Year 6

Our Year 6 area is a welcoming and inspiring place to learn. The children benefit from spacious classrooms on the first floor, which gives the year group a special sense of identity as the oldest pupils in the school. Alongside the classrooms, we have useful shared spaces for interventions, group work and quieter support. Sofas in the shared areas provide comfortable spots for reading sessions, and books are everywhere, helping to create a rich reading culture throughout the year group. It is a calm, purposeful and lovely place to be, where children can learn, read, collaborate and grow in confidence during their final year of primary school.

Dangerous Earth

In the autumn term, children explore the fascinating world of natural disasters and the physical processes that shape our planet. This theme includes a strong focus on geography, science, history, art and design technology.

In geography, pupils use maps to locate natural disaster hotspots around the world. They learn about the structure of the Earth, plate tectonics, the formation of mountains and the causes and effects of earthquakes and volcanic eruptions. Children also take part in a geographical enquiry linked to San Francisco, considering why some places are more vulnerable to natural hazards than others.

In history, pupils carry out an enquiry into the eruption of Mount Vesuvius in 79AD, using historical sources to explore what happened and how the event affected the people of Pompeii and the surrounding area.

In design and technology, children learn about cams and use this knowledge to design and make reciprocal motion toys. In art, pupils create mixed media pieces inspired by natural disasters. Additional artwork during the term also links to their science learning on evolution and classification.

The Ancient Maya

In the spring term, children study the Ancient Maya civilisation. They learn about where and when the Maya lived, placing the civilisation on a timeline and considering how it fits into the wider history of the world.

Pupils explore daily life in Maya society, including homes, food, farming, social structure and the roles people played within their communities. They also study the Maya writing and number systems, comparing these with systems used today and considering what they reveal about Maya achievements.

Children learn about Maya religious beliefs and the importance of gods, rituals and ceremonies in everyday life. Through this theme, pupils develop their historical enquiry skills by asking questions, making comparisons and using evidence to understand a civilisation very different from their own.

Ancient Egypt

In the summer term, children study Ancient Egypt. This unit gives pupils the opportunity to use artefacts and historical evidence to make inferences about life in ancient times. They consider what objects can tell us about beliefs, daily life, power and status in Ancient Egyptian society.

A key part of the topic is the study of the River Nile and its importance to the development of Ancient Egyptian civilisation. Pupils learn how the Nile supported farming, transport, trade and settlement, and why it was central to Egyptian life.

Children also explore the development of pyramid design, considering how and why pyramids changed over time. They learn about pharaohs, tombs, mummification, religious beliefs and the achievements of this remarkable civilisation.

Throughout Year 6, children continue to develop their knowledge and skills across the full curriculum. There is a strong focus on reading, writing and mathematics, alongside science, history, geography, art, design and technology, computing, music, PE, RE and PSHE.

Further information about the books children study and the maths topics covered during the year can be found in the Year 6 curriculum map on the Barnes Primary School website. Families may find it useful to look at this at the beginning of each term to see what their child will be learning.

Knowledge maps are also available for many topics. These are designed to help families understand the key knowledge children are developing in class and can be used to support discussion at home. They can also be useful for creating quizzes, encouraging children to explain what they know or helping them to revisit important learning.

Home Learning

Home learning is set each Friday and collected the following Wednesday. Information about the task is shared with families through SchoolComms.

In Year 6, home learning usually takes around 60–90 minutes. Tasks are designed to support learning across the curriculum, with a particular focus on reading comprehension, grammar, punctuation and spelling, mental maths and mathematical reasoning.

Children are expected to complete home learning with the same care, effort and presentation that would be expected in class. If a child is finding a task difficult, we encourage them to ask for support in school. Parents are also welcome to contact the class teacher if home learning is becoming challenging or causing concern.

To support home learning, pupils use a Schofield and Sims mental maths book and an online resource called SPaG.com. Children are shown how to use these resources in school before they are used for homework.

Spelling and Reading

Spelling remains an important part of learning in Year 6. Children are given new spellings each Wednesday and are tested the following week. The focus is on Year 6 spelling patterns from the National Curriculum, as well as the statutory key word lists for Upper Key Stage 2.

Reading is also central to the Year 6 curriculum. Children are expected to maintain a reading journal and to have their reading journal and reading book in school each day. These journals help pupils reflect on their reading, develop their comprehension skills and build positive reading habits.

Families looking for book recommendations can refer to the recommended reading lists on the school website.

Independence and Responsibility

As pupils move through Year 6, they are encouraged to take increasing responsibility for themselves and their belongings. This includes organising their books and equipment, remembering PE kits and spelling folders, bringing water bottles and reading materials to school, and ensuring that belongings are clearly labelled.

These routines help children develop the independence and organisational skills they will need as they prepare for secondary school.

Physical Education

PE is an important part of the Year 6 curriculum. Children take part in regular PE lessons and are expected to have the correct kit in school on PE days. Lessons support pupils’ physical development, teamwork, resilience and sportsmanship.

As the oldest pupils in the school, Year 6 children may also have opportunities to represent the school in sporting competitions and events, helping them to develop confidence, pride and a sense of belonging.

The table below outlines the trips and activities currently planned for Year 6 across the school year.

Assessment in Year 6 is designed to support children’s learning, identify next steps and ensure that pupils are well prepared for the end of Key Stage 2. We use a balance of formative assessment, which happens continuously as part of day-to-day teaching, and summative assessment, which gives us a clear picture of attainment at key points during the year.

Our approach is purposeful and proportionate. Assessment is not simply about recording outcomes; it is about using information carefully to adapt teaching, address misconceptions and support every child to make progress.

Formative Assessment

Formative assessment is ongoing in all areas of learning. Teachers assess children through questioning, discussion, observation, responses in lessons, written outcomes, marking and feedback. This helps teachers to understand what pupils have grasped securely and where further teaching or support may be needed.

In maths, formative assessment is particularly important because the curriculum contains many objectives that often come thick and fast. Teachers check understanding throughout lessons and aim to identify and address misconceptions quickly. This may happen through live feedback, small group support, additional practice, revisiting key concepts or adapting future lessons so that children can build secure understanding before moving on.

Across the curriculum, teachers use assessment information to shape planning, provide challenge, close gaps and give pupils clear next steps.

Reading Assessment

Reading is assessed continuously through lesson outcomes, guided reading sessions, class discussion and children’s reading journals. These opportunities allow teachers to assess comprehension, fluency, inference, vocabulary development and children’s ability to respond thoughtfully to texts.

Alongside this ongoing assessment, pupils complete summative reading assessments during the year. This includes one NGRT reading assessment each term, which helps us to monitor progress and identify any pupils who may need additional support or challenge. Children also complete termly fluency assessments, allowing teachers to track accuracy, pace, expression and confidence when reading aloud.

Writing Assessment

In writing, children build an ongoing portfolio of work across the year. This includes a range of both supported and independent pieces, written for different purposes, audiences and levels of formality.

Teachers regularly assess this writing against the teacher assessment framework for writing at the end of Key Stage 2. This framework is used nationally to support statutory teacher assessment judgements in English writing.

Assessment in writing is based on a broad range of evidence rather than a single piece of work. Teachers look for consistency, independence and the ability to apply taught skills effectively across different writing outcomes. Writing judgements are also moderated internally to support accuracy and consistency.

Once every four years, these teacher assessment judgements are subject to external moderation at borough level. Local authorities have a statutory role in moderating Key Stage 2 teacher assessment judgements, including writing.

Grammar, Punctuation and Spelling

Grammar, punctuation and spelling are assessed both formatively and summatively. In lessons, teachers assess how well children understand and apply grammar and punctuation concepts through discussion, short tasks and written outcomes.

Children also complete more formal assessments in grammar, punctuation and spelling at key points in the year, particularly at the end of the autumn and spring terms. These assessments help prepare pupils for the statutory GPS test in May and allow teachers to identify areas that need to be revisited.

Spelling is assessed regularly through weekly low-stakes quizzes. These quizzes help children practise and retain spelling patterns without creating unnecessary pressure. In addition, statutory curriculum words are assessed once each term to track children’s knowledge of the key words expected by the end of Key Stage 2.

We also use the Young’s Spelling Test to provide a spelling age. This gives teachers further information about children’s spelling development and helps identify pupils who may benefit from targeted support.

Mathematics Assessment

Mathematics assessment takes place continuously through daily lessons, questioning, independent tasks, problem-solving activities and reasoning work. Teachers use this information to identify misconceptions quickly and adapt teaching accordingly.

At the end of the autumn and spring terms, children sit a range of summative mathematics assessments. These are designed to replicate the style and structure of the statutory SATs papers that pupils complete in May. The outcomes help teachers identify strengths, gaps and priorities for future teaching.

These assessments also help children become familiar with test formats, develop confidence and practise applying their mathematical knowledge under timed conditions.

Science Assessment

Science assessment is based on children’s scientific knowledge, conceptual understanding and ability to work scientifically. Teachers assess pupils through practical investigations, observations, recorded work, discussion, questioning, quizzes and end-of-unit tasks.

Formative assessment is used throughout science lessons to check whether children understand key ideas and can apply scientific vocabulary accurately. Teachers also assess how well pupils can ask questions, make predictions, plan enquiries, record results, draw conclusions and evaluate findings.

At the end of Key Stage 2, teachers make statutory teacher assessment judgements in science using the national teacher assessment framework. This framework supports judgements about whether pupils are working at the expected standard in science. Evidence for science judgements should come from day-to-day classroom work and may include practical science work, teacher observations, quiz responses and other classroom tasks.

Handwriting Assessment

Handwriting is monitored throughout the year as part of children’s everyday written work. Teachers look at letter formation, joining, consistency, legibility, spacing and overall presentation.

Where needed, children are given individual handwriting targets to help them improve specific aspects of their writing. This supports pupils in developing a fluent, legible and efficient handwriting style.

Summative Assessment and SATs Preparation

Year 6 is a statutory assessment year. In May, children sit the national Key Stage 2 assessments in reading, grammar, punctuation and spelling, and mathematics.

To support pupils in preparing for these assessments, children complete a range of practice assessments at the end of the autumn and spring terms. These assessments closely replicate the style and structure of the statutory SATs papers. They help teachers monitor progress, identify gaps and plan targeted support, while also helping pupils become familiar with the format of the tests.

While these assessments are important, they form only one part of our wider understanding of each child. We continue to value classroom learning, teacher judgement, effort, progress and the development of confidence and independence.

Using Assessment to Support Pupils

Assessment information is used carefully to support all pupils. It helps teachers to:

• identify misconceptions and address them quickly;
• plan future lessons and adapt teaching;
• provide targeted support or additional challenge;
• monitor progress over time;
• prepare children for statutory assessments;
• support accurate reporting to parents;
• build children’s confidence as learners.

Our aim is for assessment to be useful, manageable and meaningful. It enables teachers to understand each child as a learner and helps pupils recognise their own progress, next steps and achievements.

Year 6 is an important year of growth, reflection and preparation as children get ready for the next stage of their education. We recognise that the move to secondary school is an exciting milestone, but also one that can bring questions, uncertainty and a range of emotions for both children and families.

Throughout the year, and particularly in the summer term, we support pupils carefully as they prepare for this transition. Children take part in a series of dedicated transition sessions where they can talk openly, in a safe and supportive environment, about how they are feeling. These sessions give pupils the opportunity to ask questions, share any worries, celebrate what they are looking forward to and develop practical strategies to help them feel confident about the changes ahead.

Pastoral support is a key part of this process. We know our children well and work closely with them to build confidence, independence and resilience, while also offering additional reassurance where it is needed. Our aim is to ensure that every child feels listened to, supported and ready to take their next step.

We also work closely with families throughout the secondary school application and transition process. Parents are supported with key information, guidance and reminders, helping them to feel informed and confident when making applications and preparing for the move to secondary school.

As children approach the end of Year 6, we carry out thorough handovers with the secondary schools they will be attending. This helps to ensure that each child’s new school has a clear understanding of their strengths, needs, achievements and any support that will help them make a successful start.

By the time our pupils leave us, we want them to feel proud of all they have achieved, confident in who they are and excited for the opportunities that lie ahead. Transition is not simply about moving schools; it is about helping children to recognise how far they have come and preparing them to thrive in the next stage of their journey.

A key part of Year 6 is helping children prepare for their transition to secondary school. Throughout the year, and especially in the summer term, pupils are given opportunities to talk about this important next step.

Children take part in transition sessions where they can discuss their thoughts and feelings in a safe and supportive environment. These sessions allow them to ask questions, share any worries and think about the changes and opportunities that secondary school will bring.

We also work closely with parents during the secondary school application process and carry out thorough handovers with the schools children will move on to. This helps ensure that each child’s strengths, needs and achievements are shared clearly, supporting a successful and positive transition.

Year 6 is a memorable final year of primary school. It is a time for challenge, celebration and growth, as children develop as learners, leaders and individuals, ready to take their next step with confidence.

We recognise that Year 6 is a year of both excitement and change. Children are supported pastorally throughout the year as they prepare for statutory assessments, take on greater responsibilities and begin thinking ahead to secondary school.

Staff work closely with pupils to help them manage challenges, build confidence and develop a positive attitude towards learning. We want every child to feel known, supported and ready for the next stage of their education.