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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.