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Year 6

Term

A1

A2

S1

S2

S1

S2

Topic Title

World War 2 (‘The Battle of Britain’ and ‘Towards a New Future’)

Harry Potter (‘Magical Beginnings’)

Ancient Greece

Topic links/ Inspiration

 

WW2

Light (blackouts)

Anderson Shelters (DT)

Vera Lynn – morale of the troops

Clarice Cliff – used to work at Havens at Hamlet Court Road

VE Day - street party linked with Community choir sing along

RE - Judaism (Holocaust link)

Mountains and Rivers

Harry Potter

Evolution

Owls

Revision term

Games App

Ancient Greece

Olympics comparison to modern day

Hooks and ‘Wow’ Moments

WW2 Day

Designing and making Anderson Shelters

Lindy Hop

Watching Goodnight Mister Tom

Producing model Spitfires

Silhouette Blitz pictures

Clarice Cliff (design and make replica plate)

Harry Potter Studio Tour

Making wands

Watching Harry Potter films

Starry Night pictures

Potion Making with sentences of three

Greek pottery

Olympics

School Play

Leaver’s assembly

Possible trips links to Topic

WW2 Day (external visitor)

Harry Potter Studio Tour

Trip to Chelmsford sewer (links to Water Cycle writing).

N/A this half term

Topic Maths Links

Place Value and four operations

Rounding

Ordering numbers

Statistics

Percentages

SATs revision

Anywhere Island

 

Topic English Links/Text Types

Diaries (Mister Tom and Willie’s Point of View)

Biographies (Churchill and Hitler)

Letters (evacuee letter, letter to orphanage about why Tom should keep William)

Newspapers (Blitzkrieg)

Non-chronological report (Anderson Shelters)

Billy the Kid (Yellow Reading Set)

Recount of a Dogfight

Narrative (How Harry Got His Scar, Harry’s birthday)

Persuasive Leaflet (Studio Tour)

Setting description (Diagon alley)

Formal letters/ invitation to Hogwarts

Informal letter between characters

Quidditch commentary, report, non-chron/ info text

Greek non-chron

Play scripts (Greek myth)

Book Links

Goodnight Mister Tom (see above)

Billy the Kid (Yellow Set Reading)

 

Harry Potter and The Philosopher’s Stone

SATS comprehension packs

Percy Jackson (descriptive writing)

Percy Jackson/ various Greek myths

History link:

NC objectives:

WW2

- a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (significant turning point in British history, for example, the Battle of Britain).

N/A this half term.

Ancient Greece – a study of Greek life and achievements and their influence on the western world

Geography link:

NC objectives:

 

Use maps and atlases to locate countries.

Locate the world’s countries using maps to focus on Europe.

Physical geography,

- climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

-name and locate key topographical features including hills, mountains, coasts and rivers.

- name and locate counties and cities in the UK

- identify the position and significance of latitude, longitude, equator etc.

- locate World’s continents

-describe and understand the key aspects of physical geography - including rivers, mountains and the water cycle.

Use maps and atlases to locate countries.

Science link:

 

NC objectives:

Light -

Recognise that light appears to travel in straight lines.

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

Evolution and Inheritance

- recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

 

Living things and their habitats

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics.

 

Animals Including Humans

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

- recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

- describe the ways in which nutrients and water are transported within animals, including humans.

Electricity

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram

Computing link: Mrs Rising

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

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

Art/ DT links:

NC objectives

Anderson Shelters (DT)–

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes

use a wide range of tools and equipment to perform practical tasks.

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

understand how key events and individuals in design and technology have helped shape the world

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Clarice Cliff  (Art)

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

to create sketch books to record their observations and use them to review and revisit ideas

use a wide range of tools and equipment to perform practical tasks.

understand how key events and individuals in design and technology have helped shape the world

understand how key events and individuals in design and technology have helped shape the world

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Why do this at Northwick Park?

Important that children gain an understanding of why their lives are the way they are.

Proximity to London/ River Thames.

To gain an understanding/ acceptance of different cultures and beliefs.

Links to Jewish community being prevalent on the island/ links to WW2.

To provide children with access to well-known texts.

To provide children with real-life experiences (e.g. describing Forbidden Forest after walking through it).

To gain an understanding of the wider world in which we live.

To provide children with the opportunity to take part in a trip that they may not otherwise experience.

Important for chn to have knowledge of ancient civilisations and how they have shaped the modern world.