A guide for parents

A guide for parents – Year 6

Table of contents

General Information
Year 6 English
Year 6 Maths

General Information

The final year in Key Stage 2 (KS2) is a very exciting time for your child, leading to the next milestone in education – moving onto secondary school. Year 6 is taught by Mr Burgess (Spruce class) and Miss Gibson (Beech class) the teaching assistant for the classes is Miss Bernstein who will be supporting many children individually, in small groups and in whole-class teaching. Mrs Sewell will teach the class for one hour on Monday mornings in each class, allowing Assistant Head time for Mr Burgess and leadership time for Miss Gibson.

During this year we aim to advance the independent learning of your child. Different expectations will be required, leading to an increase of independence and responsibility.  One vital aspect – just like in the rest of KS1 and KS2 – please make sure all belongings are marked with your child’s name.

Health and Safety: Water Bottles

Children are expected to bring a water bottle to school, and are encouraged to drink water throughout the day in order to keep themselves hydrated and alert.


As in previous years, reading record books need to come to school every day with their reading book.  There is one side of a page for each week.  Reading is a daily expectation, either independently or aloud, however it is a good idea to talk to your child about the text that they are reading as this will help to develop comprehension skills.  It is the child’s responsibility to complete the reading record as appropriate but we ask parents to check and sign the record at least once a week.


During the week of the 13th May 2019, Year 6 children, together with all children aged 10-11 years across the country, will be taking the Standardised Assessment Tests (SATs).

The children will have had many opportunities during the year to practise test papers to become familiar with the expected format.  The content of the SATs papers are based upon the National Curriculum work covered throughout Key Stage 2.  They will have worked hard and covered all aspects of work to be tested.  We would welcome your support in helping us to encourage a calm, confident, positive approach to this time of the year.

The SATs timetable is organised nationally and we will share the timetable with you in the Summer Term when we have had official confirmation dates.

School Journey

An educational journey to the Isle of Wight has been booked for Year 6 shortly after SATs.  There will be a meeting giving further information closer to the time. Families in receipt of free school meals or certain benefits are entitled to a remission of fees for board and lodging costs whilst attending residential school visits.

Physical Education (PE)

PE is on Tuesday and Friday. The children will need their indoor and outdoor PE kits in school on both those days.  A warm tracksuit and suitable trainers are required for outdoor P.E. Please note: your child will be unable to do PE if they forget their trainers and are doing a sport which requires footwear. If children forget their PE kit, no replacement will be provided. They will take a letter home informing you, should this ever occur.

Jewellery and long hair

Children wearing earrings must only wear small studs to school. They will be asked to remove anything larger.  These earrings must be either taken out or taped over for all P.E. lessons. Long hair should be secured appropriately.


Library books must be scanned by the library computer when borrowed and may be kept for 7 days. If your child would like to keep the book any longer, it must be brought into school and renewed on the library system every week.

The children are allowed to go to the library as and when required and are allowed up to two books each at one time. If a book is lost, we may ask for a replacement fee. Children have access to the Reading Cloud to help further their love of reading.

Online Safety

All of our members of staff are 100% committed to the safeguarding and well being of all of the children at Samuel Lucas. Computing, including the internet, e-mail and mobile technologies have become an important part of learning in our school.  Therefore it is essential that children are made aware of office safety and that they know how to stay safe when using any form of computing. Children in all classes will take part in online safety lessons at the beginning of each term as well as learning about how to stay safe in their Computing lessons throughout the year. Please help us support your child by talking to them about online safety at home.

My Maths

All children will have individual log ons which will enable them to access maths questions and games linked to their learning within school. Please encourage your child to use this valuable resource to help reinforce their learning. Home Learning tasks may be based on My Maths. Paper copies of the tasks will be provided for any child requesting them.

Home Learning

This year, each child has been given a “What I have learnt…” book. Every Thursday, Mr Burgess will select a topic for the children to focus on which will be an extension of what they are learning in class and may focus on any area of the curriculum.  One side of the page is to be completed and brought into class the following Tuesday. The tasks will always be fully explained to the children and Mr Burgess will be available to discuss any problems with them during the week. The Home Learning book is for maths and literacy work, including spellings. Online tasks will also be set regularly, using the My Maths website.

Useful websites:

My Maths: Practise key areas of maths

Mathszone: Educational games to go over key areas of maths

BBC Bitesize: Revision of English, maths and science


Year 6 English


In English lessons, children are taught speaking, listening, reading and writing skills through studying a variety of styles of writing (genres).  Teachers follow the Teaching Sequence for Writing, which means that children will firstly be taught to read and understand the text, then practise the skills of the style of writing (including grammar) and apply into their own writing.

The Primary National Curriculum statements will be taught through the modules below.

Y6 English Coverage

The Year 6 English curriculum consists of the following modules.

 Term OneTerm TwoTerm Three
NarrativeFiction GenresNarrative workshop : review key narrative technique
e.g. creating settings, characterisation, atmosphere
Take One Book
A range of written outcomes, linked with fiction/non fiction modules already covered in the term
Study Skills
PoetryVocabulary building
Read, write and perform free verse
Vocabulary building
Structure – monologues
Take one poet – poetry appreciation
Personal responses to poetry
Recite familiar poems by heart

Curriculum Content:

Speaking and Listening

Children will be taught to discuss their learning and to develop speaking skills. They will become more familiar with and confident in, using language in a variety of situations, for a range of audiences and purposes. They will, for example:

  • develop their understanding of a subject through discussions, learning to give their opinions and listen to other viewpoints.
  • speak clearly and in different ways for drama, formal presentations and debate.
  • they will prepare work orally, through drama and role play, discussing, rehearsing and recording their ideas.


This part of the curriculum is broken down into ‘word reading’ and ‘comprehension’.

Word reading will not be directly taught, except where individuals need support.  Instead, children will be encouraged to work out unfamiliar words that they meet.  They should use their knowledge of word roots and word families to help them to understand new words.  Children will be taught key comprehension skills to enable them to read, understand and enjoy a wide range of books. Year 6 will have the opportunity to read and discuss a wider range of fiction, poetry, plays and non-fiction.  They will, for example:

  • identify and discuss themes and conventions across a wide range of writing
  • predict what may happen based on evidence and clues given
  • give responses to texts and recommend books to peers, giving reasons for views and choices
  • use clues from the text to work out characters’ feeling, actions or motives and give evidence to back their conclusions
  • discuss and evaluate how authors use language (including figurative language) and consider the impact on the reader.
  • compare different texts

We are able to provide you with lists of age appropriate texts to support the learning:

Fiction Genres


  • Skellig – David Almond
  • The Various – Steve Augarde
  • Artemis Fowl – Eoin Colfer
  • The Bag of Bones – Vivian French
  • Inkheart trilogy – Cornelia Funke
  • Coraline – Neil Gaiman
  • The Weirdstone of Brisingamen – Alan Garner
  • Pure Dead Magic – Debi Gliori
  • Wolf Brother – Michelle Paver
  • Truckers – Terry Pratchett
  • The Spiderwick Chronicles – Lynne Reid Banks
  • Goblins series – Philip Reeve
  • Wonderstruck – Brian Selznick
  • The Amulet of Samarkand – Jonathon Stroud
  • The Hobbit – J.R.R. Tolkien
  • The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making – Catherynne M. Valente
  • Tanglewreck – Jeanette Winterson

Science Fiction

  • Supernaturalist – Eoin Colfer
  • Grinny: Grinny and You Remember Me – Nicholas Fisk
  • Among the Hidden – Margaret Peterson Haddix
  • Double Identity – Margaret Peterson Haddix
  • Maphead – Lesley Howarth
  • The Giver – Lois Lowry
  • Other Worlds: 10 Amazing Sci Fi Stories – Rick Riordan ed.
  • Timesnatch – Robert Swindells
  • Hydra – Robert Swindells

Chilling Stories

  • The Graveyard Book – Neil Gaiman
  • Uncle Montague’s Tales of Terror – Chris Priestley
  • Horowitz Horror – Anthony Horowitz
  • Breathe – Cliff McNish
  • At the Firefly Gate – Linda Newberry
  • Chill – Alex Nye
  • Tales from the Tunnel’s Mouth – Chris Priestley
  • Tales of Terror From the Black Ship – Chris Priestley
  • Marianne Dreams – Catherine Storr

Real Life

  • Pig Heart Boy – Malorie Blackman (science/ethics)
  • Tangerine – Edward Bloor (blindness)
  • The Eighteenth Emergency – Betsy Byars (bullying)
  • The 10PM Question – Kate De Gold (worry/anxiety)
  • Running on Cracks – Julia Donaldson (running from home – mature themes)
  • Step By Wicked Step – Anne Fine  (step parenting)
  • Dead End in Norvelt – Jack Gantos  (boredom, friendship)
  • Love, Aubrey – Suzanne LaFleur (family)
  • Hangman – Julia Jarman (bullying)
  • The View from Saturday – E.L. Konisburg (friendship)
  • The Other Side of Truth – Bevery Naidoo (refugee)
  • Wonder – R.J. Palacio (appearance)


  • Noah Barleywater Runs Away – John Boyne
  • Ruby Holler – Sharon Creech
  • Danny: the champion of the world – Roald Dahl
  • The Miraculous Journey of Edward Tulane – Kate DiCamillo
  • Stormbreaker – Anthony Horowitz
  • The Devil and his Boy – Anthony Horowitz
  • Journey to the River Sea – Eva Ibbotson
  • From the Mixed-Up Files of Mrs. Basil E. Frankweiler – E. L. Konigsburg
  • Outlaw: the Legend of Robin Hood – Tony Lee
  • The Ghost of Thomas Kempe – Penelope Lively
  • Mortal Engines – Phillip Reeves
  • Varjak Paw – S. F. Said
  • The Invention of Hugo Cabret – Brian Selznick
  • Wonderstruck – Brian Selznick


  • Warboy – Michael Foreman
  • Once/Now/Then/After – Morris Gleitzman
  • Goodnight, Mr Tom – Michelle Magorian
  • War Horse – Michael Morpurgo
  • At the Firefly Gate – Linda Newberry
  • Johnny and the bomb – Terry Pratchett
  • My Friend the Enemy – Dan Smith
  • The Machine Gunners – Robert Westall
  • Carrie’s War – Nina Bawden
  • Doodlebug Summer – Alison Price
  • Soldier Dog – Sam Angus


  • Chasing Vermeer – Blue Bailliett
  • The Crossroads – Chris Grabenstein
  • Silver Fin – Charlie Higson
  • The Case of the London Dragonfish – Joan Lennon
  • The Sign of the Black Dagger – Joan Lingard
  • Magnus Finn and the Selkie Secret – Janis Mackay
  • Out of the Depths – Cathy MacPhail
  • Flood and Fang – Marcus Sedgwick


  • How to Train Your Dragon – Cressida Cowell
  • How To Train Your Dragon Books (external link)
  • How to speak dragonese – Cressida Cowell
  • The Meanwhile Adventures – Roddy Doyle
  • Boom! – Mark Haddon
  • Ribblestrop – Andy Mulligan
  • Goblins series – Philip Reeve
  • Holes – Louis Sachar
  • There’s a Boy in the Girls’ Bathroom – Loius Sachar
  • A Boy and a Bear in a Boat – Dave Shelton
  • Gangsta Granny – David Walliams
  • Ratburger – David Walliams


  • The Midnight Fox – Betsy Byars
  • The Tale of Despereaux – Kate DiCamillo
  • Charlotte’s Web – E.B.White
  • Flush – Carl Hiaasen
  • One Boy and His Dog – Eva Ibbotson
  • A Coyote in the House – Elmore Leonard
  • The Call of the Wild – Jack London
  • Going Home – Cliff McNish
  • Why the Whales Came – Michael Morpurgo
  • The Amazing Story of Adolphus Tips – Michael Morpurgo
  • War Horse – Michael Morpurgo
  • Catscape – Mike Nicholson
  • Wolf Brother – Michelle Paver
  • The Outlaw Varjack Paw – S.F. Said
  • Black Beauty – Anna Sewell

Narrative Workshop eg creating settings, characterisation, atmosphere

  • The Mysteries of Harris Burdick – Chris Van Allsburg
  • FArTHER – Grahame Baker-Smith
  • Journey – Aaron Becker
  • Train to Somewhere – Eve Bunting
  • The Princess Blankets – Carol Ann Duffy
  • The Gift – Carol Ann Duffy
  • The Wolves in the Walls – Neil Gaiman Illus. by Dave McKean
  • Wolves – Emily Gravett
  • Way home – Libby Hathorn
  • Beware, Beware – Susan Hill
  • The Red Tree – Shaun Tan
  • The Arrival – Shaun Tan
  • Tales from Outer Suburbia – Shaun Tan
  • Eric – Shaun Tan
  • Rules of Summer – Shaun Tan
  • The Lost Thing – Shaun Tan (book and animation)
  • How to Live Forever – Colin Thompson
  • The Tower to the Sun – Colin Thompson
  • Varmints – Helen Ward
  • Tuesday – David Wiesner
  • Flotsam – David Wiesner
  • Mr William Shakespeare’s plays – Marcia Williams


Writing is developed through teaching the following:


Children should learn to spell new words correctly and have opportunities to practise spelling skills.  They will be taught spelling patterns and conventions, and draw on their knowledge of word families and roots to help them spell new words correctly.  They will continue to practise and use the words included in Appendix 1 of the National Curriculum for years 5 & 6. Children will be expected to use a dictionary and thesaurus.


Pupils will continue to be taught handwriting in order to increase speed, fluency and legibility.

Composition (structure)

This includes vocabulary, grammar and punctuation. To develop their composition skills, the children will be taught to:

  • Plan, draft, compose, edit and evaluate their writing
  • Use a wide variety of punctuation and grammar features with confidence
  • Refine their grammar and vocabulary to further develop the effectiveness of their writing
  • Use a wider range of techniques to build detail into their writing and ensure it flows smoothly throughout the sections of a piece.
  • Build on their understanding of the differences between Standard and non-Standard English, and will also focus on how to achieve different levels of formality in their spoken and written language.
  • Adapt writing for a range of purposes and audiences as part of their work across the curriculum.


Grammar will be taught throughout the writing process and teachers will follow the terms and concepts of Appendix 2 of the National Curriculum.

Should you wish for a more detailed explanation, please follow this link to the Primary National Curriculum document.

Year 6 Maths

Working mathematically

By the end of year 6, children will structure their own investigations and solve a wide variety of increasingly complex problems. They will independently develop their own lines of enquiry and be expected to prove their solutions in a variety of ways including algebra, negative proof (use a counter example to prove the rule) and be able to communicate their results using accurate mathematical language. Children will demonstrate secure knowledge and confidence to talk in depth about mathematical concepts and explain their solutions, decisions and reasoning.


Counting and understanding numbers

Children extend and apply their knowledge of place value for numbers up to and beyond one million (including decimals and negative numbers) in a variety of situations. Special numbers are extended to include common factors, common multiples and a deeper understanding of prime numbers. Children will be able to round numbers and identify what degree of accuracy is appropriate.


Children will be fluent in a wide range of mental and formal written calculation strategies for all operations, extending to long division (four digit numbers by two digit numbers) by the end of the year. They will apply estimation in a range of ways. Through investigations, they explore the effect of the order of operations including the use of brackets.

Fractions including decimals and percentages

Children recall and using equivalences between simple fractions, decimals and percentages. Additionally, they are able to express fractions in their simplest form and calculate the decimal equivalent, for example = 3 ÷ 8 = 0.375.

Applying this understanding of equivalent fractions, children will order, add and subtract fractions (including mixed numbers and those with different denominators) by the end of the year e.g. + +  = 1. Using hands-on resources and images, they will multiply and divide proper fractions and mixed numbers by whole numbers e.g. x = and ÷ 2 = . Children will solve problems involving the calculation of percentages linked to real life situations.

Ratio and proportion

Pupils explore ratio and proportion through real life experiences such as changing the quantities in recipes (scaling), scale drawings and maps.


Throughout their primary experience children will have encountered algebra in a number of different situations which is drawn together and formalised in year 6. By the end of the year, they will confidently use symbols and letters to represent variables and unknowns in mathematical situations that they already understand, for example, simple formula and equivalent expressions a+b = b+a. Children will describe number sequences and missing number calculations.


Through investigation and problem solving, children convert between a range of measurement units (including both imperial and metric). Calculation of perimeter and area is extended to include parallelograms and triangles. Additionally, they will explore the relationship between area and perimeter. They will know how to calculate, estimate and compare volume of cubes and cuboids identifying when it is appropriate to use formula.


Children will draw 2-D and build 3-D shapes with accuracy using given dimensions and angles. They will create nets of common 3-D shapes. They will consolidate their knowledge of angles within shapes and extend it to find missing angles in triangles, quadrilaterals and regular polygons. Children name parts of circles, including radius, diameter and circumference, and explore the relationships between these elements. Children will use four quadrant co-ordinate grids to describe positions, draw and translate simple shapes. Using their knowledge of the properties of shape, they will be able to predict missing co-ordinates and express these algebraically.


Children will increase their knowledge of different data representations to include interpreting and constructing pie charts (using their knowledge of angles, fractions and percentages) and line graphs (e.g. miles to km conversion). They will know when it is appropriate to use the mean as an average and how to calculate it.