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Learning in Year 6

Click below to find out what Year 6 are learning about.


Autumn 1

We will be using the following books to inspire the children's love of reading, words and literature and as a basis for their own writing. This term, we will be focussing on cohesion in writing (ensuring it flows well, has a clear structure and has links between sentences and paragraphs), spelling and punctuation. We will be focussing on ensuring basic punctuation is accurately used and learning how to use more advanced punctuation such as colons and semi-colons.

Weeks 1-4 - Wonder

Wonder is a heart-warming book about a ten-year-old boy called Auggie who was born with Treacher-Collins Syndrome and has facial deformities. Auggie has been home-schooled by his parents his whole life and now, for the first time, he's being sent to a real school. All he wants is to be accepted - but can he convince his new classmates that he's just like them, underneath it all?

Weeks 5-7 - The Viewer

Young Tristan, a curious boy who rescues all sorts of objects from the rubbish dump, finds an old Viewmaster in its elaborate box, complete with a set of disks. He finds that these represent the ages of humankind, seen as a cyclical structure in which patterns of growth and decay are repeated. Tristan becomes more and more drawn in to the world of the disks, and eventually disappears. The book is full of metaphors and symbols of seeing and watching, circularity and never-endingness, in a complex, fantastical tale.


Autumn 1

Miss Hughes and Miss Wilcox's groups will be consolidating learning on multiplication and division and then will be moving on the learning about fractions, decimals and percentages.

Miss Thornley, Mr Seiber and Mrs Moreton's groups will be learning about calculating with fractions then moving on to applying their fraction, decimal and percentage knowledge into problem solving and non-routine questions.


Autumn 1 - Classifying critters

Year 6 learn to recognise fungi, plants and microbes, name a range of living things, observe carefully in order to identify living things and use a branching key.

Focus area - Living things and thier habitats

Autumn 2 - Staying alive

Year 6 learn to recognise the need to eat a healthy balanced diet, take and record measurements, understand the function of parts of the circulatory system and explain the effect of drugs on the body.

Focus area - Animals, including humans

Spring 1 -  We're evolving

Year 6 learn to observe closely and explain differences in appearance, describe how parents and offspring look similar but different, explain simply how things change and evolve over time, recognise the time scales involved in evolution, explain how evidence can be used to support ideas and present data in a variety of ways.

Focus area - Evolution and inheritance

Spring 2 - Let it shine

Year 6 learn to recognise that when light is blocked, a shadow is formed, recognise that light travels from a source, describe how when light hits a shiny surface, it is reflected, explain that light sources are seen when light from them enters the eyes, use results to make predictions and suggest further tests to carry out and present these in a table.

Focus area - Light

Summer 1 - Electrifiying

Year 6 learn to suggest ways of changing the brightness of a bulb in a circuit, draw circuit diagrams and construct circuits from diagrams using conventional symbols, set up a circuit which can be used to investigate an idea, use knowledge about electrical conductors and insulators to answer questions about circuits and represent information about circuits clearly and scientifically with symbols.

Focus area - Electricity

Summer 2 - We are dinosaur hunters

Year 6 learn to explain what their results might mean, make and present detailed observations, decide if they agree with other people’s test results, weigh up different theories and decide which has the strongest evidence, find some evidence to support a theory about why dinosaurs became extinct and use their results to make predictions and suggest further tests.

Focus area - Working scientifically


Computer Science

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
  • appreciate how [search] results are selected and ranked.

Information Technology

  • use search technologies effectively
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Digital Literacy

  • understand the opportunities [network] offer for communication and collaboration
  • be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.



In the the first part of the autumn term, the children learn about the First World War to extend their chronological understanding. They examine a variety of sources to discover details about the events that led to the outbreak of war, what trench warfare was like, how life changed for people who were left at home and the circumstances that led to the war coming to an end.

In the second part of the autumn term, the children extend their historical knowledge of the world as they discover the Benin Civilisation of Africa. They look at what is known about life at the time, the culture, art and the role that the British played in the downfall of the Kingdom. The topic concludes with the children thinking about lessons that can be learnt from this situation and history in general.


In the spring term, the children develop their enquiry skills as they explore similarities and differences between the UK, parts of Europe and the Americas.


In the summer term, the children explore the influence of famous artists throughout history and focus on Notan Japanese Art. The children will consider art work of that style and think about providing thoughtful reasons for their likes and dislikes. They will then use their knowledge to create artwork of a similar style.



In the first part of the autumn term, the children learn about WW1. They will develop their knowledge of the countries of the world as they use maps to locate significant places and their involvement in the conflict.

In the second part of the autumn term, the children learn about the Benin civilisation. They examine the human and physical features of Africa and make comparisons between Africa and the UK.


In the spring term, the children compare parts of Europe with the Americas. This builds on and extends their knowledge about the location the world’s countries, and they use maps to identify key human and physical features. They explore the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones and how that impact on the two continents.


In the summer term, the children learn about famous art style from around the world, particularly Hotan Art from Japan. They explore the location from which this art originated using maps and atlases.


Autumn -Famous Artist Paul Klee

This term our children will think about sketching skills

  • Develop the skills of perspective, proportion and scale
  • Create observational drawings of castles
  • Using knowledge of castles – design a castle including relevant features
  • Use tools and materials to design a good structure
  • Evaluate the Castle
  • How did the design work?
  • What improvements could be made?

Spring - Eastern Europe and the Americas

This term our children will explore and develop various art skills in different contexts.

Summer - Benin Animal tiles

This term children will explore the work of some of the guild of craftsment from Benin society

  • Explain that the children will be creating an animal tile.
  • Children design their tile (in sketch books).
  • Children make their animal tile.
  • What was art like in the Benin society?
  • What can we tell about the Benin society from their artwork?
  • What questions could be asked about the artwork
  • Explore people’s opinions of Benin artwork from history. Why might they have thought that?



In the autumn term, the children learn about a range of cultures and time periods and evaluate products used in each place and time.


In the spring term, the children create their own meals inspired by their learning about Europe and the Americas. The children apply their understanding of the principles of a healthy and varied diet, seasonality and how ingredients are grown, reared, caught and processed when they make their savoury dish using a range of cooking techniques.


In the summer term, the children make toys using a range of mechanical systems. They start their project by examining and evaluating a range of existing toys. They then create a design brief and use a range of materials and building techniques to construct their toys. After they have made their toys, they evaluate it against the design brief and suggest improvement to their own and others projects.


Year 6 have music lessons in Autumn 2, Spring 2 and Summer 2 with a specialist music teacher.


Sing 2 part songs with confidence. Perform with attention to phrasing, dynamics and pitch

  • Sing confidently in a variety of styles, with expression
  • Communicate the meaning and mood of a song effectively
  • Sing a 2 part (homophonic) song with confidence
  • Maintain own part in a round (in 3 or 4 parts)
  • Recognise structures of songs (verse/chorus/bridge/rounds)
  • Listen with concentration to longer pieces/extracts of music
  • Compose different phrases of music
  • Describe music using appropriate musical language


Read a wider range of notes on the stave, and play a variety of songs in 2 and 3 parts

  • Keep a steady beat on an instrument in a group or individually
  • Read an increasing variety of rhythms using simple notations
  • Read and play with confidence from conventional notation
  • Copy longer melodic phrases by ear
  • Perform as an individual (in class)
  • Perform as a group to an audience with increasing confidence
  • Play music in different metres
  • Play music in 2 and 3 parts, maintaining own part
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Identify repetition in music, both by ear and by notation
  • Compose short phrases of music
  • Describe music using appropriate musical language


Terminology to be covered

Pitch, tempo, melody, harmony, dynamics, rests, ostinato, beat/pulse, rhythm 


Autumn 1 - Invasion and target games (netball) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Autumn 2 -  Invasion and target games (hockey) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 1 - Invasion and target games (football) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 2 - Invasion and target games (cricket) / Cross country / Gymnastics / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for striking and fielding.
  • Perform simple gymnastics sequences.

Summer 1 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

Summer 2 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.


Year 6 have French lessons in Autumn 1, Spring 1 and Summer 1 with a specialist French teacher.


Autumn 1 - Islam

What is the best way for a Muslim to show commitment to God?

Year 6 learn to understand some of the ways Muslims show commitment to God and to evaluate whether there is a best way.

Autumn 2 - Christianity

How significant is it that Mary was Jesus’ mother?

Year 6 learn to analyse the Christian belief in the Virgin Birth and to assess the significance of this to Christians.

Spring 1 - Christianity

Is anything ever eternal?

Year 6 learn to evaluate different beliefs about eternity and to understand the Christian perspective on this.

Spring 2 - Christianity

Is Christianity still a strong religion 2000 years after Jesus was on Earth?

Year 6 learn to examine the influences Christianity still has in the world and evaluate whether it is still a strong religion.

Summer 1/2 - Islam

Does belief in Akhirah (life after death) help Muslims lead good lives?

Year 6 learn to indentify ways in which Muslims try to lead good lives and how their belief in Akhirah influences this. They then move on to challenging stereotyping through understanding different Muslim interpretations of Jihad and how this links to getting to Heaven.


Autumn 1 - Relationships

  • I can recognise ways in which a relationship can be unhealthy and who to talk to if I need support.
  • I can recognise bullying and abuse in all its forms (including prejudice-based bullying both in person and online/via text).
  • I know what constitutes a positive, healthy relationship and have developed the skills to form and maintain them.

Autumn 2 - Health and Wellbeing

  • I can recognise how images in the media do not always reflect reality and can impact on the way I feel about myself.
  • I understand the difference between good and not so good feelings and have the vocabulary to explain both the range and intensity of my feelings to others.
  • I can explain what positively and negatively affects my physical, mental and emotional health?

Spring 1  - Living in the Wider World

  • I have an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).
  • I understand the idea of enterprise and the skills that make someone ‘enterprising’.
  • I can explain how rules and laws protect people.

Spring 2 - Relationships

  • I understand sexual orientation and the terms associated with sex e.g. sex and gender.
  • I understand that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment.
  • I understand that two people who love and care for one another can be in a committed relationship and not married or in a civil partnership.

Summer 1 - Health and Wellbeing

  • I understand different changes that will happen in my life, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement.
  • I understand about human reproduction. (nurse visit)
  • I know how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if I feel uncomfortable or are concerned by a request.
  • I know how to take care of my body and understand that I have the right to protect my body from inappropriate contact and how to get help if needed. (FGM etc.)

Summer 2  - Living in the Wider World

  • I understand the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination and can develop strategies for getting support for myself and others.
  • I can critically examine what is presented to me on social media and understand that some information is misleading.
  • I understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition to Secondary School).