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Year 6 writing at greater depth (GDS): quick wins, guidance and helpful materials

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This is not an ideal time for a blog about end of KS2 statutory writing assessment.  It’s the week after SATs for one thing.  So, this blog is deliberately geared towards the immediate weeks ahead. It’s clear from so many conversations, across so many schools, that quick win advice might go down well right now.  For some, addressing gaps caused by pandemic disruptions remained a priority up until recently.  It’s hardly surprising that talk has been of expected drops in the numbers achieving GDS standard in writing. Still, there have been a number of requests for support in identifying writing opportunities that might be helpful in the final stretch of the assessment window. 

This blog aims to provide some guidance along those lines.  It does not reflect our wider views and approaches to developing reader-writers.  It’s a deliberately short term and strategic look at primary writing with a particular aim in mind. It’s also an attempt to take some of the weight from our year 6 colleagues’ shoulders in what has been another challenging year.  Under 'normal' circumstances, this time of year for the Year 6 teacher, especially the new-to-year-6 teacher, is seared into my own teaching memory.  It can feel lonelier than it should, no matter how many times you might be told “You’ve got this”, no matter how healthy an outlook we might have on the place and nature of statutory KS2 assessments.

So, without any apologies, I’ll crack on with some targeted advice and helpful links.

The blog has three sections:

• section 1 looks at examples of pupil’s writing from the STA and highlights a broader view of what might constitute GDS writing.  I think this might be most useful in relation to nudging possible borderline cases, and for some quick win writing opportunities in the run up to the close of the assessment window
• section 2 offers links to four evergreen, hugely helpful blogs from our Assessment Team (@HertsAssessment) colleagues, offering practical guidance related to writing moderation and the TAFs
• section 3 gathers links to my earlier blogs on the topic of GDS writing for those that have joined Twitter/become familiar with our blogs more recently.  These offer further writing opportunities

1. In search of a benchmark: widening writing exemplifications

1a. core exemplifications.

Just briefly, let’s remember Frankie in all this.   Frankie the ‘epitome’ of GDS .

Frankie stands as the one-and-only STA  exemplification of writing judged to be representative of GDS for writing.  My relationship with Frankie’s writing efforts rivals some of my friendships in terms of how often we get to interact. In recent weeks, we’ve become aware of newer teachers/year 6 returners that are not familiar with this bank of work. 

For those not familiar, it’s essential reading under the current system. If you haven’t before, read the work and the associated commentaries, focusing on the most useful, perhaps less florid parts.  This will give you a common reference point with year 6 teachers across the country.  You can find it here:

Gov.UK: Teacher assessment exemplification: English writing - working at greater depth within the expected standard, Frankie .

Keep in mind this statement from the opening of the exemplification files:

"Exemplification materials illustrate only how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, or the evidence expected from the classroom, which will vary from school to school. "

The word 'might' is important here – Frankie is one manifestation of the standard, not a definitive model. This is good news. Otherwise, we’d all best enrol our children in ballet classes at the earliest opportunity.

Reading each piece and considering the most useful parts of the commentaries can help us to keep in mind aspects of writing that we might want to draw attention to when working with the most assured writers.  Exemplification banks, without the commentaries, can also offer some useful opportunities for focused reading for our children to see the work of others and consider what they like/dislike and how they would have gone about a similar task. This can add further layers to awareness of the limitless networks of choices that writers have at their disposal.

I used the plural ‘exemplification banks’ deliberately.  Turning to one of the EXS exemplifications might help Frankie seem a little less lonely.

Meet Leigh , handily remembered as Near-Leigh GDS Leigh. My former colleague Clare Hodgson, our then moderation lead,  wrote about Leigh’s work and how it might offer more helpful hints in an earlier blog for the assessment team.  

Take a read of this helpful snippet in which Clare flags some learning relating to bullet 3 of the GDS statements.  I’d thoroughly recommend reading  the whole of this immensely popular blog .

Obviously, writing such as  'Frankies'  clearly meets this statement - but how 'assured and conscious' do our Y6 writers need to be? Here it is worth turning to the  'Leigh'  exemplification file as a benchmark as Leigh only narrowly misses the greater depth standard. There is one piece - piece B - where Leigh is able to meet the 'assured and conscious control' statement. The annotations on the remaining pieces show where Leigh has been less consistent and hence why the award remains at expected standard. 

Reflect too, as you read the collection, on the purpose and audience for each piece in the collection. Are there enough opportunities for Leigh to write formally? Could more opportunities for formal writing have helped? Does the recount provide any evidence for Greater depth? (No!) Additionally, has Leigh been given adequate time to re-draft some sections of his/her work to consider precision of language, or tidy up punctuation? The implications are that greater depth writers may need longer to craft their writing, as well as more exposure to a range of reading material and a range of tasks that have clearly defined purpose and audience. 

Leigh’s writing is offered as one of two banks that exemplify writing demonstrating sufficient evidence of the requirements for a judgement of EXS, but was evaluated as stronger than their fellow EXS-achiever Morgan. Towards the end of each bank there is a tick-grid showing which pieces meet which bullet point in each standard.  Here’s Leigh’s tally sheet for the EXS statements.  If it was a game of bingo, you’d be getting excited:

It's almost a clean sweep.  Bullet two and three relate to narrative features and are demonstrated sufficiently well in two pieces to secure an overall nod of approval for those two statements, as shown by the tick in the final column. Piece A did not offer evidence of the EXS spelling list statement, but given that every other piece does, it’s no wonder that that statement is also judged to be fully met.

Nice work Leigh. So let’s give the GDS bullets a quick once-over.

Back to our imagined game of bingo. It’s far from a full house but Leigh does manage to get a complete line of ticks for Piece B (third column)  and a close-to-complete line for piece E (sixth column).

It’s by looking at these pieces that we can begin to broaden our view of the nature of writing that might support a judgement of GDS. Frankie is a very particular, ballet-obsessed writer who may well skew judgements towards a very secure bank of evidence demonstrating the standard.  Leigh is a very particular, different kind of writer, offering pieces that might draw closer parallels with the writing produced by your children. In piece B, we have something that we might fairly characterise as 'very recognisably primary school writing'.  It’s writing that with the right inputs, we might see from confident Year 4 writers. Here its labelled as procedural; for our purposes I am going to call it Very Fancy Instructions.  Take a look, read the piece, read the commentaries, and consider how you might apply some of those pointers to writing from your own curriculum. It’s a style of writing that is likely very familiar to your young writers.  Might Piece B offer some inspiration for some instructional writing based on rich, well-known content? 

Piece E, a retelling of Jack and the Beanstalk in something like the Star Wars universe, meets all but bullet 3 (as discussed by Clare above). Once again the commentaries are instructive and acknowledge some strengths in the manipulation of grammar, and some indications of why it doesn’t quite hit the spot.  Might this be useful in revisiting earlier narrative writing with a view to some targeted editing with that bullet point in mind? Further developing the literary language used in a piece, moving beyond structures more typical of day-to-day speech will likely pay dividends.  Giving children the chance to revisit earlier writing with a more mature eye can make all the difference and is a perfectly legitimate writing activity.  Writers revisit old work; writers put down a project and pick it up later, with fresh, or older, wiser eyes. Your writers shouldn’t be any different – and that really can be a very quick win. It’s also immensely gratifying for children to appreciate for themselves their own progress and growth as writers in their time with you. Revising earlier pieces will provide an opportunity for this, as well as a further lesson that writing is something to be crafted over time, not just within the context of a single lesson or unit.

1b. Lessons from moderation materials

Besides Leigh’s writing, there are further samples to draw from in the collections used in Lead moderator/moderator standardisation exercises.  These can be found in various locations, but our friends at Babcock offer up a beautifully well-organised webpage gathering them all together for very easy access. Thank you Babcock – this has been so useful in terms of its clear layout.

Please do me a quick favour, to help with orientation, if this is new to you:

• follow this link - Devon County Council:  KS2 Pupil Writing Collections   (previously Babcock)
• scroll down slowly enough to count the number of collections judged at GDS

I make it nine. Nine is better than one.  Include Leigh here and we have nine-and-a-bit.  Frankie is no longer the singular star in a GDS solar system.  We’ve got a galaxy of pointers, all with commentaries and some really nice pieces to broaden the horizons of all three standards.

Let me direct you to  2019 KS2 standardisation exercise 2  and take a look at Pupil C’s work, judged as meeting GDS.  This one gave a number of moderators pause for thought.  It has many nice touches, but it has its shaky moments.  Here’s a top tip: if you are ever unsure whether a bank represents achievement at EXS or GDS, read it out loud.  It really helps.  Try reading some of Pupil C out loud.  You’ll pick up on some less confident stretches, minor lapses, and moments where they seem to become somewhat locked into a groove, unsure of where to go next.

This writing is officially judged to have indicated a higher achievement than Leigh’s but I also think it offers a less intimidating vision of what GDS might look like. Some evidence banks scream GDS almost instantly. They are just plainly, obviously GDS through and through.  That's arguably less useful in terms of mapping out the standard, and certainly not so useful in helping us make a call on borderline cases. 

From this bank, and again like Leigh, take a look at the pieces that stand out as fairly common primary writing tasks, for example  Piece B, the science investigation .  Familiarity is helpful.  What do they do there that makes that piece contribute to the overall judgement? Might your children  do better?  For instance, I think the investigation loses sight of its purpose once it gets to the second page, and there are real lapses in clarity.  A sharper, scaled down version of the evaluations would have helped me maintain a better understanding of the learning from this investigation. Might this present an opportunity to revisit some similar work from across the year?

Then there’s Piece C, an information text on a ‘newly discovered, genetically engineered hybrid animal’ drawing upon research of two distinct species:

For our purposes here, let’s just note some especially helpful aspects of this piece:

• it legitimately offers scope to make use of more formal language structures (bullet 3) and as such achieves a suitably authoritative and expert register (bullet 2)
• each section is very short – generally around the 50-60 word mark.  Writing in chunks or bursts on distinct aspects of the topic should generally be less demanding than a task that builds in additional challenges from text level conventions or requirements. I can picture my children taking a section in turn (perhaps on differently coloured paper to reinforce their distinctness - don't ask me why, it just seems to help keep things in their rightful place) and working in a very focused, deliberate way for each domain
• the range of conjunctive language is relatively limited but is used effectively to link ideas (and when, where, despite, because, before, also)
• perhaps most importantly, the familiarity and friendliness of the form – this type of text is a  a staple in non-fiction reading across the primary phase, and will have likely had a place in writing lessons in multiple year groups, across the phases
• finally, keep in mind the availability of books that provide a rich bank of language/language features as helpful incidental models of this kind of writing, for example Norman Messenger’s  The Land of Neverbelieve  as well as online entries describing the features of real animals just waiting to try a new kind of coupling

In terms of quick wins, you might want to think about those tasks that are most obviously aligned to generic primary writing: Leigh’s procedural/instructions writing based on a taught topic; the science write up; the information text; the narrative sequences/episodes (as opposed to full short stories).  They may well prove useful as targeted reading, close to the act of writing.  Discuss with children what they like and what sort of friendly critique they might offer the authors. Try and divorce these pieces from  their statutory assessment context and any sense of 'teaching to the test' and instead foster a notion that we are simply looking at, and evaluating, some work from peers in a wider community of writers.  Take note of features that they find especially effective and begin to consider how this might influence their own writing, whether in fresh composition or in revisiting and revising older work. 

2. Guidance related to writing moderation/TAFs

This section provides a series of links to blogs from our colleagues in the Assessment Team ( @HertsAssessment ). Each provides helpful and accessible insights from previous rounds of moderation based on the current TAF.

'Write away!' and other lessons derived from the 2018 KS2 Writing Moderations

Clare Hodgson, my former co-presenter of our Y6 GDS writing course, wrote this extremely helpful blog drawing upon her experiences as a lead moderator, and those of the moderation team she worked with. This blog was written in October of that year, so keep in mind that much of the advice is geared towards the rest of that academic year.  That said, it contains an extremely helpful checklist for downloading that should prove helpful at this late stage of the year.  Clare offers five, easily-digested ‘lessons’, that will also serve as a very helpful primer for next year – especially for those new to year 6, or new to the Year 6 writing framework.

Declaration of Independence

As the title suggests, this blog looks at the notion of independence and independent writing. If any questions remain in relation to this aspect of the statutory requirements, here’s a good place to head.

With sincere thanks to our colleagues on the Assessment Team.

3. Earlier blogs on GDS

I’d just like to bring this blog to a close by flagging some further pieces that I put together  between 2017 and 2021.  Between them they offer a range of guidance and suggestions designed to support the achievement of GDS but situated within the context of whole class teaching.  Please note that the earliest blogs reflect the Interim Teacher Assessment Frameworks (2016 and 2017). Expectations have changed – and if you didn’t teach under those, well, that’s something to be thankful for. Three of those blogs, the In Search of…series, explicitly address the challenges around expectations for formal and informal writing. Please note, the infamous requirement to shift between levels of formality, like some kind of language-based Hokey Cokey, no longer applies. And that is a very good thing indeed.  Nonetheless, the wider points about voice, register and levels of formality should still be useful.  Each link has a summary so that you can target your reading according to your needs.

The long and the short of GDS in Year 6 writing

An introduction to the current framework, with a brief exploration of each of the four bullets.

GDS and writing in year 6: keeping things focused now time is short

This blog built on the one directly above it.  It looks at the role that reading might play in developing writing and offers some suggestions around particular approaches to instruction that might prove especially helpful when time is running short.  As such, it offers further quick win suggestions, in addition to those given in Section 1.

Martin Galway

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Year 6 English Home Learning (16 worksheets) includes Parental Guidance and Answers. (Coronavirus)

Subject: English

Age range: 7-11

Resource type: Unit of work

Last updated

11 December 2020

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The activity sheets are structured around the narrative, non-fiction and poetry blocks of the new literacy Framework. The content comes from common Year 6 fiction and non-fiction themes. The activities are designed to support work done across the curriculum as well as in literacy teaching.

The activities follow the main literacy priorities in Year 6 and are designed to be used flexibly. They are intended to be used with an adult: it would be pointless for the child to do them alone. Much of the learning is in the interaction.

Each activity sheet has a clear focus and advice to the adult as well as the child. There are four main types: • Understanding and engaging with texts; • Shaping texts; • Sentence structure and punctuation; • Spelling.

Each unit contains a mixture of the activity types.

We’d love to hear how you’re getting on with these resources. Please leave us a review.

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For this sequence, the first five terms would be 5, 7, 9, 11, 13.

Express missing number problems algebraically

Your child will use letters to represent unknown numbers when solving number problems. For example:

Instead of  writing ? + 3 = 10 , you child could write  y + 3 = 10 .

Find pairs of numbers that satisfy an equation with 2 unknown numbers

Your child will be able to find multiple solutions to equations with two unknown numbers. For example:

a + b = 8. What could  a and b be?   The positive values for a and b could be: 7 and 1, 1 and 7, 6 and 2, 2 and 6, 5 and 3, or 3 and 5. (As the two unknown values are represented by different letters, we will assume at this stage that a and b must be different numbers, therefore the value of a and b could not be 4 and 4.)

2 a + b = 28. What could a and b be?   Your child will use trial and error to find different possibilities. If they take the value of a to be 4, then 2 a = 8. So, 8 + b = 28. Therefore, b = 28 – 8. So, b = 20. a = 4 and b = 20 is therefore one answer to this equation.

How to help at home

There are lots of everyday ways you can help your child to understand algebra. Here are just a few ideas.

1. Practise basic algebra

Your child will have solved lots of problems involving missing numbers at school. Before Year 6, the unknown number in a calculation will have been represented using a blank box or a question mark. This will now be replaced by a letter, like a or b . This letter represents the unknown number, also known as the variable .

There are lots of ways you could help your child solve problems where there are one or more variables. For instance, why not play number puzzles such as the one below?

Each shape has a different value. The total value of the shapes in each column and row is shown at the end of the column or row. See if your child can work out the value of each shape and then work out the missing totals.

2. Play with sequences

Below are a few steps you can take to help your child get to know linear sequences:

• Choose a sequence of five numbers. Try to begin with sequences of numbers in the times tables. For example, start with 3 and write down the next four next terms in the sequence: 3, 6, 9, 12, 15.
• Can your child describe the number sequence? What is happening to the numbers in the sequence? In our example, the numbers are increasing by 3 each time, so there is a difference of 3 between each of the terms.
• Ask your child to predict the next few numbers. They should see that they just need to add three to get the next term. Therefore, the next two numbers in the sequence would be 18 (15 + 3) and then 21 (18 + 3).
• Can your child predict what the tenth number in the sequence would be? They could do this by adding on 3 ten times to reach 30.
• Encourage your child to look at the relationship between the position of each term (for example, the 3rd number in the sequence) and the value of that term (for example, 9). They could make a table to help them identify patterns and find a general rule:

Because the number in the sequence is always the term multiplied by 3, this sequence can be written as the algebraic rule 3 n .

Here are some ideas for an extra challenge once your child has followed those steps:

• Ask your child to work out the hundredth number in the sequence. Your child should be able to see that if we multiply the term number by 3, we will get the sequence number. For example, the 100th term would be 300 because 3 × 100 = 300.
• Ask your child if they could find any number in the sequence, like the 736th term.
• Choose a number that you know is not in the sequence (for example, 37) and ask your child to figure out if this number would appear in the sequence. How do they know?
• You could ask your child to explore number sequences where the numbers decrease by a constant quantity (for example, 40, 36, 32, 28, and so on).

Activity: Linear sequences

Practise your algebra skills with these questions about linear sequences.

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Year 6 Homework letter

Dear Parent/Carer 

I would like to take this opportunity to welcome your child into Year 6 at Embsay Primary School.  

Whilst the last few years have not exactly been straight forward, the children have, without a doubt, been incredibly resilient in the face of much change and uncertainty.  

I understand that moving into the final year of primary school is an exciting prospect for many, but for some children, it can also be a daunting process. It is important that your child knows they can come to me, or any member of the year 6 team, with any concerns or worries they may have. This will help us to address them promptly and in ways which better support them, enabling a positive start to their Year 6 journey. This is something I have stressed with the children this week – talk to us, we are here to listen.

In accordance with school policy, your child will receive homework in year 6. I have set out a rough plan of how the year 6 homework timetable will look over the course of the year, but it will of course be subject to change when necessary – and in acknowledgement of individual needs. All homework given will have purpose and support the learning and progress of your child. 

As well as specific homework tasks, your child will also be expected to keep up to date with regular practice of reading, spellings and instant recall facts/times tables. Although this will be assessed in quiz or test formats at times, progress should also be reflected in daily work in both English and Maths, giving us a more realistic and rounded understanding of attainment.

Homework will be set regularly and will usually have a hand in date for the following week; Spellings and SMIRFS/Arithmetic will be every other week however. Project work will be given a number of weeks for completion – usually 3 to 6 depending upon the nature of the task.

All homework will be recorded in your child’s homework diary along with a due date. Where necessary, typed-up slips will be handed out which give more detailed explanation. Children are encouraged to keep up-to-date with their homework by checking their diaries daily and checking off any completed work – this helps encourage independence and accountability of their own learning routine. 

Children should feel confident they have worked hard and spent an appropriate amount of time on their work – but not too much! If you feel this is the case, please encourage your child to stop and let me know. Excluding work such as reading, spellings and times tables, children should not spend any longer than 30 minutes per day on homework – please let me know if they begin spending excessive amounts of time completing work – and ask them to stop. We can look at why it is taking longer than necessary and ways of reducing this for them if necessary. Please also encourage your children to let me know if they have unexpected plans or commitments to clubs etc. which may mean homework routines are tricky for them – if I know, accommodations can be made.

Year 6 will of course require commitment, hard work and should challenge your child’s learning. It should encourage them to question, explore and deepen their understanding of topics across the curriculum; this will also be reflected in their homework. That said, I often speak of embracing our mistakes and learning from them – we all make them after all: this is a key philosophy which I ensure is embedded within my classroom ethos. Moving forward, it is important that we discuss any issues that may arise as early as possible to facilitate your child in confidently tackling their learning head on. Where you or your child feel you need extra guidance or advice, please do not hesitate to contact me. 

Homework in year 6 will be as follows (subject to change where necessary):

Year 6 is as much about your child developing their independence and ability to organise themselves and their work for the year ahead as it is about growing academically. It would be beneficial if you could support your child with this.  

I am very much looking forward to the year ahead; we have certainly had a positive start to the year and the children seem to have settled very well, which is lovely to see.

If you have any further questions, please do not hesitate to contact me. 

Kindest regards,

Miss Sanderson

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Year 6 Maths Worksheets UK Hub Page

Welcome to our Year 6 Maths Worksheets area.

Here you will find a wide range of free printable Year 6 Maths Worksheets for your child to enjoy.

Come and take a look at our rounding decimal pages, or maybe some of our adding and subtracting fractions worksheets. Perhaps you are looking for some worksheets about finding angles in a triangle, or need some ratio problem worksheets to help your child learn about ratio?

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• This page contains links to other Math webpages where you will find a range of activities and resources.
• If you can't find what you are looking for, try searching the site using the Google search box at the top of each page.

Year 6 Maths Learning

Here are some of the key learning objectives for the end of Year 6:

• know and use Place value up to 10 million
• Counting on and back in steps of powers of 10 from any number up to 10 million
• Round numbers to any given degree of accuracy.
• Count forwards and backwards through zero with positive and negative numbers.
• Read Roman numerals to 1000 and recognise years written in Roman numerals
• solve multi-step problems using addition and subtraction in a range of contexts
• identify multiples and factors including common factors
• multiply and divide up to 4-digit numbers by up to 2 digits
• Use their knowledge of the order of operations to carry out calculations involving the four operations.
• Identify common factors, common multiples and prime numbers.
• solve problems involving addition, subtraction, multiplication and division
• simplify fractions
• compare and order fractions including mixed numbers
• add and subtract fractions with different denominators including mixed numbers
• multiply simple fractions together and simplify the answer
• divide proper fractions by whole numbers
• recall and use equivalence between simple fractions, decimals and percentages.
• Multiply and divide whole numbers and decimals up to 3dp by 10, 100 or 1000
• read, write, order and compare numbers up to 3dp
• round decimals with up to 3dp to the nearest whole
• solve problems with numbers up to 3dp
• work out percentages of different amounts
• solve problems using percentages
• use simple formulae
• express missing number problems using algebra
• find pairs of numbers that satisfy equations with two variables
• solve problems involving simple ratios
• solve problems involving similar shapes where the scale factor is known
• use, read, write and convert between standard units of measure
• measure, compare and calculate using different measures
• know that shapes with the same area can have different perimeters
• find the area of parallelograms and right triangles
• find the volume of cubes and cuboids
• convert between miles and km
• name and understand the parts of circles - radius, diameter and circumference
• draw 2D shapes accurately using dimensions and angles
• compate and classify 2D shapes by a range of properties
• find missing angles in triangles, quadrilaterals and regular shapes
• use coordinates in all 4 quadrants
• draw and translate simple shapes in all 4 quadrants
• interpret and construct pie charts and line graphs
• calculate the mean as an average

Please note:

Our site is mainly based around the US Elementary school math standards.

Though the links on this page are all designed primarily for students in the US, but they are also at the correct level and standard for UK students.

The main issue is that some of the spelling is different and this site uses US spelling.

Year 6 is generally equivalent to 5th Grade in the US.

On this page you will find link to our range of math worksheets for Year 6.

Quicklinks to Year 6 ...

• Place Value Zone
• Mental Math Zone

Word Problems Zone

Fractions percents ratio zone.

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Geometry Zone

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Coronavirus Stay At Home Support

For those parents who have found themselves unexpectedly at home with the kids and need some emergency activities for them to do, we have started to develop some Maths Grab Packs for kids in the UK.

Each pack consists of at least 10 mixed math worksheets on a variety of topics to help you keep you child occupied and learning.

The idea behind them is that they can be used out-of-the-box for some quick maths activities for your child.

They are completely FREE - take a look!

• Free Maths Grabs Packs

Place Value & Number Sense Zone

Year 6 number worksheets.

Here you will find a range of Free Printable Year 6 Number Worksheets.

Using these Year 6 maths worksheets will help your child to:

• use place value with numbers up to 10 million;
• use place value with up to 3 decimal places;
• understand how to use exponents (powers) of a number;
• understand and use parentheses (brackets);
• understand and use multiples and factors;
• extend their knowledge of prime and composite (non-prime) numbers up to 100;
• know and be able to use the PEMDAS (or PEDMAS) rule.
• Place Value Worksheets to 10 million
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Ordering Large Numbers and Decimals to 3dp

The sheets in this section involve ordering lists of decimals to 3 decimal places and also large numbers up to 100 million.

There are sheets with decimals up to 10, and also sheets with numbers from -10 to 10.

• Ordering Large Numbers up to 100 million
• Ordering Decimals to 3dp

Rounding Decimals

• Rounding to the nearest tenth
• Rounding Decimal Places Sheets to 2dp
• Rounding Decimals Worksheet Challenges

Year 6 Decimal Counting Worksheets

Using these sheets will support you child to:

• count on and back by multiples of 0.1;
• fill in the missing numbers in sequences;
• count on and back into negative numbers.
• Counting By Decimals

Year 6 Mental Maths Zone

Each worksheet tests the children on a range of math topics from number facts and mental arithmetic to geometry, fraction and measures questions.

A great way to revise topics, or use as a weekly math quiz!

• Year 6 Mental Maths Tests

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Year 6 Addition Worksheets

• add decimals including tenths and hundredths mentally;
• add a columns of multi-digit numbers, including decimals.
• Decimal Addition Fact Worksheets
• 5th Grade Addition Worksheets BIG Numbers
• Decimal Column Addition Worksheets
• Money Worksheets (randomly generated)

Year 6 Subtraction Worksheets

Using these sheets will help your child to:

• subtract decimals including tenths and hundredths mentally;
• subtract multi-digit numbers, including decimals using column subtraction.
• Subtracting Decimals Worksheets (mental)
• Subtraction Worksheets up to Billions (columns)
• Column Subtraction with Decimals

Year 6 Multiplication Worksheets

• extend their knowlege of multiplication to decimals;
• use their multiplication tables to answer related facts, including decimals;
• multiply a range of decimals with up to 2 decimal places (2dp) by a whole number;
• multiply different money amounts by a whole number.
• Multiplying Decimals by 10 and 100
• Multiplication Fact Sheet Decimals
• Decimal Multiplication Worksheets to 1dp
• Decimal Multiplication Worksheets to 2dp
• Free Multiplication Worksheets (randomly generated)
• Multiply and Divide by 10 100 (decimals)
• Multiplication & Division Worksheets (randomly generated)
• Multiplication Word Problems

Division Worksheets 5th Grade

Using these Year 6 maths worksheets will help your child learn to:

• divide any whole number up to 10000 by a two digit number;
• express any division with a remainder in the form of a mixed number (a number with a fraction part).
• Long Division Worksheets (whole numbers)
• Long Division of Decimal Numbers
• Decimal Division Facts
• Division Facts Worksheets (randomly generated)

Year 6 Maths Problems

• apply their addition, subtraction, multiplication and division skills;
• apply their knowledge of rounding and place value;
• solve a range of problems including "real life" problems and ratio problems.

These sheets involve solving one or two more challenging longer problems.

• Year 6 Math Problems (5th Grade)

These sheets involve solving many 'real-life' problems involving data.

• Year 6 Math Word Problems (5th Grade)

These sheets involve solving a range of ratio problems.

Year 6 Fraction Worksheets

Year 6 percentage worksheets, year 6 ratio worksheets.

• compare and order fractions;
• add and subtract fractions and mixed numbers;
• understand how to multiply fractions by a whole number;
• understand how to multiply two fractions together, including mixed fractions;
• understand the relationship between fractions and division;
• know how to divide fractions and mixed fractions;
• convert decimals to fractions.
• Comparing Fractions Worksheet page
• Adding Fractions Worksheets
• Adding Improper Fractions
• Subtracting Fractions Worksheets
• Adding Subtracting Fractions Worksheets
• Improper Fraction Worksheets
• Converting Decimals to Fractions Worksheets
• Fractions Decimals Percents Worksheets
• Multiplying Fractions Worksheets
• Dividing Fractions by Whole numbers
• Divide Whole numbers by Fractions
• Simplifying Fractions Worksheets
• Free Printable Fraction Riddles (harder)

Take a look at our percentage worksheets for finding the percentage of a number or money amount.

We have a range of percentage sheets from quite a basic level to much harder.

• Percentage of Numbers Worksheets
• Money Percentage Worksheets
• Percentage Word Problems

These Year 6 Ratio worksheets are a great way to introduce this concept.

We have a range of part to part ratio worksheets and slightly harder problem solving worksheets.

• Ratio Part to Part Worksheets
• Ratio and Proportion Worksheets

Year 6 Geometry Worksheets

• know how to find missing angles in a range of situations;
• learn the number of degrees in a right angle, straight line, around a point and in a triangle;
• know how to calculate the area of a triangle;
• know how to calculate the area of a range of quadrilaterals.
• learn the formulas to calculate the area of triangles and some quadrilaterals;
• write and plot coordinates in all 4 quadrants.
• (5th Grade) Geometry - Angles
• Area of Quadrilaterals
• 5th Grade Volume Worksheets
• Coordinate Worksheets (1st Quadrant)
• Coordinate Plane Worksheets (All 4 Quadrants)
• Parts of a Circle Worksheets

Measurement Zone, including Time & Money

Year 6 measurement worksheets.

Using these sheets will help your child understand how to:

• learn how to read a standard scale going up in different fractions: halves, quarters, eighths and sixteenths;
• learn how to read a metric scale going up in 0.1s, 5s, 10s, 25s, 50s & 100s;
• learn how to estimate a measurement of length, weight or liquid;
• convert temperatures in Celsius and Fahrenheit.
• (5th Grade) Measurement Worksheets

Time Puzzles - harder

Here you will find our selection of harder time puzzles.

• Time Word Problems Worksheets - Riddles (harder)

Using these sheets will help you to:

• find the mean of up to 5 numbers;
• find a missing data point when the mean is given.
• Mean Worksheets

Fun Zone: Puzzles, Games and Riddles

Year 6 maths games.

• Year 6 Math Games (5th Grade)

Year 6 Maths Puzzles

The puzzles will help your child practice and apply their addition, subtraction, multiplication and division facts as well as developing their thinking and reasoning skills in a fun and engaging way.

• Printable Math Puzzles

Math Salamanders Year 6 Maths Games Ebook

Our Year 6 Maths Games Ebook contains all of our fun maths games, complete with instructions and resources.

This ebooklet is available in our store - use the link below to find out more!

• Year 6 Maths Games Ebook

Other UK Maths Worksheet pages

See below for our other maths worksheets hub pages designed for children in the UK.

How to Print or Save these sheets 🖶

Need help with printing or saving? Follow these 3 steps to get your worksheets printed perfectly!

• How to Print support

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The Math Salamanders hope you enjoy using these free printable Math worksheets and all our other Math games and resources.

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Home » Year 6 – Important SATs Letter

Year 6 – Important SATs Letter

Please find attached below a letter for Year 6 pupils and parents regarding SATs week (09.05.2022 – 12.05.2022). 

SATs Letter 2022

If you have any questions, please feel free to contact me.

Tinshill Drive Cookridge Leeds West Yorkshire LS16 7DH

0113 386 2500

[email protected]