Year 6 Autumn 1
Learning Values: Determined, Respect and Creative
S.M.S.C: Working together in a group. Appreciating other cultures. Sharing. Empathy.
Poetry – Personification / Metaphors / Similes.
Analysing war themed poetry and creating their own examples.
Biographies and autobiographies; fiction genres; Narrative writing, applying poetic language devices. Editing writing to increase accuracy of surface features (punctuation and grammar).
Students will be exposed to a variety of sentence types throughout the year to enhance their writing, beginning with HANDS; BOYS; 3_ed; Ad, same ad; and Noun, who/which/when sentences. (A more informative letter will be sent home explaining these)
Spelling and Grammar:
Year 6 prefixes and suffixes. Revise parts of speech (noun / verb / adjective / adverb etc..) and focus on tenses.
Comprehension strategy focus on making inferences and cause and effect relationships through shared text.
Following the ‘Reading Circles’ model.
BIG WRITE Topics
Letter home from an evacuee.
- How does it feel to be separated from your immediate family?
- How has your life changed?
- Can you empathise with Felix (the main character) and explore his feelings about his situation?
Place Value Four Operations – 2D shape and properties
We will be reviewing key skills in place value, as well as the four number operations, aiming to consolidate a written method for each and present appropriately. We will then look at a range of mixed word problems and learn how to apply these skills by selecting the correct operation carefully.
- Times tables
- Inverse operation
- Related number facts
- Conversion of units
- Difference between
Biology – Living things and classification
- How is the living kingdom classified?
- We will be describing how living things are classi ed into broad groups according to common observable characteristics based on similarities and differences. We will give reasons for this.
- We will sort and group animals based on their features. We will classify living things based on the Linnaean system. We will design a creature that has a speci c set of characteristics.
World War II – “Who were the heroes of the Home Front?”
- We will be learning about the experiences of the evacuees and will be developing our ability to empathise. We will consider the impact on family life in Britain during the war. We will also be focusing on the Blitz.
- How might the evacuees have felt?
- How did the people of Britain cope with the war?
- Are there any similarities with people today?
- How can we help those people who need to flee their country?
- Articles: 22, 28
Unit 19: Songwriters
- Exploring lyrics and melody.
- Can I compose a song with an awareness of lyrics and melody?
- Preparation for Christmas show.
- Can I sing in harmony?
- Am I aware of pace and tone?
We will be practising the skills of sketching, (using charcoal) and blending, (using pastels) to ultimately create a mixed media art work based on a sea creature.
- What materials can I use?
- How can I show different habitats by using texture?
- How do I plan a project?
Prayer and worship/inner life. Focus on Judaism.
- What religious persecution happened in WW2?
- What was the effect of religious persecution in WW2?
- How can we stop religious persecution?
- Articles 13,14 and15.
- To be studied next half term.
We will be looking at a variety of coding systems and linking this to our WW2 topic.
We will be blogging about a range of experiences and communicating these with Year 5.
- How did coding help us in WW2?
- How do we break codes?
- How can we stay safe online?
- What is blogging?
- Who can see our work when we blog?
Team building exercises:
Fit for Sport
- Football skills leading to small games.
- Attacking and defending.
- Co-ordination: ball skills
- Agility: reaction/response
- How can tactics help my team?
- How can I become more agile?
- Articles: 27 and 31
Theme: It’s our World:
- To devise a class charter and to understand how democracy works.
- To understand the concept of climate change and how it impacts us.
- How can I help to change our environment?
- What freedoms do we have and why?