Curriculum Information: Summer 2022


Home Learning

Home Learning is set twice a week. Tasks will be posted on Google Classroom.

Mondays: Maths is set and submitted by Wednesday.
Thursdays: English is set and submitted by Monday.

You should be practising your spellings, rapid recall target and times tables daily, as well as reading for at least 10 minutes.

Please continue to encourage your child to read EVERY DAY and access a variety of authors and genres of writing - reading underpins all areas of the curriculum.

If you need advice about books and authors please contact one of the Y6 team. 

Spellings can practised via Spelling Shed, and a paper copy will also be sent home at the start of each half term.

Times Tables Rockstars should be accessed regularly by the children at home.



Children should all now be very confident in all their times tables (up to the 12 times table). Children must be able to answer related questions quickly and fluently. Please practise these at home with your child on a daily basis.

Maths No Problem will be used throughout Year 6 and the children will be continuing to use Rapid Recall to develop and consolidate mental maths skills. 

Most Maths No Problem chapters include problem solving activities where children will be consolidating and extending their use and understanding of bar modelling method. All children will be expected to complete reasoning challenges related to the topic of study. 

Rapid Recall will be given out weekly. Rapid Recall is very important to practise as an arithmetic paper is included as part of the SATs tests at the end of the year.

Times Tables Rockstars should be accessed regularly by the children at home.


This term children will be learning about:

Word Problems: In this chapter, pupils solve complex word problems using the four operations and bar model diagrams. To start the unit, pupils learn that making bar models of the same size can be helpful, but that one must remember to change the information in the problem to match. The second lesson reinforces the idea that models of the same size can make solving word problems more simple. In the third lesson, pupils find common representations in each diagram and add or subtract time to solve for a unit's value. The fourth lesson is slightly different in that a traditional bar model will not be helpful. The In Focus task requires high-order reasoning and picture drawing. In the last two lessons, pupils create and solve word problems.

Position and Movement: In this chapter, pupils work with polygons on coordinate grids. They differentiate between translation and reflection before moving on to express movement using algebra. In the first lesson, pupils review negative numbers on horizontal and vertical axes. They then learn to describe the position of objects in relation to a common starting point. Pupils begin to use a coordinates grid from different starting points and recode the coordinates of the points. The coordinate grids become more complex as the chapter progresses, using all four quadrants and translating and reflecting objects. The chapter ends by describing movement (translation and reflection) on a grid using algebra.

Graphs and Averages: In this chapter, pupils will learn to present and interpret information in different ways. It begins with lessons exploring the mean, but also briefly looking at other ways of showing averages. Pupils calculate mean in different situations and use the mean to find other information. They then move on to showing information on different types of graph. They revise bar graphs, pictograms and tables, then spend several lessons drawing, reading and interpreting pie charts. Pupils begin with pie charts split into sections of equal size, then quickly move on to pie charts with different fractions of different denominators. They use fractions, percentages, angles and algebra during these lessons. Next, they focus on line graphs; drawing, reading and interpreting the information in them. Pupils begin with distance/time, then explore a variety of uses for line graphs, including converting units of measurement and currency. The chapter ends with a Mind Workout that uses pupils' understanding of average.

SATs Revision: Children will be practising questions from previous papers to aid revision for tests in May this year.


We will begin a study of the Shakespeare play, Macbeth. We will spend time thinking about the setting of the play and how the different characters are portrayed. 

We will also spend time studying the poem 'Windrush Child' by John AgardThroughout this topic we will explore themes and issues, and develop and sustain ideas through discussion, develop creative responses to the text through drama, storytelling and artwork, as well as learning about the historical context of the poem.


Children will begin to focus on the Year 6 writing targets below:

Pupils should be taught to and develop their understanding of the concepts set out in English Appendix 2 by:

  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • using passive verbs to affect the presentation of information in a sentence
  • using the perfect form of verbs to mark relationships of time and cause
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • learning the grammar for years 5 and 6 in English Appendix 2
  • indicate grammatical and other features by:  using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semi-colons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.  


We cannot emphasise enough how important reading is to your child’s development. It links to every other area of the curriculum and is fundamental in supporting the development of spelling and vocabulary. Please do use our brilliant local libraries and ensure your child always has a book on the go!



We follow the ‘Come and See’ scheme of work. Each topic usually lasts for four weeks. We begin by exploring what each topic means to us before moving on to how it relates to religion and the gospels.

Our topics for summer term are: Witnesses (focus on Pentecost and the early church), Reconciliation and Stewardship. We will also learn about Islam in summer term when our focus will be the pillars of Islam. 

Throughout the year, OLM focuses on different elements of Catholic Social Teaching (CST).

Each month we look at a different value and discuss what each one means both in class and during assembly times:

September- We are Called to Live as Family and Community

October- Rights and Responsibilities

November- Promotion of Peace

December- No CST- focus on Advent

January- Solidarity

February- An Option for the Poor and Vulnerable

March- The Dignity of the Human Person

April- No CST- focus on Lent

May- The Dignity and Rights of Workers

June- We are Called to Stewardship

July- Recap

Please ask your child what we have discussed.


The Wider Curriculum

History: Cradles of Civilisation

During this topic the children we explore the following areas:

1.The land of the two rivers 
2. Trade, building, writing 
3. The Epic of Gilgamesh P
4. Cradles of civilisation 
5. Similarities between civilisations 
6. Art in ancient civilisations


Science: Electricity

 During this topic, children will learn to:

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • use recognised symbols when representing a simple circuit in a diagram



This term we will be looking at Information Technology - 3D Modelling: SketchUp. In this unit the children extend their drawing skills to create 3D models based on using the software SketchUp. The free version of this is suitable for the unit, although the full version can also be used if the teacher already has access to this. Children will learn how to create simple and complex 3D models. They will be able to add detail and manipulate 3D models using a variety of tools. 


The popularity of social networking sites is growing. It is important for children to know how to protect themselves and behave responsibly when they are part of an online community. Their profile is who they are online. When they choose a nickname and profile picture it is important to remember it will be viewed by strangers. Online, it is not safe to give personal information away because even friends might not be who they say they are.

Children must use technology safely, respectfully and responsibly; recognise acceptable and unacceptable behaviour; identify a range of ways to report concerns about content and contact.


Art and DT this half term will be linked to our wider curriculum topic and we will explore Aztec Art. 



PE is taught on Wednesdays and alternate Friday mornings. Children may wear their PE kit and trainers on PE days only. Please do provide a pair of warm jogging bottoms for the kit as most sessions will be outside. Please do make sure your child’s kit is in line with the school uniform policy.



Each class will have a have a weekly music lesson with Ms Edwards every Wednesday.


Useful sites:


The BBC Bitesize website is worth having a look at for interactive games to support your child's learning:

Oak National Academy also has some fantatsic resources to support your child's learning:

SATS information