Welcome to our Year 6 Class Page

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

 Welcome back to the Autumn Term 

 

 The Year 6 Team

Your teaching team will be Miss Hicks, Miss Cuthbertson and Mrs Crabtree 

Mrs Crabtree will be in the classroom every morning. 

Monday: Miss Hicks in the morning. Miss Cuthbertson in the afternoon

Tuesday: Miss Hicks all day

Wednesday: Miss Hicks in the morning, Miss Cuthbertson in the afternoon.

Thursday: Miss Cuthbertson all day.

Friday: Miss Cuthbertson all day. 

 

 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:

 

RobinWood Parent Meeting - Thursday 3rd September 6pm (School Hall - Parents / Carers only please)

SATs Assessment Week: Monday 10th May - Thursday 13th May 2027

 

 

 

Latest News:

 Welcome back to Year 6!

 

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 but we would like you to add the books at home. 

During transition week, we introduced, 'The Zones of Regulation' which is a programme used to help children understand and talk about their emotions and feelings. It teaches children that all emotions are okay and gives strategies to help recognise how they are feeling and choose what might help them feel ready to learn.

Children learn about four different Zones, which are represented by colours:

• 🔵 Blue Zone – feeling tired, sad, worried or low in energy.
• 🟢 Green Zone – feeling calm, happy, focused and ready to learn.
• 🟡 Yellow Zone – feeling excited, frustrated, nervous or unsettled.
• 🔴 Red Zone – feeling very angry, overwhelmed or out of control.

The aim is not for children to stay in the Green Zone all the time. Every Zone is okay, and we all experience different Zones throughout the day. Instead, children learn to recognise their emotions and develop strategies to manage them safely and appropriately. Every class will have an area in the classroom dedicated to The Zones of Regulation. 

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:

 

Reading:  

Rich Text: The Giant's Necklace by Michael Morpurgo 

Class Reader: Murder at Snowfall by Fleur Hitchcock

Grammarsaurus:

1A: Non-fiction: Desert creatures

1C: Biography: Katherine Ferrers

2A: Poetry: Diwali/Bonfire

 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

1. Words with the short vowel sound /i/ spelled ‘y’
2. Words with the long vowel sound /igh/ spelled ‘y’
3. Challenge Words
4. Words with ‘cial’/shul/ after a vowel
5. Words with ‘tial’
6. Challenge Words

 

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: Electricity

 How do circuits work?

Art/DT

Design Technology: Structures

 

RE

2b.2 Creation & Fall:

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

PSHE

Mental Health and Emotional Wellbeing. 

RSE

This will be taught in the Spring term following a meeting with parents/carers. 

PE

Net and Wall Games 

 

 

 

 Gymnastics 

Computing

 Scratch Pixels and positions 

Key Vocabulary

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

Music

Dynamics, pitch and texture 

 

Geography - Autumn 1 

Where is South America and what are the key characteristics?

.

History - Autumn 2

 

French

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

 

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: