Welcome back to the second half of the Spring Term! Just a reminder that our year 6 booster sessions run every Wednesday and Thursday morning from 7:45am- everyone is welcome! 

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Click here to see what we've been doing so far this year!


Saint Christopher is one of the most popular, yet most enigmatic Catholic figures. He is considered a saint, although he is not in the official canon of the saints. Most Catholics refer to him as Saint Christopher and his medals and devotions are among the most common in Catholicism. According to legend, St. Christopher was extremely tall, and by some accounts he was even a giant! He is referred to as a Canaanite. We think this is unlikely, but he was surely a man of significant physical stature. St. Christopher found a hermit who taught him all about Christ, the King of Kings. The hermit suggested that he spend his life in prayer and fasting, a thing which St. Christopher, a large and probably often hungry man found difficult, he objected. The hermit suggested he then find something else that would please Christ. St. Christopher offered to work at a nearby river, and help travellers across. The fording was dangerous and many with less strength people had drowned. The hermit advised St. Christopher this would please Christ.

One day, a child approached St. Christopher by the river and asked to be helped across. St. Christopher obliged. However, as he entered midstream, the river rose and the child's weight grew and became extremely heavy. It was only by great exertion that St. Christopher safely delivered the child to the other side. When St. Christopher asked the child why he was so heavy, the child explained that He was the Christ and when St. Christopher carried Him, he also carried the weight of the whole world on his shoulders. The child then vanished. Other legends state that St. Christopher travelled after this experience and evangelized thousands of people.


Mrs Brennan is our class teacher in St Christopher. Mrs Bertolino is our Teaching Assistant.


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The Children will continue to explore reading and SPAG skills through a variety of writing tasks this terms including;


Genre fiction – science fiction

Chn read and analyse a selection of short stories from Tales of Outer Suburbia by Shaun Tan. They explore the structure of short stories & the use of modal verbs & dialogue. Chn write a drama based on one they have heard & then a new story in the Shaun Tan-style.

Grammar focus:

1. Use dialogue, recognise differences between spoken and written speech.

2. Use speech punctuation to indicate direct speech.

2. Understand and use modal verbs.


Non-chronological Reports

Use texts about iPads & iPhones to introduce features of non-chronological reports. Chn create a new section for a BBC online activity about reports using BOS/ QuAD techniques. Then chn research information about another electronic device & write reports.

Grammar focus:

1. Begin to understand the use of active and passive verbs, especially the use of the passive form in reports.

2. Recognise and use a past participle.

3.  Use semi-colons, colons and dashes appropriately in reports.

4. Use bullet points in reports.


Power of Imagery

Using a range of sea poems (provided) & The Convergence of the Twain by Thomas Hardy, explore the use of imagery & description. Then discuss how to use language to evoke feelings & produce impressions. Chn draft & write their own poem about the Titanic.

Grammar focus:

1. Use fronted adverbials and non-finite verbs to start a sentence.

2. Use commas after fronted adverbials

3.  Use elaborated description, including adjectives and adverbs, and subordinate clauses.




Click on the link below for helpful information and activities which are all literacy based;




The children will continue to be taught the skills which are laid out in the New Curriculum.
The following skills are taught within each unit:

Decimals: In this unit the children will learn;

Decimals up to 2 decimal places

To understand thousandths

Three decimal places

To multiply and divide decimals by 10, 100 and 1000

To multiply and divide decimals by intergers

To use division to solve problems

To convert fractions to decimals

To convert decimals to fractions.



Percentages: In this unit the children will learn;

 To understand percentages

To be able to convert fractions into percentages

To find equivalent fractions, decimals and percentages

To order fractions, decimals and percentages

To calculate the percentage of an amount

To find the missing values within percentages.



Algebra: The children will learn to;

Find a rule involving one and two steps

Form expressions

To substitue values

To use simple formulae

To form equations

To solve simple one-step equations

To solve 2 step equations

To find pairs of values.



Measure: The children will learn to;

Use metric measures

Convert metric measures

Calculate with metric measures

Convert between miles and kilometres

Use imperial measures

Identify shapes with the same area

Calculate the area and perimeter of shapes

Caluculate the area of a triangle

Calculate the area of a parrallelogram

Find the volume by first counting cubes and then using formula

To find the volume of a cuboid.



Ratio and Proportion: In this unit the children will learn;

To use ratio language

To use both ratio and fractions

To recognise the ratio symbol

To calculate ratio

To use scale factors

To solve ratio and proprtion problems.



Statistics: In this unit the children will learn;

To use ratio language

To identify, read and interpret a line graph

To name the parts of a circle

To read and interpret pie charts

To draw pie charts

To calculate the mean.


Click on the link below for helpful information and activities which are all numeracy based;




Living things and their habitats:

Pupils should be taught to:

 describe how living things are classified into broad groups according to common

observable characteristics and based on similarities and differences, including microorganisms,

plants and animals

 give reasons for classifying plants and animals based on specific characteristics.


Evolution and Inheritance:

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.




Click on the link below for helpful information and activities which are all science based;




From Easter to Pentecost

After this topic we will be able to:

Retell the events of the Easter Season from the writing of Luke.

Explain how the Resurrection and Post-Resurrection appearances lead to belief in the divinity of Christ.

Make connections between two sources of revelation by finding belief in the resurrection within the Creed.

Show how belief in the resurrection has developed from the time of Jesus to the writing of the Creed and to the present day.

Recognise, describe and give reasons for the actions of ‘caritas’ by Christians.

Show understanding of how belief in ‘caritas’ shapes a whole persons life.

Identify similarities and differences between how people of faith and no faith respond to care of those in need.


A Virtuous Life

After this topic we will be able to:

Retell the story of the Good Samaritan according the Gospel of Luke.

Know the cardinal virtues (prudence, justice, restraint and courage) and be able to explain them as a response to belief in love of neighbours.

Describe how the cardinal virtues are evident in the characters in the story of the Good Samaritan.

Name, describe and explain the life work of St John Southworth as one who lived a virtuous life.

Identify similarities and differences between the Good Samaritan’s and John Southworth’s responses to the moral issues that they experienced.







The Victorians

The children will be learning;

To put the Victorian period into historical context, to use historical sources to find out about the Victorian period and to find out about the life of Queen Victoria. They will think about why Victoria became such a popular monarch and they will find out about some famous Victorian inventions explaining how new inventions changed people’s lives during the Victorian period. They will explore what the Industrial Revolution was and will explain how Victorian Britain was changed by the Industrial Revolution. They will find out how the introduction of the railways changed travel and tradeand will explore different viewpoints about the new railways. The children will learn what sort of jobs were taken by Victorian children and what life was like for Victorian working children. They will be able to explain why Lord Shaftesbury was an important Victorian figure and how his campaigns improved children’s lives during the Victorian period. The children will find out about typical crimes and punishments in the Victorian period and will compare Victorian punishments to the modern-day justice system. Finally, they will understand what an empire is and how Britain developed it’s Empire as well as exploring how trade changed during the Victorian period.





The children will be able:

To enter data and formulas into a spreadsheet.

To order and present data based on calculations.

To add, edit and calculate data.

To use a spreadsheet to solve problems.

To plan and calculate a spending budget.

To design a spreadsheet for a specific purpose.




Lessons Planned and taught by External Sports Company Non-Stop Action.


Lessons Planned and taught by External Sports Company Non-Stop Action.

Indoor PE (taught by the Class Teacher)


In this unit the children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles, working with partners and groups. In dance as a whole, children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. As they work they develop an awareness of the historical and cultural origins of different ideas.


Cultural Tradition in Art

The children will be able;

To recognise that many cultures use art in order to tell stories.

To investigate the art from a particular culture.

To investigate and understand what is meant by folk art.

To identify the features of folk art.

To use the materials of Indian folk artists to create my own piece of art in the style of Madhubani.

To realise that some cultures share the same features and theat patterns are used as a recurrinf effect throughout cultural art.

To explore the media and materials which may be used in the cultural art process.

To begin to explore the Cultural Tradition artist Richard Kimbo.

To explore the process used by Richard Kimbo when creating his batiks.

To explore how batik has been used in fashion and renamed Madiba shirts.

To have a go at sketching my own batik clothing design.

To explore Kimbo’s use of colour in his batiks.

To have a go at creating my own batik design of a bustling African city.






SEAL Scheme:


Say no to Bullying:

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes through a focus on bullying- what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are: self- awareness, empathy, managing feelings and social skills.

Going for Goals:                  

This theme focuses primarily on the key aspects of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued. This theme provides opportunities for the children to reflect on themselves as individuals, particularly their strengths as learners and how they learn most effectively. 


Taught alongside the Life to the Full scheme of work.


For a full breakdown of our coverage click on the links below!























Homework is intended to consolidate our learning. Homework is given out on a Monday and is to be returned Friday of the same week. Remember homework club for Year 6 is on a Monday! We encourage children to use the resources available to them at the club including the adults who will be there to help them.
All of the children in Year 6 have been given responsibilities in the form of Buddy Duties. The children complete a range of duties around the school at lunchtimes- ask your child what duty they have been given!


Your child should have their reading record and reading book with them every night. We encourage you to read with your child and sign and date their reading records. A summary of your child’s reading level is glued in the front of their reading record you can use this while you are reading with your child to ensure they are working towards achieving their target! Reading records are checked on a Wednesday.

Edward De Bono

We continue to use Edward De Bono's six thinking hats to help us to organise our thinking and process or ideas. There are 6 hats and each has a different colour and so a different use or meaning. When children answer questions in class, each question will have a different colour hat attached to it. The diagram below shows you in better detail how we use them. Ask your children what hats they have used in their learning today!

Habits of Mind
The Habits of Mind are a collection of 16 thinking dispositions designed to help children develop their critical and creative thinking skills. Every week children are taught to use a different ‘habit of mind’ to help with their thinking and apply this to their work.

Visual Maps
The children are now using visual tools in all areas of their learning. These tools help the children map out their ideas and organize their thinking.




Macmillan Coffee Afternoon
Shakespeare Globe Players Production