This term our history focus is “Dynamic Dynasties”. Throughout this topic, we will learn about periods of ancient Chinese history. We will explore a timeline of the first five Chinese dynasties and learn about the legends surrounding the beginning of Chinese civilisation. We will take a deep dive into the history of the Bronze Age Shang Dynasty and explore evidence found in the ancient city of Yin. We will study oracle bones, learn about religious beliefs and explore bronze artefacts that set the Shang Dynasty apart from other civilisations. We will also study the hierarchy of the Shang Dynasty and discover who was powerful and who was powerless. We will look at warfare and find out how bronze technology gave the Shang Dynasty an advantage over their enemies. We will learn about the life of the great military leader, Fu Hao. The children will then look at significant aspects of life after the Shang Dynasty, including the work of Confucius in the Zhou Dynasty, the short but significant reign of Emperor Qin Shi Huang of the Qin Dynasty and the importance of the Silk Road created by the Han Dynasty. To end the project, we will find out how ancient China’s lasting legacy can be seen in the world today. To find out more, view our Dynamic Dynasties Knowledge Organiser.
Other helpful documents
Our Changing World
During the Our Changing World project, we will revise the features of the Earth and learn more about time zones. We will recall how to use lines of latitude and longitude to pinpoint places on a world map and learn about map scale. We will measure distances on a map and revisit grid references, contour lines and map symbols. We will learn about global warming and climate change and discover how climate change and extreme weather affect people worldwide. We will learn about global trade and find out about the export of manufactured goods, food or natural resources. We will analyse recent road traffic accident figures and carry out fieldwork to find out about the safety of a local road. We will study patterns of human settlements and carry out a fieldwork investigation to describe local settlement patterns. To find out more, view Our Changing World knowledge Organiser.
Other helpful documents
Investigating Our World
During the Investigating Our World project, we will study Ordnance Survey maps to write a description of the local area. We will learn about contour lines and revise six-figure grid references to locate features on maps. Your child will learn about the Prime, or Greenwich, Meridian and find out that Greenwich Mean Time, or GMT, is taken from the Prime Meridian. We will know that the Earth is split into 24 time zones and calculate the time in places worldwide. Your child will learn about climate zones, vegetation belts and biomes. We will find out that the climate and vegetation in an area determine the animals that live there. Your child will learn about the human geography of the continents and locate capital cities around the world. We will identify relative locations and use the scale bars on maps to find the distance between places. They will study the motorway network across the United Kingdom, learning how they connect towns, cities and transport links across the country. Your child will explore a settlement hierarchy diagram and learn about the relative size, significance and populations of settlements. At the end of the project, we will carry out a fieldwork enquiry to discover which settlement types are in their local area. To find out more, view Investigating Our Changing World Knowledge Organiser.
Other helpful documents
Investigating Our World Glossary
Reading
Our Class Text and Comprehension
In term 1 and 2, our reading comprehension lessons will be based upon our class text, “Bronze and Sunflower” by Cao Wenxuan. In this story, Sunflower has moved to the countryside in China with her father. As her father works all day, Sunflower feels lonely. She watches the river and the people across it who live in a village called Damaidi. She meets a boy called Bronze from Damaidi and the two become friends. When a tragic event brings Sunflower into Bronze’s home, the two children must work together to survive the hardships of village life. To find out more about this text, view our Bronze and Sunflower Knowledge Organiser.
We will also focus on poetry during term 1. We will broaden children’s exposure to texts from other cultures. Children will develop their summarising skills and discuss how language and structure contribute to meaning and effect. In addition, the children will perform their poems with appropriate intonation and movement.
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 autumn term, we will be writing and creating a narrative poem, based upon a Chinese folktale; writing a biography, about Cheng Tang ; and writing a short narrative, based upon stories from other cultures.
Firstly, we will use our historical knowledge of Chinese folktales to write a narrative poem. Throughout this project we will develop summarising skills, discuss how language and structure contribute to meaning and we will work to enhance the effect of their poems by using figurative language and expanded noun phrases.
Having learnt about Fu Hao and studied his biography, we will then write biographies about Cheng Tang. Writing a biography gives children the opportunity to select appropriate sentence structures and relevant details from their research. They will include relative clauses to provide additional detail.
To conclude our writing in the autumn term, we will write a short story based upon stories from other cultures (for example, Shang Surprise). Writing a story from another culture allows children to create characters, settings and plots that are rooted in the customs and traditions of another country. Children should also include a science fiction element encompassing time travel. They could use cohesive devices to link the plot and a variety of verb forms for clarity.
For further information about the writing skills, we will focus upon this term, please view “Churchill’s Sequential Writing Curriculum”
Grammar, Punctuation and Spelling
Punctuation
This term, we will use a colon to introduce a list; discuss and use commas, semi-colons and colons to separate clauses effectively; discuss idea of ambiguity, when meaning is not clear; model and practice punctuating parenthesis, using pairs of commas, dashes or brackets; identify ellipsis in texts, edit deliberate punctuation errors; and revise use of possessive apostrophe for singular plural nouns
Grammar
This term, we will learn about types of nouns; expanded noun phrases; identify synonyms and antonyms; revise possessive pronouns; accurately use relative clauses; read and enjoy poetry, comparing its use of sentence structure and punctuation with that of prose; write different types of poems; revise four types of sentences; and identify modal verbs.
Spellings
During our spelling lessons in term 1 and 2, we will revise instances where the root word does not change when adding a suffix; revise adding -ing, -ed, -er, -est and -y to words ending in -e with a consonant before it; revise wordswords containing the letter-string “ough”; learn words from the Y5/6 word list; revise the suffix –“ment” -“ness”, “ful”, “less”, “ly”; revise adding suffixes beginning with vowel letters to words with more than one syllable; add suffixes beginning with vowel letters to words ending in - “fer”; revise homophones and other words that are often confused; learn words from the Y5/6 word list; revise the suffix “cious” or “tious”; and revise endings spelt “tion,” “sion,” “ssion,” and “cian”
For an overview of our weekly breakdown of our spellings, please view our Term 1 and Term 2 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 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
| Maths area of learning | Block | Small Learning Steps |
| Number | Place Value | Numbers to 1,000,000; numbers to 10,000,000; read and write numbers to 10,000,000; powers of 10; number line to 10,000,000; compare and order any integers; round any integer; and negative numbers. |
| Number | Addition, subtraction, multiplication and division | Add and subtract integers; common factors; common multiples; rules of divisibility; primes to 100; square and cube numbers; multiply up to a 4-digit number by a 2-digit number; solve problems with multiplication; short division; division using factors; introduction to long division; long division with remainders; solve problems with division; solve multi-step problems; order of operations; and mental calculations and estimation. |
| Number | Fractions A | Equivalent fractions and simplifying; equivalent fractions on a number line; compare and order (denominator); compare and order (numerator); add and subtract simple fractions; add and subtract any two fractions; add mixed numbers; subtract mixed numbers; and multi-step problems. |
| Number | Fractions B | Multiply fractions by integers; multiply fractions by fractions; divide a fraction by an integer; divide any fraction by an integer; mixed questions with fractions; fraction of an amount; and fraction of an amount – find the whole. |
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 1 and Term 2 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
Forces and Mechanisms
In term 1, our topic is “Forces and Mechanisms”. In the Forces and Mechanisms project, your child will revisit prior learning about forces, identifying what a force is and discussing the two types, including contact and non-contact forces. We will learn that gravity is a force of attraction and follow instructions to observe gravity in action. We will learn the meanings of the terms 'mass' and 'weight' and their units of measurement, following instructions to record the mass and weight of various everyday objects using a piece of equipment called a force meter. They will revisit learning about friction, discussing situations where it can be helpful or where we need to minimise its effects. They will learn about the frictional forces called air and water resistance in detail and conduct investigations to observe these frictional forces in action. They will learn about mechanisms, including gears, pulleys and levers and follow instructions to investigate how these simple machines use forces to make tasks easier. They will generate scientific questions they wish to study further on the theme of forces and mechanisms and research to find the answers. They will complete their learning by examining the forces involved in riding a bicycle and the parts that are gears, pulleys and levers. To find out more, view our Forces and Mechanisms Knowledge Organiser.
Forces and Mechanisms Lesson Overview
| Lesson | Learning focus |
| 1 | Introduction to Forces and Mechanisms: Knowledge organiser and Contact and Non-Contact Forces. |
| 2 | Gravity |
| 3 | Mass and Weight |
| 4 | Friction |
| 5 | Air resistance |
| 6 | Water resistance |
| 7 | Levers, pulleys and gears |
| 8 | Levers, pulleys and gears. |
| 9 | Gears |
Other helpful documents: Forces and Mechanisms Glossary
Science: Earth and Space
In term 2 our topic is “Earth and Space”. In the Earth and Space project, your child will, we will learn the names of the planets in the Solar System before creating a model outdoors to describe its scale, movement and features. We will learn how scientists throughout history used different methods to study the Solar System and came to understand how the planets orbited the Sun. We will make a model and use it to explain the orbits of the Moon around the Earth and the Earth around the Sun. We will identify the spherical shape of the Sun, Earth and Moon. We will learn how people in ancient civilisations believed the Earth was flat and how evidence proved the Earth was a sphere. They will know that the Earth's rotation creates a range of phenomena, including day and night and the appearance of the Sun rising above the horizon in the east at sunrise, moving across the sky and then setting below the horizon in the west at sunset, and use equipment to model these phenomena. We will learn that the Earth's tilt and rotation as it orbits the Sun creates different seasons and day lengths in the Northern and Southern Hemispheres and the effect of similar amounts of direct sunlight all year round in the tropics. They will research the times of day on the Earth in different locations and describe how Earth's rotation creates this phenomenon. They will learn about the Moon's orbit and name and explain the eight phases of the Moon. They will research how solar and lunar eclipses occur and create labelled diagrams to show their findings. To find out more, view our Earth and Space Knowledge Organiser.
Earth and Space Lesson Overview
| Lesson | Learning focus |
| 1 | Knowledge organiser and the solar system. |
| 2 | How do we know the sun is at the centre of the solar system? |
| 3 | The earth, sun and moon model |
| 4 | Planets and start are spherical |
| 5 | Daytime and night time and times of day around the world. |
| 6 | Day length and seasons |
| 7 | Phases of the moon, lunar and solar eclipse |
Other helpful documents: Earth and Space Glossary
Art: Colour in Landscapes
Our art topic for this term is “Colour in Landscapes”. Throughout this topic, we will learn about colour theory by studying tints, shades and tones. We will learn about the features of landscapes before using this knowledge to create landscape paintings. To find out more, view our Colour in Landscapes Knowledge Organiser.
Art: Taoti
Linked to our linked to our Dynamic Dynasties, this project teaches children about the significance and art of the taotie motif, including ancient and contemporary casting methods. To find out more, view our Colour in Landscapes Knowledge Organiser.
Design and Technology: Moving Mechanisms
This project teaches children about pneumatic systems. They experiment with pneumatics before designing, making and evaluating a pneumatic machine that performs a useful function. To find out more, view our Moving Mechanisms Knowledge Organiser.
Following the Purple Mash scheme of learning, our two main computing topics, this term, will be coding and spreadsheets.
Coding
In term 1, we will be focussing upon coding. We will learn about:
- Designing and making a more complex program
- Using functions
- Flowcharts and control simulations
- User input
- Using text-based adventures
To find out more, view our Coding Knowledge Organiser.
Spreadsheets
Over the course of term 2, our work will focus upon spreadsheets. We will learn:
- Exploring probability
- Creating a computational model
- Use a Spreadsheet to plan pocket money spending
- Planning a school event with a spreadsheet
To find out more, view our Spreadsheets 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 1: Buddhism – Dharma Day
Dharma Day, or Asalha Puja, is celebrated in July by Buddhists around the world. The word Dharma means teaching and Dharma Day commemorates Buddha's first sermon in the Deer Park in Varanasi, India, over 2500 years ago. Buddhists celebrate Dharma Day by studying Buddha's teachings and feeling graduate for what they have learned. For the key words and vocabulary associated with this topic, please view our “Dharma Day Glossary”.
Term 2: Islam – Ramadam and Eid al Fitr
Muslims fast from dawn to dusk during the holy month of Ramadan. After each day of fasting, many families share iftar, their evening meal, together. All Muslims who are old enough and well enough are expected to fast. School and work life carries on as normal, even though no food or drink is consumed during daylight hours.
Eid al-Fitr comes at the end of the fast and is an important religious holiday celebrated by Muslims worldwide. During Eid al-Fitr, Muslims spend time with their families, eat together, celebrate as a community and thank Allah for the help, strength and self-control he gave them throughout Ramadan. For the key words and vocabulary associated with this topic, please view our “Eid al Fitr Glossary”.
Over the course of term 1 and 2, we will 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 1: Being Me In My World
In this Puzzle, we will identify goals for the year; learn about being a global citizenship; children’s universal rights; feeling welcome and valued; choices, consequences and rewards; group dynamics; democracy - having a voice; anti-social behaviour; and role-modelling.
Term 2: Changing Me
In this Puzzle, we will learn about perceptions of normality; understanding disability; power struggles; understanding bullying; inclusion/exclusion; differences as conflict, difference as celebration; and empathy.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 1 will focus on Health Related Fitness and tag rugby. Our PE lessons for term 2 will focus on indoor athletics and hockey. Our PE lessons will be on Tuesdays and Friday; children can wear their PE into school on both of these days.
Term 1: Invasion Games (Rugby)
In their tag rugby lessons, pupils develop their understanding of the attacking and defending principles of invasion games. Pupils will have to think about how they use skills, strategies and tactics to outwit the opposition. They do this by maintaining possession and moving the ball towards the try line to score.
Term 1: Health Related Fitness
Pupils will take part in a range of activities that explore and develop different areas of their health and fitness. They will be given opportunities to work at their maximum and improve their fitness levels, recognising how the activities make them feel. They will need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same. Pupils are asked to recognise areas for improvement and suggest activities that they could do to do this, while always working safely and with control.
Term 2: Sports Hall Athletics
Throughout these lessons, pupils will develop basic running, jumping and throwing techniques. They are set 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.
Term 2: Invasion Games (Hockey)
In hockey lessons, pupils develop their understanding of the attacking and defending principles of invasion games. They will learn to do this by maintaining possession and moving the ball towards the goal to score. Pupils will also develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances.
To find out more, view our GetSet4PE Knowledge Organisers
Term 1: Hey Mr Miller
Hey, Mr Miller is an extremely popular song with three layers in a jazz/swing style. The title and song lyrics refer to the well-known American musician Alton Glenn Miller and his swing band. As well as opportunities to discover and learn about swing-style jazz and some of the most renowned big band leaders of 1930s and 1940s America, the activities in this unit will allow children to explore rhythm work, creating and improvising off-beat (syncopated) rhythm patterns and melodies, and develop a polished group performance. This unit also contains the first of three progression snapshots that will be returned to and developed in Terms 2 and 3 to collect evidence of pupils’ progress.
- Lesson 1: Introduction and begin learning Hey, Mr Miller.
- Lesson 2: Learn Section 3 Hey, Mr Miller and find out about swing music.
- Lesson 3: Progression snapshot 1. Make a video recording of children singing.
- Lesson 4: Learn about scat singing and swing rhythms with Ella Fitzgerald and Duke Ellington.
- Lesson 5: Improvise syncopated melodies using notes of the C major scale.
- Lesson 6: Sing and play a class arrangement with a good sense of ensemble.
Term 2: Shadows
This listening unit is based around the piece Shadows by Lindsey Stirling – an American violinist and dancer. As an artist, she creates music that is a fusion of country, electronic dance music (EDM), and rock. There are lots of video examples to watch with focused questions to guide listening and base discussions around. Tokio Myers is also included in this unit as an artist who found fame on the TV programme Britain’s Got Talent. He studied classical piano at the Royal College of Music and uses his talents to create music that fuses many different genres. The unit ends with a creative response to music using shadows.
- Lesson 1: Who is Lindsey Stirling?
- Lesson 2: Who is Tokio Myers?
- Lesson 3: Create a response to music using shadows.
Term 2: Music for Protests
English composer Ethel Smyth used music to put across the message of the suffragettes when she wrote their March of the women anthem. In this unit, children will learn how to make their own protest song inspired by Ethel’s anthem and the suffragette movement.
- Lesson 1: Protest words.
- Lesson 2: Protest song.
- Lesson 3: Protest!
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 Autumn term, we will be learning about:
- Telling the time in French
- Our school and French schools
- Places on our school
- School times and school subjects
- School timetable
Throughout these lessons, we will practise speaking, listening, reading and writing in French.
| Year 6 - Term 1 and 2 Resources | |
| Dynamic Dynasties | |
 |
Dynamic Dynasties Knowledge Organiser |
|
Dynamic Dynasties Home Learning Tasks |
|
Dynamic Dynasties Vocabulary Mat |
| Geography | |
|
Investigating our World Knowledge Organiser |
|
Investigating our World Glossary |
| English, Reading, Writing and Spelling | |
|
Bronze and Sunflower Knowledge Organiser |
|
Sequential Reading Curriculum |
|
Sequential Writing Curriculum |
|
Spelling Word List |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Forces and Mechanisms Knowledge Organiser |
|
Forces and Mechanisms System Glossary |
|
Earth and Space Knowledge Organiser |
|
Earth and Space System Glossary |
| Art & Design | |
|
Colours in Landscapes Knowledge Organiser |
|
Taotie Knowledge Organiser |
|
Moving Mechanisms Knowledge Organiser |
| Computing | |
|
Computing Knowledge Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Buddhism – Dharma Day Glossary |
|
Islam – Ramadam and Eid al Fitr Glossary |
| PSHE | |
|
Jigsaw Skills and Knowledge Progression for ages 10-11 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Hey Mr Miller Knowledge Organiser |
|
Composing for Protest Knowledge Organiser |
|
Shadows Knowledge Organiser |
| Churchill Class Homework Grids | |
|
Term 1 Homework Grid |
|
Term 2 Homework Grid |
This term our geography topic is “Sow, Grow and Farm”. Throughout this topic, we will learn about food webs and animal life cycles, including how living things are dependent on one another within a habitat. We will investigate the different ways that plants reproduce and will dissect flowering plants to identify the different structures. We will have the opportunity to learn about farming in the United Kingdom and the techniques used in modern farming, including the challenges that farmers face. We will learn about the benefits of eating seasonally and about the pros and cons of importing food. We will also learn about world farming and how the different climate zones affect where different foods can be grown. Furthermore, we will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War. To find out more, view our Sow, Grow and Farm Knowledge Organiser.
Other helpful documents
* Sow, Grow and Farm Optional Home Learning Tasks
* Sow, Grow and Farm Vocabulary Mat
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
From a geographical perspective, we will learn about the Land use in the UK; Allotments; Farming in the UK; Maps; Grid references; Climate zones; Physical features of North and South America; Farming in North and South America; Food transportation
From a historical perspective, we will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War.
Reading
Our Class Text and Comprehension
In term 3 and 4, our reading comprehension lessons will be based upon our non-fiction texts used to support our geographical learning. These will include: “A farmer's year”, a transcript; “Modern Farming”, information sheet; “Potato farming in Jersey”, case study; and “Veganisim”, a balanced argument.
Over the course of the term, we will also continue to read, enjoy and study our wonderful text from last term, “Bronze and Sunflower” by Cao Wenxuan. In this story, Sunflower has moved to the countryside in China with her father. As her father works all day, Sunflower feels lonely. She watches the river and the people across it who live in a village called Damaidi. She meets a boy called Bronze from Damaidi and the two become friends. When a tragic event brings Sunflower into Bronze’s home, the two children must work together to survive the hardships of village life. To find out more about this text, view our Bronze and Sunflower 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 diary entry, a balanced argument and a persuasive letter.
Firstly, we will write a non-chronological report about the farming in the United Kingdom. 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 a write a dramatic diary entry from the point of view of a UK farmer. Writing a diary entry teaches the children how to express the thoughts and feelings of the writer and recount events. The children could use a range of topic-specific vocabulary and focus on choosing appropriate verb tenses.
In addition, we will write a letter to persuade families to buy fair trade produce. Writing a persuasive leaflet enables the children to adapt the structure and content of their writing to the audience and purpose. They could also include relative clauses and topic-specific vocabulary. The children should use their geographical knowledge of farming in developing countries to write their leaflet.
Furthermore, we will write a balanced argument about a chosen farming topic. Writing a balanced argument encourages children to consider both sides of an issue and support their arguments with evidence. It provides a meaningful context for using a range of cohesive devices to structure writing, such as conjunctions and adverbials.
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.
Spellings
During our spelling lessons this term, we spend time consolidating our learning and identified spellings from terms 1 and 2. We will also continue to learn our next statutory words. We will investigate silent letters; the spelling ei and ie; hypens; and words ending in ible and able. 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
| Maths area of learning | Block | Small Learning Steps |
| Number | Ratio | When to add and when to multiply; using ratio language; introduction to the ratio symbol: ratio and fractions: scale drawing; using scale factors similar shapes; ratio problems; proportion problems; and recipes. |
| Number | Algebra | 1-step function machines; 2-step function machines; form expressions; substitution; formulae; form equations; solve 1-step equations; solve 2-step equations; find pairs of values; and solve problems with two unknowns. |
| Number | Decimals | Place value within 1; place value, integers and decimals; round decimals; add and subtract decimals; multiply by 10, 100 and 1,000; divide by 10, 100 and 1,000; multiply decimals by integers; divide decimals by integers; and multiply and divide decimals in context. |
| Number | Fractions, decimals and percentages | Decimal and fraction equivalents; fraction as division; understand percentages; fractions to percentages; equivalent fractions, decimals and percentages; order fractions, decimals and percentages; percentage of an amount, one step; percentage of an amount, multi-step; and percentages, missing values. |
| Measurement | Perimeter, area and volume | Shapes, same area; area and perimeter; area of a triangle, counting squares; area of a right-angled triangle; area of any triangle; area of a parallelogram; volume, counting cubes; and volume of a cuboid. |
| Statistics | Statistics | Line graphs; dual bar charts; read and interpret pie charts; pie charts with percentages; draw pie charts; and the mean. |
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
In term 3 and 4, our topic is “Human Reproduction and Ageing”. In this topic, we will learn about animal life cycles, including the human life cycle. We will explore human growth and development to old age, including changes experienced during puberty and human reproduction.
To find out more, view our Human Reproduction and Ageing Knowledge Organiser.
Human Reproduction and Ageing Lesson Overview
| Lesson | Learning focus |
| 1 | Animal Life Cycles |
| 2 | Classifying Mammals |
| 3 | Typical Mammalian Life Cycles |
| 4 | Relationship between Mammalian Gestation and Mass |
| 5 | Human Life Cycles |
| 6 | Human Gestation Stage |
| 7 | Human Juvenile Stage |
| 8 | Human Adolescent Stage |
| 9 | Human Growth Charts |
| 10 | Human Sexual Reproduction |
| 11 | Human Adult Ageing |
Other helpful documents:
Human Reproduction and Ageing Glossary
Art: Line, Light and Shadows
Our first art topic is ‘Line, Light and Shadows’. This will teach the children about the visual qualities of line, light and shadow. We will explore the work of Pablo Picasso and Rembrandt and are introduced to a range of shading techniques. We will take black and white photographs and use pencil, pen and ink wash to reimagine our photographs in a shaded drawing. To find out more, view our Line, Light and Shadows Knowledge Organiser.
Art: Nature’s Art
Linked to our topic of ‘Sow, Grow and Farm’, this project teaches children about the genre of land art. We will work outdoors to sketch natural forms and explore the sculptural potential of natural materials before working collaboratively to create land art installations. To find out more, view our Nature’s Art Knowledge Organiser.
Design and Technology: Eat the Seasons
This project teaches children about the meaning and benefits of seasonal eating, including food preparation and cooking techniques. To find out more, view our Eat the Seasons 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: Hinduism - Holi
Holi is celebrated throughout India and beyond. Bonfires are lit on the first day of Holi to remind Hindus of the story of Holika and Prahlad. Coloured paint is thrown or squirted at friends, family and even strangers on the second day of the festival. This commemorates a story about the young Krishna and his beloved Radha.
The festival also marks the winter harvest, welcomes spring and celebrates love. For the key words and vocabulary associated with this topic, please view our “Holi Glossary”.
Term 4 Judaism - Passover
Passover is one of the most important Jewish festivals. It commemorates the time Moses led the Israelite slaves to freedom over 3000 years ago. The word Passover refers to the final plague of Egypt, when God 'passed over' the houses of the Israelites and killed the first born sons of the Egyptians. After this plague, Pharaoh set the Israelites free and they were led into the desert by Moses. This is known as the Exodus.
The Jewish Passover celebrations last seven to eight days. Families clean their houses, rest, eat special meals together and read the story of the Exodus from the Torah. For the key words and vocabulary associated with this topic, please view our “Passover 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 hockey and gymnastics. Our PE lessons for term 4 will focus on gymnastics and tennis. Our PE lessons will be on Tuesdays and Wednesdays: children can wear their PE into school on both of these days.
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.
Hockey
In this unit pupils develop their understanding of the attacking and defending principles of invasion games. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In hockey pupils do this by maintaining possession and moving the ball towards goal to score. Pupils develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances. Pupils will use running, jumping, throwing and catching in isolation and in combination. Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
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
Play percussion: Calypso solèy levé
In this unit, we explore a contemporary and popular form of instrumental calypso. It is the sound of the carnival, warming up and a call out to people on the streets to move and smile in joyful anticipation of the carnival fun to come. Calypso solèy levé (pronounced ‘lev – ee’) is designed as a performance piece, with scope for the use of hand drums and/or cajons in conjunction with tuned and handheld percussion. The piece includes a section of solo phrases and a unison ‘break’ – both these elements are typical in percussion ensemble playing and give opportunity for shared moments of power and wonder.
Over the course of the unit we will study the following:
- Lesson 1: Introduction – beat and rhythm with a focus on body percussion.
- Lesson 2: Beat and rhythm with a focus on handheld percussion.
- Lesson 3: Hand drumming – the calypso clave.
- Lesson 4: Hand drumming and handheld percussion – working with the backing track.
- Lesson 5: Tuned percussion – key notes in the chord structure.
- Lesson 6: Playing the accompaniments – Rehearse.
- Lesson 7: Playing the accompaniments – Performance.
- Lesson 8: Improvising on the G major pentatonic.
- Lesson 9: Learn to play the melody – 1.
- Lesson 10: Learn to play the melody – 2.
- Lesson 11: Rehearse the structure, melody, and accompaniments.
- Lesson 12: Ensemble performance.
For more information, please view our 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 "Then and Now”
| Topic: Then and Now | Objectives | Grammar | Core Language |
| comparison of modern day settlements with those from a period in the past. *Writing a guide for tourists |
Making statements(about places in a town) *Asking questions (about places in town) Saying the year (eg mille neuf cent quarante huit) week |
*antonyms *Imperfect tense of avoir(avait) and être (était)Beaucoup de….Peu de…….. |
|
| Churchill Class Term 3 and 4 Resources | |
| Sow, Grow and Farm | |
|
Sow, Grow and Farm Knowledge Organiser |
|
Sow, Grow and Farm Home Learning Activities |
|
Sow, Grow and Farm Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Bronze and Sunflower Knowledge Organiser |
|
Sequential Reading Curriculum for Year 6 |
|
Sequential Writing Curriculum for Year 6 |
|
Spelling Word List for Year 5 & 6 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Human Reproduction and Ageing Knowledge Organiser |
|
Human Reproduction and Ageing Glossary |
| Art & Design | |
|
Eat the Seasons Knowledge Organiser |
|
Line, Light and Shadows Knowledge Organiser |
|
Natures Art Knowledge Organiser |
| Computing | |
|
On-line Safety & Blogging Knowledge Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Passover Glossary |
|
Holi Glossary |
| PSHE | |
|
Jigsaw Skills and Knowledge Progression for ages 10-11 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Calypso soley leve Knowledge Organiser |
| Churchill Class Homework Grids | |
|
Term 3 Homework Grid - Coming in T3 |
|
Term 4 Homework Grid - Coming in T4 |
Please note that this is the curriculum from 2023/24 and will be changed to reflect the fact that year 6 is no longer a joint class. Please check back in Term 5 for up to date details.
This term, our topic is “Britain at War”. Throughout this topic, we will learn about the main causes of the First World War and which countries were the major players. We will investigate why so many men volunteered to fight and then sequence the events at the start of the war. Using various sources of evidence, we will learn about life in the trenches and the consequences of new weaponry. We will listen to first-hand accounts of life on the home front and evaluate the impact of war on everyday life. Also, we will discover the events that led to the Allied Powers’ victory and the consequences of the Treaty of Versailles. In addition, we will learn about the causes and main events of the Second World War. We will find out how Britain prepared itself for war and the war’s impact on civilian life. We will learn about the Battle of Britain and how it proved to be a key turning point for the Allied Powers. We will also hear about Anne Frank and discover what her story tells us about the treatment of Jewish people by the Nazi Party. We will research the causes and consequences of the end of the Second World War and investigate the legacy of the wars in Britain. Closer to home, the children will research the life of a local First World War hero who sacrificed their life fighting for Britain. They will also investigate the legacy of these global conflicts in the post-war period. To find out more, view our Britain at War Knowledge Organiser.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
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
| Maths area of learning | Block | Small Learning Steps |
| Geometry | Shape | Measure and classify angles; calculate angles; vertically opposite angles; angles in a triangle; angles in a triangle – special cases; angles in a triangle – missing angles; angles in a quadrilateral; angles in polygons; circles; draw shapes accurately; and nets of 3-D shapes. |
| Geometry | Position and Direction | 1-step function machines; 2-step function machines; form expressions; substitution; formulae; form equations; solve 1-step equations; solve 2-step equations; find pairs of values; and solve problems with two unknowns. |
| Number, Geometry, Measure and Statistics | Revision and consolidation | Themed projects, consolidation and problem solving. |
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
| Lesson | Learning focus |
| 1 | Light facts – Breadth and depth |
| 2 | How does light travel? |
| 3 | How do we see? |
| 4 | Visible light |
| 5 | Colour perception – Breadth and depth |
| 6 | Shadows |
| 7 | Reflections |
| 8 | Measuring Light |
| 9 | Refraction – Breadth and Depth |
| 10, 11,12 | Let’s investigate light: focus – planning and carrying out. |
Other helpful documents
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.
| Churchill Class Term 5 and 6 Resources | |
| Britain at War | |
|
Britain at War Knowledge Organiser |
|
Britain at War Home Learning Tasks |
|
Britain at War Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Good Night Mr Tom Knowledge Organiser |
|
Sequential Reading Curriculum for Year 6 |
|
Sequential Writing Curriculum for Year 6 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Light Theory Knowledge Organiser |
|
Light Theory Glossary |
|
Light Theory Vocabulary Mat |
| Art & Design | |
|
Distortion Art Knowledge Organiser |
|
Make do and Mend Knowledge Organiser |
| Computing | |
|
Text Adventures Knowledge Organiser |
|
Quizzing Knowledge Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Kumbh Mela Glossary |
|
Christianity - Sunday Glossary |
| PSHE | |
|
Jigsaw Skills and Knowledge Progression for ages 10 11 |
| Physical Education | |
|
GetSet4PE Knowledge Organisers |
| Music | |
|
Charanga Musical School Knowledge Organiser |
| Churchill Class Homework Grids | |
|
Term 5 Homework Grid - Coming in T5 |
|
Term 6 Homework Grid - Coming in T6 |