In Year 6 we base our curriculum around wider topic themes which incorporate the key skills set out in the National Curriculum.
This approach enables children to explore a topic indepth by considering the topic in a range of contexts both historically and geographically. Where possible, we also link our literacy units of work to the theme, enabling the children to fully immerse themselves within the language and develop skills in empathising with key figures.
We begin each unit with an exciting ‘hook’ which engages the children and makes them eager to find out more. Our aim is to ensure learning is as real and relevant to the lives of the children, therefore we utilise the practical resources, the local environment and school trips to support learning within the classroom. We also recognise the need for our children to be digitally literate; therefore we provide regular opportunities for them to use a range of technology to research further into an area of interest and to present their work in a variety of engaging ways. This approach enables children to develop their own independence and foster a sense of pride in their work.
Although a focus is maintained on preparing the children for the end of year SATs, we aim to provide a stimulating, broad and balanced curriculum which enables all children to thrive. Lessons challenge all pupils to think at a deeper level and apply their understanding to new ideas and concepts. Whilst adult support and feedback is regularly provided, children are encouraged to assess their own work and begin to make amendments and changes based on judgements from their peers.
Children in Year 6 sit national tests each year in May. They are tested in spelling, punctuation and grammar, reading and maths. Children do not sit a writing test; instead, this is teacher assessed over a number of pieces of work completed in the Summer Term. We work hard throughout Year 6 to ensure the children are fully prepared and confident to take the tests, offering them access to after school booster sessions and supporting with test technique. Although some emphasis is placed on the SATs, we ensure that the children still have access to a broad and balanced curriculum.
To enable parents to best support their children, we hold a SATs meeting during the Autumn Term where we share information about each of the tests, look at sample test papers and share effective revision strategies. Alternatively, links to the sample papers can also be found at the bottom of this page.
Year 6 Routines
Children in Year 6 are able to take advantage of our flexible start. Each morning, from 8:30, children are able to come straight in to the classroom when they arrive, to take advantage of the additional time with the teacher. Children may receive extra support with their learning or homework, or use the time to read with their teacher or peers.
Children have an indoor and outdoor PE session each week and should have their PE kit in school every day in case the days are changed.
All children also have the opportunity to attend an additional maths and reading booster session, where specific subject revision takes place and skills in test technique are developed.
Children are expected to read at least 3 times a week and record these reads in their reading diary.
Homework will be set each Thursday and must be handed in by the following Monday during the Autumn Term. During the Spring Term, children will be set homework tasks from their Maths and English revision guides. English will be set on a Monday and handed in by Thursday; Maths will be set on Thursday and handed in on Monday. This ensures children are able to seek support in school should they require it. Children are also set an additional homework task on MyMaths.
A list of spellings for your child to learn each week are sent home at the beginning of each half term and tested on a Monday.
As children are expected to know all of their times tables by Year 4, in Year 6 we aim to consolidate this and complete mixed times table tests on a Friday.
We believe that residential visits are empowering experiences for children; the benefits of taking children out of their comfort zones (home/school environment) on a residential visit are immesurable. Children participate in a range of outdoor activities developing self-esteem, responsibility, problem-solving, team work and of course resilience, skills which are vital for secondary school and later life. Our residential trips also link closely to our topics so that children can deepen their understanding of a particular area of study.
Currently, our residential visits alternate between Ironbridge and Robin Hood’s Bay, to reflect that year’s programme of study. Ironbridge links to a wider topic of achievements and legacies in Britain, whereas Robin Hood’s Bay has strong links with historical smuggling forming part of our work on a Rich vs. Poor topic.