Please click on the link below to view the whole school curriculum overviews and subject specific information.
back to classes
We aim to explain in more detail about what it is like to be a member of Year 6 by sharing some key ways that we learn during the day. We hope this supports you to further support your child.
maths (number and numerical pattern)
- Mastery Approach – Our maths curriculum is centred around a ‘Mastery Approach’. The aim is to ensure pupils have mastered and understood key concepts before moving on: using more difficult/higher numbers does not mean a child has a better understanding; rather, it is best that the child is able to access the learning in a wider range of contexts, the child can give detailed explanations and approach problem solving tasks.
- White Rose – We follow the White Rose scheme to sequence maths lessons. This ensures that there is a progression of skills within the academic year, but also across all years. On the curriculum overviews, which are shared with home at the start of each module, the maths skills we are focusing on can be seen. On the White Rose website, there are home learning videos which show you clearly how to help your child complete the activity.
Click here to view the year 6 home learning videos
- Maths Champions – This scheme has been designed by High Halstow staff. The scheme maps out individual targets which the children can work on at home. Children are set their targets by their teacher and are assessed on the target by the teacher to move on to the next target.
click here for more information
- The children’s individual targets can be found on the Google Classroom: Classwork > Home Learning > Maths Champions Target.
- Maths Masters – This is an additional 10-15 minute focus on maths which happens outside of the main daily maths lesson every day. The focus is on arithmetic and recall of basic skills. Children are given an arithmetic test paper, the teacher decides what to teach based on the pupils’ results in order to develop key skills and then pupils are given the same arithmetic paper again at the end of the two week cycle. The aim is for the pupils to see an improvement in their scores. Children are told their scores each time so they will be able to share these with you.
- TTRS – TTRS is a fun and challenging programme which is designed to help the children master their times tables. There are different game plays: Jamming, time-free game, Gig (allows for assessment), Garage (teacher set times tables) and more! Logins are at the back of your child’s reading record book so that this can be used routinely at home.
click here to go to the ttrs website
- Multiplication – The children should know up to 12 x 12 by Year 6.
english (literacy)
- Targets – In the front of each child’s English book, they have an individual target. Pupils should be aware of their target and so should know what they need to work on. This is updated when enough evidence of success is seen in their books to move on to a new target.
- Core texts – Click here to view our core texts.
- Reading – It is important for children to read daily however this does not need to be for a lengthy amount of time or a strenuous task. Conversation around the text is just as important as word reading in order to help support comprehension.
- Buster’s Book Club – an initiative that encourages the children to read at home. The class works collaboratively to be the class who has read the most minutes in the school. It encourages the reading of any reading material, not just the children’s banded reading book.
- Spellings – In school, we follow the Jane Considine scheme. It teaches spelling by helping children to make connections rather than rote learning. The scheme works on a two week cycle. At the start of the cycle, pupils are introduced to fifteen new words. Over the two weeks, children find words which also have the focus phonemes for each word. For example, descend, the focus phoneme is sc, so words such as scent would be a sound association word. Daily lessons with different spelling focuses are taught and then at the end of the two weeks, the children participate in a Go Grapheme Grafter lesson. They have twenty seconds to spell each of the fifteen words (the main focus is on spelling the focus phoneme correctly), then one minute to work collaboratively to list sound association words.
- EdShed – This site/app is not related to Jane Considine however children can use it at home to support with spelling practise.
google classroom
Check at least weekly for updates on the Google Classwork for suggestions of work to do at home to support your child.
what we're learning 2024-25
Module 1
who we are
Central Idea:
‘The work that charities do can change people’s lives.’
We will be reading:
- ‘Skellig’ by David Almond
The maths skills we are focusing on are:
- Number & Place Value
- Addition & Subtraction
- Multiplication & Division
In our lines of enquiry, we will explore:
- Charities supporting vulnerable people
- Charitable organisations and how they have changed over time
- Communities and how they are responsible for those in need
For homework please engage in:
Daily reading and discussion about texts.
Use of apps prompted by the academy such as EdShed and Times Table Rockstars. Please see the front of your child’s link book for all of their login details.
If you choose to engage in some home learning about the inquiries shown above please share any experiences via the Google Classroom. E.G. researching charities in the local community and how they can support those in need.
There may be additional homework set via Google Classroom from time to time linked to current learning.
Module 2
how we express ourselves
Central Idea:
‘People express their beliefs, thoughts, feelings and personality through portraits.’
We will be reading:
- ‘The Biography of Henry VIII’
The maths skills we are focusing on are:
- Fractions
In our lines of inquiry, we will explore:
- How personality, culture and image is expressed in portraits (Form)
- Different types and styles of art: how they are different and how they are similar (Connection)
- Art that reflects me (Perspective)
For homework please engage in:
Daily reading and discussion about texts.
Use of apps prompted by the academy such as Ed Shed and Times table Rockstars. Please see the front of your child’s link book for all of their login details.
There will be weekly home learning to support your child’s learning in class. This should be completed as independently as possible.
Module 3
where we are in place and time
Central Idea:
‘Human migration has led to a significant change in Britain.’
We will be reading:
- ‘Four Feet, Two Sandals’ by Karen Lynn Williams
The maths skills we are focusing on are:
- Adding
- Subtracting
- Multiplying and dividing decimals
- Percentages
- Fractions
- Ratio
In our lines of enquiry, we will explore:
- The causes of the industrial revolution and its effects on society
- The impact of widespread migration on the UK
- Migration in the modern world
For homework please engage in:
Daily reading and discussion about the text.
Use of apps promoted by the academy such as Times Tables Rockstars, Ed Shed and Language Nut. Please see the front of your child’s Reading Record book for all of their login details.
Weekly classroom linked to our learning posted every Friday.
Module 4
How the World Works
Central Idea:
‘Scientific and technical advancements can change environments.’
We will be reading:
- ‘The Boy Who Harnessed The Wind’ by William Kamkwamba
The maths skills we are focusing on are:
- Decimals
- Algebra
- Arithmetic skills
- Area, perimeter & volume
In our lines of enquiry, we will explore:
- Types of power.
- Impact of power on our daily lives.
- How we create and use power responsibly.
For homework please engage in:
Daily reading and discussion about the text.
Use of apps promoted by the academy such as Times Tables Rockstars, Ed Shed and Language Nut. Please see the front of your child’s Reading Record book for all of their login details.
Weekly classroom linked to our learning posted every Friday.
Module 5
sharing the planet
Central Idea:
‘Tourism can bring both benefits and cause problems in a local environment.’
We will be reading:
- ‘Kensuke’s Kingdom’ by Michael Morpurgo
The maths skills we are focusing on are:
- Statistics
- Shape
- Key Skills
In our lines of enquiry, we will explore:
- How some local economies rely upon tourism.
- The impact that tourism can have on local wildlife.
- How to be a responsible tourist.
For homework please engage in:
Please continue to complete SATs papers/homework as set. Use of apps promoted by the academy such as TTRS, Ed Shed, Language Nut and myON. Please see the front of your child’s Link Book for all of their login details. If you choose to engage in some home learning about the inquiries shown above please share any experiences via the Google Classroom. Please continue with weekly homework if set on Google Classroom.
Module 6
How We Organise Ourselves
Central Idea:
‘Democracy can provide a level of say in how a country is governed.’
We will be reading:
- ‘A Case For Loving’ by Selina Alko
The maths skills we are focusing on are:
- Geometry: Shape
- Statistics
- Problem Solving
In our lines of enquiry, we will explore:
- How the justice system works (form)
- The perceived flaws in the justice system (perspective)
- Changes in the justice system over time (change)
For homework please engage in:
Daily reading and discussion about the text.
Use of apps promoted by the academy such as Times Tables Rockstars, Ed Shed and Language Nut. Please see the front of your child’s Reading Record book for all of their login details.
If you choose to engage in some home learning about the inquiries shown above please share any experiences via the Google Classroom.There may be additional homework set via Google Classroom from time to time linked to current learning such as script preparation for our upcoming production.