Homework in Class Comet is designed to be manageable, meaningful and to make a real difference to children’s learning. Educational research shows that practising reading, spelling and times tables little and often at home has a significant impact on children’s attainment and progress. Just 10–15 minutes a day makes a big difference! While we don’t want homework to feel like a burden, the tasks we set are vitally important in helping pupils build confidence and fluency.

• Spellings are set every Tuesday and tested the following Monday. These are drawn from the National Curriculum word lists for Years 4, 5 and 6, or from pupils’ current phonics phase.

• Reading is an ongoing expectation. We ask that children read at home every day, recording this in their reading records, which are checked daily.

• Times tables activities are set weekly, and children should also continue to use Times Tables Rock Stars at home to develop speed and fluency.

• Year 6 pupils are given one additional piece of English and maths homework each week, linked to their current learning, to help prepare them for the home learning routines of secondary school.

By supporting children with these regular short tasks, families help reinforce the learning we do in school and ensure every child keeps moving forward with confidence.

Reading with your child advice booklet (Year 4)

Reading with your child advice booklet (Year 5)

Reading with your child advice booklet (Year 6)

Numeracy at home toolkit

This Year's Topics (Cycle 1)

Chocolate Curriculum Coverage:

Mathematics
In Year 4, we begin with place value, helping children understand the value of each digit in 4-digit numbers and how these numbers can be ordered, compared and represented in different ways. They will move on to addition and subtraction, applying both written and mental methods to increasingly complex problems. We will also explore area, giving children the chance to measure and calculate the surface of shapes, before finishing the term with multiplication and division, where they will use arrays, factor pairs and written methods to solve problems.

In Years 5 and 6, the focus is on consolidating and deepening understanding of place value, including numbers up to 10 million (Year 6) and the use of negative numbers in context. Pupils will then strengthen their skills in addition and subtraction, applying them to multi-step problems. The term will also feature a significant focus on multiplication and division, including prime numbers, factors, common multiples and written methods. Finally, we will turn to fractions, where Year 5 will learn to add and subtract fractions with denominators that are multiples of the same number, while Year 6 will tackle simplifying, comparing and performing all four operations with fractions.

English
Our writing this term will be richly linked to the theme of chocolate and Mayan civilisation. We start by using Roald Dahl’s Charlie and the Chocolate Factory as inspiration to create vivid character descriptions, imagining a brand-new “sixth golden ticket winner.” This will allow pupils to practise descriptive writing, using expanded noun phrases, figurative language and varied sentence structures.

Next, we will turn to non-fiction with an explanation text: From Bean to Bar. Children will research and write about the process of making chocolate, developing their ability to structure information clearly, use technical vocabulary and employ features such as diagrams, captions and subheadings. Alongside this, they will explore tetractys poetry, a form that builds lines using a set number of syllables, giving pupils a chance to play with language and rhythm while keeping to strict patterns.

Later in the term, children will switch to journalistic writing by composing a newspaper report about one of Willy Wonka’s latest inventions. They will learn about reported speech, formal tone and the structure of a newspaper article. Finally, they will move into creative writing again with a diary entry based on Mayan mythology, developing empathy with a character, writing in the first person and conveying emotions effectively.

Science
Year 4 will begin with Grouping and Classifying Living Things, where they will explore the differences between vertebrates and invertebrates and learn to use classification keys to sort animals and plants. They will also consider the impact of changes to habitats, including the effect of human activity, on living things. Later in the term, they will study States of Matter, learning to describe solids, liquids and gases, investigate how materials can change state, and explore the processes of evaporation and condensation in the water cycle.

In Years 5 and 6, children will build on these ideas with deeper investigations and more complex scientific vocabulary, developing their ability to plan fair tests, take accurate measurements, and draw conclusions. They will also refine their skills in presenting findings using tables, diagrams and graphs, ensuring they can communicate scientific ideas clearly.

History
Our history unit explores the fascinating Maya civilisation, a society that thrived in Central America while Anglo-Saxon and Viking societies were developing in Britain. Pupils will learn about the geography of the Mayan world and how city-states such as Chichén Itzá became centres of trade, religion and culture. They will explore Mayan writing, number systems and religious beliefs, including their gods, temples and rituals.

As historians, children will investigate sources such as artefacts, codices and archaeological findings, considering what they can and cannot tell us about the Maya. They will also examine why the civilisation declined, and discuss how studying the Maya provides an important contrast to the history of Britain.

Geography
This term, our geography will focus on South America, linking closely to our history topic. Pupils will locate South America on world maps and identify its countries, capitals and major geographical features, such as the Amazon River, the Andes mountains and the vast rainforest regions.

They will also explore climate zones and biomes across the continent, learning how physical geography influences the lives of the people who live there. Comparisons will be made between South America and the UK, encouraging pupils to consider similarities and differences in lifestyle, trade and environment. Map skills will be practised throughout, with children using atlases, digital maps and compass directions to deepen their understanding.

Art
In art, children will focus on sculpture, creating their own decorative vases. They will begin by studying examples of vases from different cultures and time periods to understand their design, function and symbolism. Using sketchbooks, pupils will then generate their own ideas, experimenting with shape, line and texture.

They will develop their skills with clay and other modelling materials, learning techniques such as coiling, slab-building and carving to create their final vase design. Throughout, they will evaluate their own and others’ work, thinking about how artists convey meaning through 3D form.

Design & Technology
Our DT project is all about stable structures, and pupils will design and build their own mini greenhouses. They will begin by investigating existing greenhouse designs and exploring the materials and shapes that make structures strong and stable. They will then create design plans, considering factors such as strength, stability and appearance.

Children will develop practical skills such as measuring, cutting, joining and strengthening materials. Once complete, they will test their greenhouses for stability and reflect on how well their designs met the brief.

Computing
In computing, pupils will begin with coding, using block- and text-based programming to create algorithms, debug errors and design simple programs. They will also explore online safety, learning how to protect personal information, recognise unsafe communication and act responsibly online.

Later in the term, they will experiment with animation, planning short sequences, creating storyboards and using software to bring their ideas to life. This will build skills in creativity, sequencing and digital literacy.

PSHE
In Year 4, pupils will focus on Me and My Relationships, covering topics such as healthy relationships, listening to feelings, bullying and assertive skills. They will also move on to Valuing Difference, learning about respecting diversity, recognising stereotypes and celebrating cultural and religious differences.

In Year 5, Me and My Relationships, pupils will explore feelings, friendship skills (including compromise), assertive communication and cooperation. They will also learn how to recognise emotional needs in themselves and others. Througout the Autumn 2 Valuing Difference topic, they will explore the influence of social media and its impact on self-image and relationships.

Year 6 will focus on assertiveness, safe and unsafe touches, and building positive relationships in Me and My Relationships. They will also cover Valuing Difference, considering prejudice-based bullying, gender stereotyping and the role of the bystander. Pupils will reflect on their own values and how they can promote fairness and respect in their community.

Religious Education
Our RE work begins with a study of rites of passage in Sikhism, where pupils will explore the meaning of rites of passage, such as naming ceremonies, Amrit initiation and marriage. They will reflect on the importance of these milestones within a faith community.

In the second half of term, the focus shifts to Christmas journeys, where pupils will learn about Bethlehem as a place of pilgrimage and its importance in Christian belief. They will also reflect on the idea of pilgrimage more broadly and its role in different religions.

Physical Education
PE this term will include a variety of physical activities. In invasion games, pupils will develop teamwork, strategy and ball-handling skills through sports such as football and netball. Circuit training will help build stamina, strength and fitness.

We will also explore dance through the ages, giving pupils the chance to learn different styles and perform choreographed routines. Finally, in gymnastics, children will refine balance, coordination and control while creating sequences of movement.

Music
In music, pupils will explore the exciting world of jazz. They will listen to and appraise jazz classics, identify key features of the style, and develop improvisation skills.

Through singing and performing the lively piece The Cool Cat of Scat, they will experiment with vocal sounds and rhythms, developing confidence as performers while also understanding how jazz has influenced modern music.

Spanish
In Year 4, pupils will practise simple introductions and learn numbers, building confidence in speaking and listening. In Year 5, the focus will be on food and weather, where pupils will expand their vocabulary and begin to build simple sentences.

Year 6 pupils will consolidate their knowledge of introductions before moving on to describing themselves in more detail, covering personal information such as age, family and interests. Across all year groups, children will practise listening, speaking, reading and writing in Spanish.

Class Comet Timetable

Year 4/5/6 Yearly Overview

Year 4 Curriculum Expectations

Year 5 Curriculum Expectations

Year 6 Curriculum Expectations

In Key Stage 2, children take part in a small number of national assessments. These are designed to check progress against the National Curriculum and to give a clear picture of how children are doing. We always approach these in a calm and supportive way, making sure pupils feel confident and prepared without any unnecessary pressure.

Year 4 – Multiplication Tables Check (MTC)

• Taken in June.

• A short online check of 25 quick-fire multiplication questions (up to 12 × 12).

• The focus is on speed and fluency. Results help us see how well children know their times tables and where extra practice might be useful.

Year 6 – SATs (Standard Assessment Tests)

• Taken in May over the course of one week.

• Pupils sit several short papers under formal test conditions, but we make sure the week feels calm and supportive.

  • Reading Test (1 paper, 1 hour): Pupils read a booklet of texts (fiction, non-fiction and poetry) and answer questions to show their understanding, inference and ability to retrieve information.

  • Grammar, Punctuation and Spelling (SPaG): This has two parts — a grammar and punctuation paper (45 minutes of short questions) and a spelling test (around 20 words read aloud).

  • Mathematics: Pupils complete three papers — one arithmetic paper (30 minutes) which tests calculation skills, and two reasoning papers (40 minutes each) which test problem-solving and application of maths in different contexts.

• Writing is not tested by a paper. Instead, it is teacher assessed across the year, using a wide range of independent work from different writing genres.

• The results provide a national benchmark and are shared with secondary schools to help ensure a smooth transition.

How parents can help at home
The best way families can support is through regular reading, encouraging children to practise their times tables, and talking positively about learning. Little and often makes the biggest difference. A calm routine, plenty of encouragement and celebrating small successes all help children to feel confident and ready for any assessment.

Welcome meeting (October 2025)

Times Table Rockstars

Y3/4 Statutory Spellings

Y5/6 Statutory Spellings

200 High Frequency Words

Multiplication tables check: information for parents - GOV.UK

Key stage 2 national curriculum tests and results: information for parents - GOV.UK