Year  Below is an overview of the topics that are covered in Science in Year 6.

Liv    Living things and their habitats

Pupils will be taught to:

• describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
   
• give reasons for classifying plants and animals based on specific characteristics
   

Animals, including humans

Pupils will be taught to:

• identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood
   
• recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
   
• describe the ways in which nutrients and water are transported within animals, including humans

Evolution and inheritance

Pupils will be taught to:

• recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
   
• recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents
   
• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Light

Pupils will be taught to:

• 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

Electricity

Pupils will be taught to:

• 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

Below is an overview of the topics that are covered in Computing in Year 6.

Internet Safety

Learning how to stay safe online is taught throughout all of our Computing units and as stand-alone lessons. It is also integrated into the PSHE curriculum and assemblies. The topics covered are:

• Self-image and identity
• Online relationships
• Online reputation
• Online bullying
• Managing online information
• Health, wellbeing and lifestyle
• Privacy and security
• Copyright and ownership

Year 6 also have ‘Fake News’ workshops where they learn how to spot fake news and combat disinformation in today's ever-changing online world. We also participate in many discussions and events during ‘Internet Safety Week’ and keep children’s knowledge up-to-date with the current changes in technology so they can stay safe online.

Excel- Using spreadsheets

This unit introduces the children to using Microsoft Excel spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Children 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. They will also be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. The children then plan their own event and answer questions. Finally, children will create charts, and evaluate their results in comparison to questions asked.

Programming A- Variables in games

This unit explores the concept of variables in programming through games in Scratch. First, children 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. Children then experiment with variables in an existing project and modify them, before they create their own project. Finally, children apply their knowledge of variables and design to improve their games in Scratch.

Programming B- Sensing

This unit is the final KS2 programming unit and brings together elements of all the four programming constructs: sequence from Year 3, repetition from Year 4, selection from Year 5, and variables (introduced in Year 6 – ‘Programming A’. It offers pupils the opportunity to use all of these constructs in a different, but still familiar environment, while also utilising a physical device — the micro:bit. The unit begins with a simple program for pupils to build in and test within the new programming environment, before transferring it to their micro:bit.

Creating Media- 3D Modelling

Children will develop their knowledge and understanding of using a computer to produce 3D models using the program ‘Tinkercad’. Children will initially familiarise themselves with working in a 3D space, moving, resizing, and duplicating objects. They will then create hollow objects using placeholders and combine multiple objects to create a model of a desk tidy. Finally, children will examine the benefits of grouping and ungrouping 3D objects, then go on to plan, develop, and evaluate their own 3D model of a building.

PowerPoint Presentations

Children revise and re-cap their knowledge and understanding of how to navigate Microsoft PowerPoint. They explore how to add themes, transitions, animations and hyperlinks to a slideshow. The children then create and present their own presentations about themselves and what they are looking forward to when transitioning to secondary school.

Below is an overview of the topics that are covered in Religious Education in Year 6.

During Year 6 we will study different issues such as human rights, justice and fairness, social justice and the environment. We will use debate and discussion to shape our ideas and expand our views. We will look at the responses of religions and their beliefs when it comes to global issues. In Year 6 we also look at the concept of life and death- such as where do we come from and where do we go? What is life? In the summer term, we link our history topic of the Maya civilisation and learn about the gods they worshipped.

Below is an overview of the topics that are covered in History in Year 6.

Local History

Children will learn about the history of local area including the Suburb Quest where the class will find out who the founder of the Suburb was, significant local residents and famous buildings.

Word War 2

The children will learn how to use both primary and secondary sources to find out about the causes of World War 2. They will use their speaking and listening skills to debate and form their own opinions. They will use their enquiry skills to understand the differences between war in this country and abroad looking at aspects such as the Blitz, rationing, the role of women and world leaders. The unit ends with a trip to the RAF museum.

Below is an overview of the topics that are covered in Geography in Year 6. 

Suburb Quest

Children will:

• explore the history of the local area

• investigate the human and physical features in the local area

• create an information leaflet about Garden Suburb

Mountains

Children will:

• use a map to identify mountain ranges around the world

• learn how and where mountains form

• debate the impact of tourism on the environment

Below is an overview of the topics that are covered in Design Technology in Year 6.

Design and make pencil cases for a purpose

In this unit, the children will design and create a pencil case using a variety of techniques and materials.

Pupils will be taught to:

• evaluate the functional and appealing design of a range of pencil cases for a variety of purposes

• design their own pencil case aimed at a particular individual or group 

• use a variety of materials and patterns to help them design

• use a variety of tools and develop skills to make their pencil cases

Shelters

In this unit, the children will design and create a shelter that is built for a purpose.      

Pupils will be taught to:

• understand that different shelters serve a range of purposes

• investigate how and why a shelter can collapse when loaded

• apply their knowledge to design their own shelter to meet a specification

• make a model of their idea and work as a team

• make modifications to their designs if necessary

• evaluate their own and their peers’ shelters, suggesting changes to make it better

Below is an overview of the topics that are covered in Art in Year 6. 

People in Action

Children will use a variety of techniques to produce a piece of art that represents a person in action.

Pupils will be taught to:

• understand the concept of sequencing actions

• make comparisons between artwork in terms of style, material and subject expressing opinion

• extend their knowledge of different artists from different times, recording visual effects

• adapt ideas from artists and designers to make a collage which represents movement

• experiment with shape and tone to create movement, extending cutting and arranging skills

• review work, demonstrating an understanding of context, processes, methods and language used

Sense of place - The Blitz

Children will use a variety of techniques to create a landscape scene using photography as a starting point.

Pupils will be taught to:

• explore and develop ideas about how landscape is portrayed by different artists

• record different features of local landscapes

• use a variety of techniques to reproduce a landscape scene using photography as a stimulus (photos from the Blitz)

• use the horizon and perspective to sketch a landscape scene accurately

• develop line drawing skills of perspective

• use colour to build depth

Kensuke’s Kingdom

Children will create a piece of artwork depicting the island in the style of Henri Rousseau.

Pupils will be taught to:

• analyse a piece of work by Henri Rousseau, looking at the use of colour and shape

• create a piece of artwork depicting the island in the style of Rousseau

• develop drawing and colouring skills, using perspective correctly

• understand what inspires artists to work in a particular style

• use a range of medium for a desired effect

• learn how to work with watercolours correctly
   

Below is an overview of the skills that are taught in Music in Year 6. 

Singing and Performing

♫ The children will be encouraged to sing with confidence by expanding their known repertoire across diverse genres and world music.  They will improve breathing in phrases, singing in 2 or more parts. They will perform famous works, traditional and world music, and will be encouraged to share their own instrumental or vocal studies in class. They will participate in an end-of year musical production and learn all related repertoire with voice or chosen instrument.


Improvising and Composing

♫ The children will compose and improvise with increasing confidence, in groups and alone, using diatonic melody and the full spectrum of simple and complex rhythmic values. Students will use xylophones to compose using the pentatonic and chromatic scale, major and minor modes, and to arrange and improvise known songs by ear, and to compose melodies to reflect story components.

Listening and Aural Awareness

♫ Students will listen to a variety of compositions, from Renaissance to Contemporary, to develop an understanding of form, melody, rhythm, tempo, style, modes and timbre. They will develop an understanding of the history of music by studying music drawn from different traditions, and from great composers and musicians. Children will be playing in xylophone ensembles as an accompaniment to a variety of musical genres and world music styles.

Autumn 1:

In this half term students will cover the following topics:

Revision of numbers 1-50

The time

Conjugation in the present tense of “desayunar”

Revision of food

Autumn 2:

In this half term students will cover the following topics:

Spanish food

Opinions with justifications

Ordering food in a Spanish restaurant

Spanish Christmas menu- RE cross curricular links

Spring 1

In this half term students will cover the following topics:

Adjectives to describe people

Adjective-noun agreement

Description essays

Spring 2:

In this half term students will cover the following topics:

Clothes

Shopping for clothes

Shopping for food

Summer 1:

In this half term students will cover the following topics:

Means of transport

Booking a hotel room

Problems in the hotel

Activities to do on holidays

Summer 2:

In this half term students will cover the following topics

Spanish and Latin American festivals

Traditional clothes

Traditional gastro nomy

Year 6

Relationships

They can identify positive ways to face new challenges (for example the transition to secondary school). They can discuss some of the bodily and emotional changes at puberty and can demonstrate some ways of dealing with these in a positive way.

They can talk about a range of jobs and explain how they will develop skills to work in the future.

They can demonstrate how to look after and save money.

RSE (Relationships and Sex Education)

· Puberty and reproduction

· Understanding relationships

· Sex education (conception and pregnancy)

· Communication in relationships

Health and Wellbeing

They can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing.

They can list the commonly available substances and drugs that are legal and illegal and can describe some of the effects and risks of these. 

Living in the wider world

They can describe some of the different beliefs and values in society and can demonstrate respect and tolerance towards people different from themselves.

From September 2020, parents have the right to withdraw their children from the sex education. For our school, this means the only lesson parents have the right to withdraw from is the lesson on conception and birth which is part of the Year 6 unit of work. 

Below is an overview of the units that are taught in PE and Games in Year 6. 

PE

Outdoor and Adventurous Activities

During the school journey the children are given the chance to build on their knowledge from team-building and problem-solving in Year 3. They will have the opportunity to show resilience in a range of challenging environments such as using a zip-wire or a climbing wall. They will collaborate and problem solve in increasingly challenging environments. They will also have the opportunity to practise their map-reading and orienteering skills in an unknown environment.

Gymnastics (Floor and apparatus)

Pupils will be taught to develop their technique, control and balance through movement across different apparatus

Athletics

Year 6 have learned athletics in Years 3, 4 and 5. They will revise these skills by practising various throws, jumps and runs. They will look to sprint and run for longer distances and will use their knowledge in order to pace themselves. They will be able to offer and take on board feedback.

Dance (Principals of dance and Hip Hop)

The children will utilise all they have learned in dance so far by using sub-levels, lifts and transitions. They will think about the mood of music and how to use this in their own group routines. They will think about backstories and motifs. They will learn about the history of Hip Hop and learn some moves. They will design their own choreography and perform to a group.

Games

Football

The unit will focus on dribbling and defending in one-on-one situations. Individual dribbling moves will be visited each lesson, building on what the children know from earlier in the school. In year 5, the children started to think about combining with a teammate. This will continue in Year 6 with the children practising their decision-making skills.

Tennis

The children will build on what they learned in year 4 and 5: revising the technique for forehand and backhand, as well as developing their ability to volley. The students will have ample opportunity to play in competitive matches and the unit will finish with a tournament.

High 5 (netball)

Pupils will build on the shooting, positioning and movement skills they developed in Years 4 and 5. They will start to focus on the basic principals of invasion games: movement, making intelligent decisions and defending as a team.

Striking and fielding games (cricket and rounders)

Pupils will be taught to develop striking and fielding skills as well as tactical strategy within a competitive match situation. They will learn different shots and develop in differnt roles: coaching, officiating and playing.