Oak Class (Year 6)
‘This Oak tree and me, we’re made of the same stuff.’ (Carl Sagan)
Welcome to Oak class, we are named after the mighty Oak tree. A magnificent member of the forest, which displays the journey through the seasons so well. Often referenced as a symbol of strength and wisdom, it seems fitting that Oak Class is the last step on our primary journey. However, one must always remember that mighty oaks come from little acorns.
Please see our curriculum web below to find an overview of the topics and learning from this term. You will also be able to find an example timetable, where you will see our PE days are Tuesdays and Fridays.
Year 6 is a big year for the children as we prepare them to be ready for secondary school and develop their independence, however there are ways you can support at home:
• engage in conversations about what your child is reading, ask about their understating of the book and encourage deeper level thinking by asking children to back up their thoughts with quotes or sections of the book
• rehearsing mental arithmetic and times tables as they are an important part of developing children’s mathematical fluency and will help them speed up and effectively answer questions. The children can use the online platforms, Mathletics and Times Tables Rock Stars to help with their learning.
If you have any questions about any aspect of school, please see me after school or contact the school office to arrange an appointment.
Miss Barrett
Curriculum Year 6 - Spring Term 2026
English
We will study the story of ‘Journey to the River Sea’, using it to explore different year 6 techniques such as; subordinate clauses, relative clauses, pathetic fallacy and other figurative language. We will write a biography about the author and a narrative piece of work based on speech using characters form the book.
We will write an explanation text link to our Geography topics of The Americas. As we approach Easter, we will study some World War Poetry.
Maths
Fractions, Decimals and Percentages – associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 8 3]. Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places multiply one-digit numbers with up to two decimal places by whole numbers. Use written division methods in cases where the answer has up to two decimal places. Solve problems which require answers to be rounded to specified degrees of accuracy Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Ratio – solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
Statistics – interpret and construct pie charts and line graphs and use these to solve problems. Calculate and interpret the mean as an average.
Area, perimeter and volume – recognise that shapes with the same areas can have different perimeters and vice versa. Recognise when it is possible to use formulae for area and volume of shapes. Calculate the area of parallelograms and triangles. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3]. draw 2-D shapes using given dimensions and angles. Recognise, describe and build simple 3-D shapes, including making nets. Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons. Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
Science
Electricity
- 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.
Light
- recognise that light appears to travel in straight lines
- use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
- use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Religious Education
This unit helps pupils to explore what holiness means for Jewish people. Pupils learn that holiness (kedushah) in Judaism is about being close to God and living life in a way that reflects God’s laws and values. They discover how holiness is shown through daily practices such as keeping Shabbat, following kosher laws, prayer, and celebrating festivals. Pupils also learn about the importance of the Torah as a guide for holy living and how Jewish people believe that ordinary actions can be made holy through obedience, intention, and gratitude.
Through this unit, pupils develop understanding of how beliefs shape actions and identity within Judaism. They are encouraged to reflect on how special times, places, people, and objects can be considered holy, and why these matter to Jewish communities. Pupils compare Jewish ideas of holiness with their own experiences and with other religious or non-religious viewpoints they have studied. By the end of the unit, pupils should be able to explain how Jewish people try to live holy lives and why holiness is central to Jewish faith and practice, showing respect and appreciation for Jewish beliefs and traditions.
History
The Rise of Hitler - The pupils will learn about the rise of Adolf Hitler, and how the surrender of Germany in 1918 shocked him. Throughout the unit, the pupils will be building on their substantive concept of nationalism. They will learn about the nationalist political party known as the Nazi party, and their racist ideology. Pupils will learn how the Nazis controlled many aspects of life in Germany during this period, including roles of men and women and education. They will learn about Adolf Hitler and how he blamed Jewish people for things that were wrong and commanded that the German people avoid Jewish businesses, ordered books by Jewish authors to be burned, banned marriages between Jews and Germans and stopped Jewish children attending school.
World War 2 - The children will look in some depth at the Battle of Britain- a battle fought entirely in the skies- and the Blitz- a strategy used by the German air force to try and force Britain to surrender. The role of the empire, and other overseas pilots, can be explored and primary sources should be used and interpreted by the children. The unit focuses on the Battle of Britain and the Blitz from a military context. The social context is explored in more detail at the end of the unit when the children look at life on the Home Front.
Geography
North America – in this unit we will learn:
• The North American continent spreads from close to the North Pole, south towards the equator.
• Rivers stretch across the continent providing a source of water and also transport links.
• Many of North America’s major rivers have been affected by human actions.
• Many people live in large cities in North America, this presents challenges.
South America – in this unit we will learn:
• To explain human and physical features of South America.
• Identify countries in South America.
• Identify the Andes Mountains
• Explain the significance of Machu Picchu.
• Describe the challenges caused by human interaction with the Amazon Rainforest.
Physical Education
Gymnastics – children will learn to move in different ways including changing height, direction and speed. They will create, build on, perform a routine and be able to evaluate their own and peers routines.
Hockey – where children will recap the skills and passes needed for Hockey and play team games focusing on strategies and building team values.
Art
Victorian Art and Architecture - They start by looking at the architecture of the Houses of Parliament and how this important building was influenced by both gothic and classical style. This necessitates a review of classical architecture, first studied in year 3 in the unit on Architecture through looking at the Parthenon and learning about the features of gothic architecture. The children then study examples of Victorian architecture which they see in their local environment, identifying where it has either classical or gothic influences. Over the course of three lessons they do detailed drawings of famous London buildings (the Houses of Parliament, St Paul’s Cathedral and West-minster Abbey) which show gothic or classical influence. The children then study the work of the Victorian pre-Raphaelite artists. This necessitates reference to rejection the idealized forms of Raphael which they will be familiar with from the unit at the beginning of year 6 on the renaissance. They look in detail at Ophelia by Millais and The Annunciation by Rossetti and consider how these artists wanted to reflect reality in their paintings by engaging in careful observation.
William Morris - This unit is a continuation of the previous unit, looking in detail at the work of the Victorian designer William Morris. The children start by looking at Morris’ wallpaper designs, learning that these were stylized forms based on nature, bearing the influence of Islamic design. They learn how the wallpaper was produced by block printing and create their own Morris inspired designs printed using the reduction method (essentially the opposite of block printing) on polystyrene tiles.
Design and Technology
Cooking Mezze – As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
In Key Stage 2 pupils should be taught to:
• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of dishes using a range of cooking techniques
• know where and how a variety of ingredients are grown, reared, caught and processed
Computing
Variables in games – This unit explores the concept of variables in programming through games in Scratch. First, learners find out what variables are and relate them to real-world examples of values that can be set and changed. Then they use variables to create a simulation of a scoreboard.
Data and information – This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions.
Languages - recapping from the Autumn Term
Spanish – meet and greet - will teach the class about the basics of the Spanish language. The children will learn to greet each other, exchange names, ask how someone is, count to ten and say how old they are.
Spanish – my body – will teach the class to understand and follow instructions, name parts of the body, identify colours and say what they are wearing.
Music
Blues and the Groove - this unit introduces children to Blues music and famous artists of that genre. The children will play and perform a 12 bar blues using a walking bass, made up blues lyrics and an improvised solo using a minor pentatonic scale.
Minimalism and Soundscapes – Children will compose and perform minimalist piece of repeated rhythms and motifs using clapping, voice, untuned percussion and other instruments over recorded sounds. Employ variation in tempo and dynamics to create different sections in the piece.
PSHE
• be able to identify their own strengths and skills, those of others and know how these can complement each other
• be able to talk about skills they would like to develop and hopes for the future
• understand that the ability to learn is a valuable skill
• know some skills which might be useful in a range of jobs
• communicate effectively, using listening, negotiation, debating & chairing skills
• recognise influences on their decision making, including the media
• know how to persevere
• use evaluation and feedback to inform future work.
Economic Wellbeing –
• have a broad view of what money is, including history, trade and currencies
• understand that occupations require different skills and allow for different earnings, the deductions from which support others in the community
• know that the choices we make and the ideas we have about money change according to individual circumstances, values, beliefs and culture
• understand how our choices can have an impact on the local and wider communities
• understand that managing money is complex and may involve risk but there are people who can help
• have a broad view of what we mean by poverty and know something of its links with trade and charities
• understand that feelings around money can be complex, difficult and changeable
• be able to manage money effectively in real life situations, making informed choices, tracking spending and keeping within a budget.
Curriculum Year 6 - Autumn Term 2025
English
We will study the story of the ‘1000 Year Old Boy’, using it to explore different year 6 techniques such as; subordinate clauses, relative clauses, pathetic fallacy and other figurative language. We will write a biography about the author and a narrative piece of work based on speech using characters form the book.
We will write an explanation text link to our science topic of The Human Body. As we approach Christmas, we will study some World War Poetry.
Maths
Place value – we will read, write, compare and order numbers up to 10,000,000. We will learn and use negative numbers.
Addition and Subtraction, Multiplication and Division - we will recap the four methods used to solve calculations, use multiples and factors to identify the lowest common multiple and highest common factor, identify and compare prime, squared and cubed numbers.
Fractions – we will identify and order fractions, find equivalent fractions, add and subtract fractions through conversion to common denominators, convert fractions between mixed number fractions and improper fractions. We will begin to multiply and divide fractions.
Science
The Human Body - During this unit children will build on their knowledge of the circulatory system from Year 2. They will learn that William Harvey was a doctor who suggested the heart was at the centre of a circulatory system that moved blood around the body. They will learn that now; scientists and doctors know that the heart and blood vessels are parts of our circulatory system and that our circulatory and respiratory systems keep us alive. We know that our heart is divided into four chambers and blood enters and exits the heart. As the heart beats, it pumps the blood out to the lungs for a new supply of oxygen. Blood vessels, called arteries, carry oxygen-rich blood away from the heart. Blood vessels, called veins, carry blood back to your heart to be pumped to the lungs for more oxygen. Children will learn the importance of each part of the circulatory system including arteries, veins and capillaries.
Classification of living things - children will study classification in more detail and will understand that scientists look closely at the features of living things when considering their classification. Within this unit, they will look further at the work of Carl Linnaeus and how he classified plants and animals. They will look at Latin names for plants and animals and will reflect upon the features of living things that led to their classification.
Religious Education
Christianity – What does it mean if God is holy and loving? Children will look into God as an authoritative figure and discuss the idea of God being holy and God being all loving. Children will get a chance to share ideas and build a better idea of the meaning of a holy and loving God.
Buddhism - How did Buddha teach his followers to find enlightenment? Children will focus on Buddhism and look closely at the teachings of Buddha, particularly his teaching of enlightenment. Children will discuss enlightenment and the journey to reach it, discussing their own ideals and thoughts on true enlightenment.
History
World War 1 - This unit builds on chronologically from children’s learning in Year 5 and allows children to apply their knowledge of Britain before the war to develop a deeper understanding of the causes and consequences of World War I on Britain, and the wider world. This unit focuses on developing two key substantive concepts: Empire and War.
The Suffragettes - children look at democracy in the 19th century and provides an introduction of important legislation that opened the vote to more of the British public by the 1860s. Focus on the first women’s significant suffrage society- the National Union of Women’s Suffrage Societies, led by Millicent Fawcett. The children then compare this with the Women’s Social and Political Union, led by Emmeline Pankhurst. The children learn about the Anti-Suffragist campaign.
Geography
Spatial Sense - This unit deepens pupils' understanding of the world by exploring how we represent and interpret Earth’s geography. Through concepts like latitude, longitude, time zones, map projections, and the use of data through maps, learners investigate how our planet is divided, organised, and perceived. They begin to make connections between geography, human life, and decision-making – questioning how where we live affects how we live. This unit provides rich opportunities to develop spatial awareness, critical thinking, and global citizenship by providing learners with the knowledge they need to think deeply and engage in ethical discussion.
Physical Education
Dance – children will learn to move in time to the music, use moves linked to the style of music, create, build on, perform a routine and be able to evaluate their own and peers routines.
Netball – where children will recap the skills and passes needed for Netball and play team games focusing on strategies and building team values.
Art
Art in the Italian Renaissance - children are introduced to the art of the Italian renaissance by looking at The School of Athens by Raphael and Vitruvian Man by Leonardo da Vinci. They contrast the work of Leonardo with the paintings on the ceiling of the Sistine Chapel by Michelangelo. They finish the unit by linking realism to the practise of using linear perspective exemplified in Leonardo’s The Last Supper. Children practise their drawing skills in the first, second and last lesson of this unit producing detailed observational drawings of their own hands, ears and landscapes using linear perspective. They use the opportunity of studying the murals of Leonardo and Michelangelo to explore painting on plaster, making their own plaster discs and creating their own painted designs.
Design and Technology
Water Walls – make a water wall for a reception child which moves water. Deepen understanding on how an Archimedes’ screw and a pulley works.
Computing
Computing systems and networks – communication and collaboration - exploring how data is transferred by working collaboratively online.
Creating Media – web page creation - designing and creating webpages, giving consideration to copyright, aesthetics and navigation.
Languages
Spanish – meet and greet - will teach the class about the basics of the Spanish language. The children will learn to greet each other, exchange names, ask how someone is, count to ten and say how old they are.
Spanish – my body – will teach the class to understand and follow instructions, name parts of the body, identify colours and say what they are wearing.
Music
Voice and Body Percussion - this unit introduces children to music which uses the voice and body percussion. They do this by focussing on the piece ‘Connect It’ by the contemporary British composer, Anna Meredith.
PSHE
Rights, rules and responsibilities – children will be able to state some of the rights in the United Nations Convention on the Rights of the Child and explain why they are important. Be able to explain and demonstrate rules for keeping safe and their responsibility to others online and from where to seek support. Know why rules and laws are needed in society and explain some reasons why people sometimes break them. Understand the democratically elected role of parliament, MPs, local councils and councillors and link this with school councils.
My emotions – children will be able to use a range of vocabulary to describe different emotions in themselves & others, including mixed emotions. They will understand that we are responsible for our actions, although not for our feelings. Be able to explain what is meant by mental wellbeing, and describe how mental health can vary and how common mental ill health is. Be able to describe some self-care strategies, and say which ones tend to work for them. They will understand what is meant by loneliness and suggest some ways to manage feelings of isolation or loneliness. They can explain the concepts of identity and self-respect.
Anti-bullying – children will be able to describe the key characteristics and forms of bullying. Be able to talk about personal reasons why someone may engage in bullying. Be beginning to identify and describe specific types of prejudice driven bullying. Be able to describe the different roles of those involved in a bullying situation. Be able to describe how peer pressure affects a situation and demonstrate simple strategies to intervene in a bullying situation and defend a person who is being bullied.
