • kingdom
  • micro-organism
  • biologist
  • classification 


Are there other things that we classify? Is there any form of classification in a supermarket for example?  What?  Why? 

Why is classification important? 

Great powerpoint to show classification



Our topic this term is the Blitz: all we need to know about World War II? The unit is structured around eight sequential enquires. See what you can find out in relation to each question and what answers you produce.

Enquiry 1: How significant was the Blitz?

  • What was it? When did it happen? Why did it happen?
  • How did the Blitz relate to the rest of the war?
  • How similar/different was the Blitz to the other events?
  • Why might the Blitz be of more significance to people in Britain?

Enquiry 2: World War II: whose war?

  • What happened? Whose war was it? What people were involved in the war from both Britain and the rest of the world?

Enquiry 3: What was the impact of World War II on people in our locality?

  • What does the local war memorials tell us about the impact of World War II on our community?
  • What was happing in your locality during WWII? How was it used and how was it different to today?

Enquiry 4: How well does a fictional story tell us what it was like to be an evacuee?

  • Read a fictional account of what happened to an evacuee? What does this help you to learn about their experience and what it was like during that time? Can you distinguish between the facts and the fiction?
  • Suggested reading: Goodnight Mr Tom. Carrie’s War and Safe Harbour.

Enquiry 5: Evacuee experience in Britain: is this all we need to know about children in World War II?

  • What was it like to be a child in World War II? Who were the Kindertransport children? Why did they leave their families?
  • What have you found out about different childhood experience of war?

Enquiry 6: New opportunities? How significant was the impact of World War II on women?

  • Why were working women so important? What did women do in the war? How far had things changed for woman in WWII compare to Tudor times?
  • How important was World War II in changing the role of women? How important was WWII compared to other events affecting the role of women?

Enquiry 7: What did men do in World War II? Did all men have to fight?

  • In what ways did men contribute to the war?


Enquiry 8: When was the most dangerous time to live? How different was the Blitz?


  • What dangerous times can we think of at different times in the past? What was it like to be there?
  • Was the Blitz more or less dangerous than what happened at other times in the past?



  • What function does money serve in society?
  • What is currency and foreign exchange?
  • Where is money made?
  • What is the difference between a debit card and a credit card?
  • What is interest and loans?

Why not devise your own savings plan.                                                                                               If you get £5 pocket money per week, you could save £2, spend £2.50 and donate 50p to charity. How much will you have saved by Christmas?  How much will you have given to charity? How does that make you feel?    Year 6 curriculum



  • Complete the Joe Wicks PE lessons online.
  • Youtube ‘JustDance’ and perfect your moves.
  • Do some Cosmic Kids Yoga (
  • Go for a walk.
  • Create a bullet list journal – write down three bullet points a day of things that made you smile or laugh. It is something nice to then look back on.
  • Create a time capsule – Lockdown 2020
  • Dinnertime debate – Why not create your own ‘ Would you rather?’ game to discuss with your family over dinner. Each day, a different family member could be responsible for the question. It doesn’t have to be serious – Would you rather have ant-size legs or giant-size legs? 

If you have any questions or queries please do not hesitate to email us. We are always more than happy to help. 

Mr. Williams-Jones, Miss Moore & Mrs. Marshman.


 Click here to see our timetables for Shark Class, Dolphin Class and Orca Class.

 Click here to see the expectations for reading, writing and maths in Year 6

Curriculum Maps

Term 1 curriculum map

Term 2 curriculum map

Term 3 curriculum map

Term 4 curriculum map

Curriculum newsletters

Term 1 curriculum newsletter

Term 2 curriculum newsletter

Term 3 curriculum newsletter

Term 4 curriculum newsletter

Term 6 curriculum newsletter including home learning support

Creative Home Learning

Term 1 creative home learning

Term 2 creative home learning

Term 3 creative home learning  

Term 4 creative home learning

Weekly Learning Letters

English in Year Six

Reading in Year Six

By the end of year 6, we expect our children's reading to be fluent and effortless across all subjects. They will understand the majority of terms needed for discussing what they hear and read such as metaphor, simile, analogy, imagery, style and effect. Children will learn the skill of summarising the main ideas from more than one paragraph and be able to provide justifications for their views about a book. Within non-fiction texts, we would expect our children to be able to apply the skills of information retrieval in contexts where they are genuinely motivated to find out information, such as reading information leaflets before a gallery or museum visit.

Writing and SPaG in Year Six

SPAG Glossary

By the end of Year 6, the children will be able to reflect an understanding of the audience for, and the purpose of, a piece of writing by selecting appropriate vocabulary and grammar. They need to ensure the consistent and correct use of tense throughout a piece of writing and use further organisational devices to structure text and guide the reader, for example headings, hyphens, bullet points and underlining.

Children will be encouraged to use dictionaries to check the spelling and meaning of words. They will understand and apply the difference between informal speech and vocabularly appropriate for formal sppech and writing. They will use the passive voice to affect the presentation of information in a sentence and use layout devices to structure texts. Throughout their writing, the children will be encouraged to use colons to introduce a list and add extra information.  

Maths in Year Six

In year 6, the children will continue to develop fluency throughout the different areas of mathematics. They will be able to round any whole number and use negative numbers in context. They will use formal methods of long multiplication to multiply four digit numbers by a two-digit number and use the formal written method of short and long division, interpreting remainders according to the context. The children will be given opportunities to solve addition and subtraction problems in context, deciding operations and methods to use and explain why.

When working with fractions, the children will recall and use equivalence between fractions, decimals and percentages and be able to solve calculations involving fractions. The children will be given opportunities to solve problems involving the calculation of percentages and use of percentages for comparison. 

The children will develop their understanding of algebra by using simple formulae and use, read, write and convert between standard units using decimal notation up to three decimal places. 

With regards to shape, the children will compare and classify geometric shapes based on their properties and sizes, finding unknown angles in any triangle, quadrilateral and regular polygon. They will draw and translate shapes on the coordinate plane and reflect them in the axes. They will have the opportunity to interpret pie charts and line graphs and use these to solve problems.


Have a look at what we have been learning in Year Six!