Welcome to Year 6’s third blog post of the year! What a busy half term it’s been, especially with the start of our SATS boosters. We’re absolutely delighted to see so many children turning up regularly—thank you all for your fantastic support! The children have been working exceptionally hard, both in class and during their before and after school sessions. We couldn’t be prouder of their dedication and progress across all subjects. Now, it’s time for a well-deserved break! We hope everyone enjoys the half term and comes back refreshed and ready for the next challenges ahead.
ENGLISH
Reading
In our reading comprehension lessons, we’ve been diving into the thrilling world of Stormbreaker by Anthony Horowitz. Over the past few weeks, we’ve followed the journey of fourteen-year-old Alex, who gets recruited by MI6 in quite an unexpected twist. Equipped with some fantastic secret gadgets, he’s on a mission to investigate Herod Sayle, a rather mysterious figure who’s offering brand-new Stormbreaker computers to every school in the country.

We’ve really enjoyed exploring Alex’s character and examining the intriguing personalities of others throughout the story. Making comparisons with other books we’ve read has sparked some lively discussions! Our inference skills were put to the test as we delved into the narrative, questioning the author’s choice of language. We even tackled some tier two vocabulary, and it’s been great to see everyone trying to use these words in their own writing. Our teachers have loved listening to our fluent and expressive reading – it’s truly been engaging!
Writing
Our Creative Writing Adventure!
This term in English, we dove into the fascinating world of flashbacks in our stories. To be honest, it was quite tricky trying to keep our readers hooked while making sure they knew exactly when a flashback kicked off and when it wrapped up. We also experimented with building atmosphere to really set the scene for our narratives and practised using flashback signposts—talk about a challenge!
One of the highlights of our learning was the ideas and planning party. We gathered with friends, bounced around some incredible story concepts, and struggled to pick just one to write about in the end! It was such a creative buzz! Some of us opted to use dialogue to advance our stories, while others got adventurous by switching between tenses—how clever is that?
Our narratives ran the gamut from suspenseful tales to thrilling adventures, and even heartwarming stories about friendship. A few were autobiographical-drawing upon some emotional family memories, whilst others drew inspiration from our favourite films. We published our works in a range of formats that felt personal to us: some of us typed them up, others illustrated them, and a few even made books. The absolute cherry on top was an author’s sharing lunch with Mrs Parkar—what an absolute delight!



Mapping the World: Our Latest Adventure in Geography
This term, we’ve dived into a fascinating unit of work called “Mapping the World.” It’s been a brilliant journey exploring different types of maps, from topographical and thematic to street and political maps. Each format has its own unique features that tell us something special about our surroundings.
One of the highlights was learning how to read ordnance survey maps. These maps are like treasure maps, filled with symbols and details that help us navigate the great outdoors. We spent time deciphering common symbols, which sparked some lively discussions and plenty of “ah-ha!” moments. Who knew a simple triangle could represent a hill?
To wrap it all up, we took our learning out into the field. Our outdoor adventure involved investigating various house types in our local area, and it was eye-opening! We discovered how the architecture and style of homes reveal so much about the socio-economic geography around us. It was amazing to connect our classroom knowledge with the real world, reinforcing the idea that maps are not just tools but gateways to understanding our community. Overall, it’s been an engaging and enlightening unit that has certainly piqued our curiosity!





Maths
Ratio
In Year 6 mathematics, the concept of ratios is introduced, providing pupils with essential skills for understanding relationships between quantities. The ratio symbol, represented by a colon ( : ), allows learners to express comparisons succinctly.
We have been looking at how ratios can be closely associated with fractions, as they both illustrate a relationship between two values. For instance, a ratio of 2:3 can be understood as two parts of one quantity to three parts of another. This foundational knowledge serves as a precursor to more complex applications, such as scale drawings, where pupils utilise scale factors to represent real-life objects accurately.
Understanding similar shapes is a pivotal aspect of ratio work; our students learn that corresponding sides of similar figures maintain consistent ratios. For example, if two similar shapes have a ratio of 1:2, any side of the first shape will measure half of the corresponding side on the second shape.
Pupils are also challenged with a variety of ratio problems, reinforcing their skills in practical contexts. Further, they tackle proportion problems, which often require them to determine unknown quantities based on given ratios. Through these activities, students develop a robust understanding of ratios, forming an essential component of their mathematical toolkit.
Algebra
In Year 6, our pupils are introduced to the foundational concepts of algebra, which play a crucial role in their understanding of mathematical relationships and problem-solving skills. A key component of the curriculum is the use of function machines to represent and manipulate algebraic functions.
Students begin with 1-step function machines, where they learn to apply a simple operation to an input value, yielding an output. This concept then progresses to 2-step function machines, involving two operations that help pupils develop more complex reasoning skills.
Forming expressions represents another critical skill, as students learn to construct mathematical phrases using variables. Substitution is introduced in tandem, allowing learners to replace variables with specific values, thereby simplifying expressions for evaluation.
Pupils also engage with formulae, understanding how equations represent relationships between different quantities. This lays the foundation for forming equations, which they subsequently solve; initially focusing on 1-step equations before advancing to 2-step equations, enhancing their problem-solving capabilities.
Moreover, students are tasked with finding pairs of values that satisfy given conditions, and they learn to solve problems involving two unknowns. This holistic approach equips Year 6 pupils with the essential skills and confidence required for further study in mathematics.



Decimals
In Year 6, the curriculum places significant emphasis on understanding and manipulating decimals, an essential skill that underpins many mathematical concepts and real-life applications. Pupils are first introduced to rounding decimals, a fundamental ability that allows for simplification of numerical values, enhancing mental arithmetic skills and promoting estimation.
As students progress, they learn to add and subtract decimals, which aids in grasping the concept of a decimal’s place value. This understanding extends to multiplying decimals by 10, 100, and 1,000. Such operations require students to move the decimal point to the right, fostering a deeper comprehension of the relationship between whole numbers and decimals.
Conversely, when dividing decimals by these factors, pupils experience moving the decimal point to the left, solidifying their grasp of division in a practical context. Furthermore, multiplying and dividing decimals by integers allows for essential interactions with larger datasets, which is particularly relevant in problem-solving scenarios.
An emphasis on contextualised multiplication and division of decimals enables students to apply their knowledge to real-world problems, such as calculating finances or measuring distances. Mastering these skills ensures that pupils are well-equipped for the complexity of secondary education and daily life.
Science
As part of our ongoing curriculum, we are delving into the fascinating world of living organisms. Understanding how we can arrange organisms into groups forms the foundation of our studies in biology. The term “organism” refers to any living thing, which can be categorised broadly into three primary groups: plants, animals, and microorganisms.
Classification, the process of arranging organisms based on their physical characteristics, plays a vital role in scientific inquiry. Groups of organisms that can reproduce to create offspring are classified as the same species. This methodical approach allows scientists to name, study, and discuss organisms more precisely, aided significantly by advancements in microscopy.
In exploring vertebrates—animals that possess a backbone—we can organise them into five distinct categories: mammals, fish, birds, reptiles, and amphibians. These categories further reveal that vertebrates can be classified as warm-blooded or cold-blooded, and they may reproduce through live birth or by laying eggs.
Conversely, invertebrates, which lack a backbone, include groups such as arthropods, molluscs, and annelids. For instance, arthropods can be subdivided into insects, arachnids, and crustaceans.
Plants, too, offer a rich field of study. They can be classified into flowering and non-flowering varieties, with flowers serving the vital purpose of attracting insects for pollination.
Lastly, we focus on microorganisms—tiny organisms often visible only under a microscope, such as bacteria and viruses. While some microorganisms can be harmful, others are beneficial, highlighting the need for us to understand how to protect ourselves from detrimental forms.
Empathy
Our value for this half term is empathy. It is vital that we explore the concept of empathy. Empathy, at its core, means seeing the world from another person’s perspective. This understanding of others’ feelings not only enriches our interactions but also plays a significant role in our emotional well-being.
Research has shown that cultivating empathy can lead to positive feelings, such as being helpful and understanding. When children learn to empathise, they are better equipped to build meaningful friendships. Establishing connections with others fosters a sense of worthiness, love, and care, while also promoting emotional stability and calmness in challenging situations.
To illustrate the power of empathy, we can look to historical figures like Mahatma Gandhi, whose commitment to understanding others’ plight was instrumental in his pursuits for justice and peace. His life exemplifies how empathy can drive meaningful change.
I encourage you to engage your children in conversations about empathy. Consider asking them how they can apply this vital skill in their daily lives. Together, let us cultivate a more empathetic community and support our children in understanding the world around them.