2024/25 – Year 6 Curriculum

From a geographical perspective, we will learn about the Arctic and Antarctic regions; lines of latitude and longitude; Polar climates; Polar day and night; Polar oceans; Polar landscapes; climate change; natural resources; indigenous people; and tourism.

From a historical perspective, we will learn about polar exploration; significant people, including Robert Falcon Scott and Ernest Shackleton; and significant events, including the sinking of RMS Titanic.

Reading

Our Class Text and Comprehension

In term 3, our reading comprehension lessons will be based upon our class text, “You Wouldn’t Want to be on Shackleton’s Polar Expedition” by Jen Green. Throughout this non-fiction text, we will join Shackleton in what will prove to be one of the most gruelling adventures of all time as we brave our way across the bitterly cold continent of Antarctica. As we encounter extreme cold, strong icy winds and a worrying lack of food and water, we'll soon see why you really wouldn't want to join Shackleton's polar expedition!

In term 4, our reading comprehension will be based upon a fiction text, “The Wolf Wilder”, which is an award-winning novel written by Katherine Rundell. The story centres around Feo, who lives in the Russian woods and teaches tamed wolves how to survive in the wild. It is set against the backdrop of the Russian Revolution. The novel’s key themes include family, friendship, war, bravery, resilience and nature versus humanity.

To find out more about this text, view our Wolf Wilder Novel Knowledge Organiser.

For further information about the reading skills we will focus upon this term, please view “Churchill’s Sequential Reading Curriculum”

Independent Reading

In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Saunders).

Writing

Over the course of the spring term, we will be writing a non-chronological report, a haiku poem, a newspaper report and an adventure narrative.

Firstly, we will write a non-chronological report about the Antarctic. Writing non-chronological reports enables children to use a range of layout devices, such as subheadings, bullet points and tables. Children will use their knowledge, learnt in our topic lessons and from further research, to plan and write their non-chronological reports.

We will also write haiku poems about polar animals. Haiku teaches children to be economical with language and to explore precise, sensory descriptions. Using pictures and videos for inspiration, we will collect vocabulary and experiment with writing several haiku. In addition, we will also use thesauri to find appropriate synonyms.

In addition, we will write newspaper reports about Ernest Shackleton, the great explorer.  Writing newspaper reports helps children refine their formal writing and allows them the opportunity to use an increasing range of cohesive devices to make links between and across paragraphs.

Furthermore, we will write an adventure narrative about a polar expedition using a range of well-chosen, descriptive vocabulary. Narrative writing skills allows children to evoke settings, characters and atmosphere using vivid descriptions. We will explore descriptive language by describing the polar setting and then plan and write an exciting adventure narrative inspired by our work on polar exploration.

Grammar, Punctuation and Spelling

Punctuation

This term, we will learn to identify and model the use of the hyphen; revise the use of possessive apostrophe for singular plural nouns; use a comma for all its purposes; and use a single dash.

Grammar

This term, we will learn to accurately identify and use determiners; use and identify prepositional phrases in sentences, including prepositions of place and time; and revise the use of fronted adverbials, ensuring correct placement of commas. We will also learn about a range of verb forms: active; passive; and subjunctive. In addition to this, we will read and enjoy poetry, comparing its use of sentence structure and punctuation with that of prose; and write different types of poems.

Spellings

During our spelling lessons this term, we will investigate prefixes and their meanings; revise the suffix “ly”; revise the suffix “ous”; revise words with the “k” sound spelt “ch”; revise words with the “sh” sound spelt “ch” ;revise endings spelt “cial” and “tial”; words containing the letter-string “ough”; words with ‘silent’ letters; investigate prefixes and their meanings; revise the suffix “ation”; endings spelt “tion,” “sion,” “ssion,” and “cian”; words with the “i” sound spelt “ei” after c (and other ie/ei words); and revise all previously learned homophones. For an overview of our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.

In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list.

For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6.

Following the White Rose Maths scheme, year 6 will cover six main blocks of learning over the course of the spring term: ratio; algebra; decimals; fractions, decimals and percentages; perimeter, area and volume; and statistics. The blocks of learning for ratio and algebra have been moved to earlier in the year to give more time to consolidate these new concepts. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.

This term’s small learning steps for each block

One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.

Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division

This term our topic is “Electrical Circuits and Components”. In the Electrical Circuits and Components project, your child will consolidate their understanding of the components that make up a circuit, such as a lamp, cell, wire and switch. We will make a range of circuits and use symbols to draw circuit diagrams. We will learn about electric currents and measure the voltage of different cells. We will discover how cells produce electricity and research questions about cells and batteries. We will also learn how the voltage across a circuit affects the performance of different components. We will also learn about programmable devices, sensors and monitoring. To conclude, Churchill Class will combine their learning to design and make home security devices. To find out more, view our Electrical Circuits and Components Knowledge Organiser.

Electrical Circuits and Components Lesson Overview

Other helpful documents

Electrical Circuits and Components Glossary

Electrical Circuits and Components Vocabulary Mat

Art: Inuit

Linked to our main topic, “Frozen Kingdoms”, our art topic for this term is “Inuit”. Throughout this topic, we will learn about the Inuit way of life, including some of their cultural and artistic traditions; printmaking; and carving. This will include creating our own Inuit carving and print. To find out more, view our Inuit Knowledge Organiser.

Design and Technology: Engineering

Over the course of this engineering project, we will learn about remarkable engineers and significant bridges; learn to identify features, such as beams, arches and trusses; strengthening techniques; repetitive design; and building prototypes We will complete a bridge-building engineering challenge to create a bridge prototype. To find out more, view our Engineering Knowledge Organiser.

Following the Purple Mash scheme of learning, our two main computing topics, this term, will be blogging and text adventures.

Blogging

Over the course of term 3, our work will focus upon blogging. We will learn:

• The purpose of writing a blog.
• The features of a successful blog.
• How to plan the theme and content for a blog.
• How to write a blog and a blog post.
• The effect upon the audience of changing the visual properties of the blog.
• To understand how to contribute to an existing blog.

To find out more, view our Blogging Knowledge Organiser.

Text Adventures

In term 4, we will be focusing upon text adventures. We will learn about:

• Making a Story-based Adventure Game
• Introducing Map-Based Text Adventures
• What is a Text Adventure?
• Planning a Story Adventure
• Coding a Map-Based Text Adventure

To find out more, view our Text Adventure Knowledge

Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.

Please view our “World festivals and Celebrations Calendar”.

Term 3: Buddhism - Parinirvana

Parinirvana is celebrated on the 15th of February and commemorates the death of Buddha and his passing into Nirvana.

Over the course of the term, we learn about Buddhists’ beliefs surrounding Parinirvana. During Parinirvana, Buddhists share the story of Buddha's death and think about their own lives. A key teaching of Buddhism is that everything is impermanent so many Buddhists think about changes in their lives, their own deaths and rebirth into a different life. Many Buddhists also think about loved ones who have recently died. Buddhists may also visit temples to share food and give gifts to the monks during Parinirvana.

The key themes we will consider and examine are: Buddha's death; life after death; memorials and monuments; rebirth; and change.

For the key words and vocabulary associated with this topic, please view our “Parinirvana Glossary".

Term 4 Islam - Laila al Miraj

Lailat al Miraj celebrates the story of Muhammad’s Night Journey. The angel Jibreel (Gabriel) is said to have visited Muhammad while he slept near the Kabah in Mecca and taken him on a 666-mile journey to the farthest mosque, the Al-Aqsa mosque in Jerusalem, on the back of a winged creature called Buraq. When he reached Jerusalem, Muhammad is said to have ascended into heaven, prayed with the prophets including Isa (Jesus) and Ibrahim (Abraham), and met with Allah. Allah gave Muhammad the instruction that all Muslims should pray five times a day, which is Salat, one of The Five Pillars of Islam. Muhammad travelled back to Mecca on Buraq that same night and began to tell others of his Night Journey. The Night Journey is celebrated by Muslims around the world. During the celebrations, the story is retold, special prayers are said and sweets and refreshments are shared.

The key themes we will consider and examine are: Taking a journey; exploring faith; Muhammad's journey; sacred stories; and faith.

For the key words and vocabulary associated with this topic, please view our “Laila al Miraj Glossary”.

Over the course of term 3 and 4, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.

For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 10-11.

Term 3: Dreams and Goals

In this Puzzle, we will talk about our own strengths and stretch ourselves by setting challenging and realistic goals. We will discuss the learning steps we’ll need to take as well as talking about how to stay motivated. We will explore various global issues and explore places where people may be suffering or living in difficult situations – whilst reflecting on our own emotions linked to this learning. We will also talk about what we think our classmates like and admire about us as well as working on giving praise and compliments to others.

Term 4: Healthy Me

In this Puzzle, we will discuss taking responsibility for our own physical and emotional health and the choices linked to this. We will talk about different types of drugs and the effects these can have on our bodies. The class will discuss exploitation as well as gang culture and the associated risks. We will also talk about mental health / illness and how people have different attitudes towards this. We will learn to recognise the triggers for and feelings of being stressed and that there are strategies we can use when we are feeling stressed.

Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on multiskills and gymnastics. Our PE lessons for term 4 will focus on netball and tennis. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days.

Multiskills

Throughout our multiskills lessons, we will develop an awareness of what our body is capable of; develop speed and stamina; develop strength using our own body weight; develop co-ordination through skipping; perform actions that develop agility; and develop control whilst balancing.

Gymnastics

During our gymnastics lessons, we will develop the straddle, forward and backward roll; develop counter balance and counter tension; perform inverted movements with control; perform the progressions of a headstand and a cartwheel; use flight from hands to travel over apparatus; and create a group sequence using formations and apparatus.

Netball

Throughout our netball unit, we will develop defending and attacking play during even-sided 5-a-side netball. We will learn to use a range of different passes to keep possession and attack towards a goal. We will be encouraging Churchill Class to work collaboratively to think about how to use skills, strategies and tactics to outwit the opposition. Pupils will start to show control and fluency when passing, receiving and shooting the ball. Also, we will learn key rules of the game such as footwork, held ball, contact and obstruction.

Tennis

In this unit pupils develop their racket skills when playing tennis. We will learn specific skills such as a forehand, backhand, volley and underarm serve. Pupils develop their tactical awareness including how to play with a partner and against another pair. Churchill Class will be encouraged to show respect for their team-mates, as well as their opponents, when self-managing games. Pupils are also given opportunities to reflect on their own and other's performances and identify areas to improve.

To find out more, view our GetSet4PE Knowledge Organisers

h4>Term 3: “Happy”, a pop song by Pharrell Williams

All the learning in this unit is focused around one song: “Happy”- a pop song by Pharrell Williams

Term 4: “You’ve Got A Friend” by Carole King

All the learning in this unit is focused around one song: “You’ve Got A Friend” - a song about friendship by Carole King.

Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:

1. Listen and Appraise the songs.
2. Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
3. Perform the Song - perform and share our learning as we progress through the unit of work.

For more information, please view our Charanga musical school year 6 knowledge organisers

We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.

Over the course of the spring term, we will be thinking about two main topics: That’s a Date, and Then and Now.

Term 3 and 4: That’s a Date, and Then and Now.

Throughout this topic, we will revise and learn numbers 70-100, then numbers to 1000. We will revise place names and compare modern and older places. We will also find the difference between places as part of our “Then and Now” work.

From a geographical perspective, we will learn about and use maps to consider the warring nations.

In relation to both the First and Second World Wars from a historical perspective, we will learn about the causes; warring nations; weaponry, warfare and technology; key events and battles; impact on citizens and everyday life; significant leaders; end of war; local history study; and post-war Britain.

Reading

Our Class Text and Comprehension

In term 5 and 6, our reading comprehension lessons will be based upon our class text, “Goodnight Mr Tom” by Michelle Magorian. The story is set just before the outbreak of the Second World War. Willie Beech, a thin, withdrawn eight-year-old boy, is evacuated from London. He is placed with a gruff widower called Tom Oakley, who has been a recluse since the death of his wife and child 40 years earlier. Tom is horrified by the abuse Willie has experienced. With quiet authority, patience and sensitivity, Tom takes care of Willie and a bond develops between them. Gradually, Willie’s physical and emotional scars begin to heal.

To find out more about this text, view our Goodnight Mister Tom Novel Knowledge Organiser.

For further information about the reading skills we will focus upon this term, please view “Churchill’s Sequential Reading Curriculum”

Independent Reading

In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Saunders).

Writing

Over the course of the spring term, we will be writing and creating a persuasive wartime poster, a historical narrative incorporating flashbacks, a nonet poem and a non-chronological report.

Firstly, we will create a persuasive wartime poster. Creating persuasive posters gives children the opportunity to write concisely and to select precise vocabulary. After analysing a range of First and Second World War posters, we will write a poster for the War Office, choosing a key aspect of the war effort, such as recruitment, the “Make Do and Mend” campaign or blackout rules. We will assess our posters after writing to ensure they have used persuasive vocabulary and impactful images.

We will also write a historical narrative incorporating flashbacks. Writing a historical narrative with flashbacks allows the children to manipulate the time and settings of a story. We will aim to link paragraphs with cohesive devices and contrast the settings, characters and atmosphere of the present with those of the past. Integrating dialogue will bring the characters to life and move the plot forwards. A variety of verb forms and punctuation will add clarity and emphasis. Also, we will proofread the text to check their spelling and punctuation.

In addition, we will use our historical knowledge of the First or Second World Wars to wrote a nonet. Creating nonets encourages children to use dictionaries and thesauri as they look for specific vocabulary to fit the syllable count. Including figurative language, particularly imagery, helps them focus on their senses as they create new and interesting descriptions. Children could assess the effectiveness of their poems, make edits and improvements, then perform them using appropriate intonation, volume and movement.

Furthermore, we will write a non-chronological report about World War Two. Writing non-chronological reports enables children to use a range of layout devices, such as subheadings, bullet points and tables. We will choose one of the areas of study from our topic lessons to research in more detail before planning and writing our own non-chronological reports.

Grammar,Punctuation and Spelling

Punctuation

This term, we will learn to use bullet points where appropriate; revise the use of the apostrophe; make decisions about punctuation, sometimes including dash, semi-colon and colon; and discuss, highlight and analyse the range of punctuation in texts.

Grammar

This term, we will revise word class, including pronouns, prepositions and determiners; strengthen and improve verbs in writing; write formal and informal sentences, selecting conjunctions and cohesive devices to suit level of formality; and compare sentences in the simple past with the perfect past verb form.

Spellings

During our spelling lessons in term 5, we will investigate prefixes, suffixes, root words and their meanings; learn about words with the “s” sound spelt “sc”; we will also learn about words ending in “ant,” “ance.” “ancy,” “ent,” “ence” and “ency”; and we will practise and check any problematic homophones from Y5-6 Spelling Appendix.

In term 6, we will use dictionaries to check the spelling and meaning of words; and know when and when not to use an apostrophe for possession in given examples.

For an overview of our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.

In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6

Following the White Rose Maths scheme, year 6 will cover six main blocks of learning over the course of the spring term: ratio; algebra; decimals; fractions, decimals and percentages; perimeter, area and volume; and statistics. The blocks of learning for ratio and algebra have been moved to earlier in the year to give more time to consolidate these new concepts. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.

This term’s small learning steps for each block

One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 5 and Term 6 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division

This term, our topic is “Light Theory”. In this project, your child will create a mind map to recap their prior learning about light sources, reflectors, day and night, sun safety and shadows. They will observe how light travels in straight lines. They will use their research skills to discover what happens to light when it enters the eye and how this relates to how we see. They will learn about the electromagnetic spectrum, finding out about visible light in detail. They will investigate how we perceive colour, learning that the stimulation of cells in the eye helps us perceive light, dark and colour. Using a torch for a light source, they will explore how shadows change, including their shape, size and how they become distorted. They will discuss what happens to light when it strikes a surface, learning about absorption, reflection, scattering and transmitted light. They will use different mirrors, including plane, concave and convex, to explore how they affect reflections. They will use a light meter to measure light and will observe refraction, and ask and answer scientific questions about the phenomena. To find out more, view our Light Theory Knowledge Organiser.

Light Theory Lesson Overview

Other helpful documents

*Light Theory and Components Glossary

*Light Theory and Components Vocabulary Mat

Art: Distortion and Abstraction

Our art topic for this term is “Distortion and Abstraction”. Throughout this topic, we will learn about the concepts of abstraction and distortion. We will study the visual characteristics of abstraction and create a musically-inspired, abstract painting. To find out more, view our Distortion and Abstraction Knowledge Organiser.

Design and Technology: Make Do and Mend

Linked to our main topic, “Britain at War”, our Design and Technology topic for this term is “Make Do and Mend”. Over the course of this textile project, we will learn about a range of simple sewing stitches, including ways of recycling and repurposing old clothes and materials. To find out more, view our Make Do and Mend Knowledge Organiser.

Following the Purple Mash scheme of learning, our two main computing topics, this term, will be text adventures and blogging.

Text Adventures

In term 5, we will be focusing upon text adventures. We will learn about:

• What is a Text Adventure? Planning a Story Adventure
• Making a Story-based Adventure Game
• Introducing Map-Based Text Adventures
• Coding a Map-Based Text Adventure

To find out more, view our Text Adventure Knowledge Organiser.

Quizzing

Over the course of term 6, our work will focus upon quizzing. We will learn:

• To create a picture-based quiz for young children.
• How to use the question types within 2Quiz..
• To explore the grammar quizzes.
• To make a quiz that requires the player to search a database.
• To make a quiz to test your teachers or parents..

To find out more, view our Quizzing Knowledge Organiser.

Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.

Please view our “World festivals and Celebrations Calendar”.

Term 5: Hinduism - Kumbh Mela

The Kumbh Mela is the largest gathering of people on Earth. Four Kumbh Mela pilgrimages take place at four sacred sites, Haridwar, Allahabad, Nasik and Ujjain, over a period of 12 years.

Washing in holy river water is at the centre of the Kumbh Mela as Hindus believe this cleanses them of bad karma. The 2013 Kumbh Mela, held at Allahabad on the confluence of the Yamuna and Ganges Rivers, attracted around 120 million pilgrims, nearly twice the population of the UK.

The key themes we will consider and examine are:  Exploring devotion; pilgrimage; birth and rebirth; life of a Naga Sadhu; and devotion. For the key words and vocabulary associated with this topic, please view our “Kumbh Mela Glossary”.

Term 6 Christianity - Sunday

In most Western countries, Sunday is part of the weekend and most Christians see it as a day of worship and rest. Practising Christians worship in many different ways and have different traditions but most will go to church, sing hymns, listen to Bible readings, say prayers and spend time together. Worshippers from other faiths and cultures also celebrate holy days, but at different time of the week. Friday is a day for Muslims to gather in the mosque for prayers and Saturday (Shabbat) is a day of rest for Jewish people.

The key themes we will consider and examine are: Is Sunday a special day? Thinking about worship; significant days; religious affiliation in the UK; and worship. For the key words and vocabulary associated with this topic, please view our “Sunday Glossary”.

Term 6 Christianity - Sunday

In most Western countries, Sunday is part of the weekend and most Christians see it as a day of worship and rest. Practising Christians worship in many different ways and have different traditions but most will go to church, sign hymns, listen to Bible readings, say prayers and spend time together. Worshippers from other faiths and cultures also celebrate holy days, but at different time of the week. Friday is a day for Muslims to gather in the mosque for prayers and Saturday (Shabbat) is a day of rest for Jewish people.

The key themes we will consider and examine are: Is Sunday a special day? Thinking about worship; significant days; religious affiliation in the UK;and worship. For the key words and vocabulary associated with this topic, please view our “Sunday Glossary”.

Over the course of term 5 and 6, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE, is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.

For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 10-11.

Term 5: Relationships

In this Puzzle, we will learn more about mental health and how to take care of our own mental well-being. We will explore the grief cycle and its various stages, and discuss the different causes of grief and loss. We will also learn about people who can try to control us or have power over us. We will investigate online safety, learning how to judge if something is safe and helpful, as well as talking about communicating with friends and family in a positive and safe way.

Term 4: Changing Me

In this Puzzle, we will learn about puberty in boys and girls and the changes that will happen; we will reflect on how they feel about these changes. The children will also learn about childbirth and the stages of development of a baby, starting at conception. They will explore what it means to be be physically attracted to someone and the effect this can have upon the relationship. They will learn about different relationships and the importance of mutual respect and not pressuring/being pressured into doing something that they don’t want to. The children will also learn about self-esteem, why it is important and ways to develop it. Finally, they will look at the transition to secondary school (or next class) and what they are looking forward to/are worried about and how they can prepare themselves mentally.

Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 5 will focus on athletics and cricket. Our PE lessons for term 6 will focus on athletics and rounders. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days.

Athletics

Throughout our athletics lessons, we will complete challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best. We will learn how to improve by identifying areas of strength as well as areas to develop. Over the course of this unit, we will take part in the following athletic activities: long distance running, sprinting, triple jump, discus and shot put.

Cricket

During our cricket lessons, we will develop the range and quality of striking and fielding skills and their understanding of cricket. We will learn how to play the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils will achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Churchill Class will be given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.

Rounders

Throughout our rounders unit, we will develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. We will learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils work with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively.

To find out more, view our GetSet4PE Knowledge Organisers

Term 5: Music and Me

Music and Me is the first in a series of units focusing on inspirational women working in music, and part of Brighter Sound’s pioneering gender equality initiative Both Sides Now. Throughout this series, we will explore the concept of ‘identity’ – the various elements that shape us. In this unit, we start with gender, with reference to social and cultural differences. They will be invited to try out different ways of making their own music, while exploring the work of some of the most influential women in music over the last 100 years.

Term 6: Year 6 End of Year Production

All the learning in this term is focused around our end of term production.

For more information, please view our Charanga musical school year 6 knowledge organisers

We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.

Over the course of the summer term, we will be thinking about two main topics: seasons and exploring

Term 5: Seasons

Throughout this topic, we will learn the French vocabulary for seasons, weather, events in different seasons, hobbies in different seasons and  UK weather

Term 6: Exploring

During this topic, we will learn the vocabulary for places in a town, transport and direction.