During each term the children explore both fiction and non-fiction themes which are linked to our topics. Spelling, grammar and punctuation are also taught through these topics.
Our topics for this term are A Child’s War and Hola Mexico! The children will write an autobiography including what defines them, goals and aspirations, as well as reading, writing and performing a free verse about a Mexican landscape. The children will also compose a diary entry based on extracts from Anne Frank’s diary, imagining that they are a Jewish child in hiding and construct a report about the life in Mexico combining a range of information and facts following research.
The children will then write a single extended narrative on the theme of war using Goodnight Mister Tom and write their own legend based on the ancient Mayan legend of the Dwarf of Uxmal.
Our topics for this term are Frozen Kingdom and ID. The children will create a haiku about the Northern Lights and write instructions on how to collect fingerprints. The children will also construct a chronological report detailing the sinking of the Titanic and create a newspaper report about the same theme. They will then contrast and compare the two genres and evaluate how the same information is relayed in both. The children will also construct persuasive speech and perform to an audience.
The children will then create a narrative using the novel Wolf Brother as a stimulus and construct a fantasy narrative imaging that they have become someone else based on Bill’s New Frock.
Our topics are Gallery Rebels and Tomorrow’s World. The children will construct a nonsense poem based on the emotions roused by a work of art, as well as create an informative podcast about staying safe online. The children will also construct an explanation text about an artistic process that they have undertaken to produce a finished piece of work, as well as present arguments for the statement ‘Advancing technology means that there will be no place for real books in the future.’
The children will then write a suspense/mystery using the book ‘Framed’ and construct a thriller using ‘Stormbreaker’, imagining that a new gadget has been used.
MATHS (Maths No Problem)
|The year starts with a focus on number and place value with numbers up to 10,000,000. They will be creating, identifying, ordering and comparing numbers as well as learning to round them to the required degree of accuracy. This is followed by work on calculation using all four operations including the concept of BODMAS for multi-operational problems They will be applying their learning to word problems as they progress. Year 6 will then move on to fractions and decimals. They will be learning to read, write, convert, order and compare decimals to three decimal places. They will be learning to multiply and divide decimals by whole numbers. At the end of the term they will cover some work on measurements which will focus on conversions.|
|The spring term continues to build on their knowledge of measures before moving on to word problems. Here they will be using the bar method to help them to understand and picture the problem. They will then be learning to find the percentage of a number and quantity before learning to compare using percentages, bar models and fractions. Following the revision of fractions, decimals and percentages, Year 6 will move on to two new topics – ratio and algebra. They will be using ratio and fractions to compare quantities and solve word problems. In algebra they will be describing patterns, writing algebraic expressions and formulae before solving equations to find unknown values. They will then return to measures this time the focus is on calculating area and perimeter of rectilinear shapes and triangles and consolidating their understanding of angles.|
|At the start of the summer term Year 6 will be finding the volume of cubes and cuboids using concrete materials and then the formula. They will then be learning about circles and the associated vocabulary. They will be revising their knowledge of triangles and 3-D shapes by constructing these with increasing accuracy. They will be developing their understanding of the transformation of shapes through learning to describe movements and reflections using algebra. Their number work will feature negative numbers before revisiting measures for some learning about volume. In geometry they will be learning about properties of shape and position and movement. The final weeks of the term see the revision of graphs and averages.|
The National Curriculum requires children at KS1 & KS2 to study science. Starting in the school year 2017 – 2018, children throughout Holdbrook are following an exciting new science scheme called ‘Engaging Science’. This scheme covers all aspects of the National Curriculum and is supplemented by additional exploration in relevant Cornerstones topics. The life and work of famous scientists are linked to relevant units of work throughout both Key Stages.
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Further detail about the National Curriculum requirements for science at Key Stages 1 & 2 can be found by following this link:
Children build on their learning from Year 4 to learn more about circuits, including how to use recognised symbols to represent circuits. They investigate how to change the amount of electricity flowing round a circuit, looking at how different components affect the flow of electricity and at the difference that the length and thickness of wires can make. They learn about series and parallel circuits and they use their knowledge of electricity to build games that use electric circuits.
Heart & Lungs
Children study the circulatory system, learning about the basic components that make up blood, how the heart works and how blood circulates round the body. They learn about the lungs and the process of breathing and investigate the effect of exercise on the heart and breathing rates. They learn about the effects of smoking and alcohol.
Children build on their knowledge of classification from previous years and look at the classification of invertebrates and microorganisms in more detail and playing games to help them learn about microorganisms and classes of invertebrates. They study yeast, observing its growth, using it to make bread.
Children learn about the life and work of Charles Darwin and what is meant by the terms evolution and survival of the fittest. They learn how animals and plants are adapted to their environment. They investigate camouflage and find out how humans evolved. They carry out a simple experiment to model evolution and selective breeding.
Children build on their work on light in Year 3 to make more detailed investigations of shadows. They use their conclusions from this work to create shadow puppets and use special effects in their puppet shows. They study reflectivity, build a periscope and investigate the effectiveness of sunglasses, learning about the dangers of UV light.
|Additional unit: Field Studies
In this optional unit children use sampling techniques to support their studies of living things, using quadrats, sweep nets and other common field studies methods of finding out about animal and plant populations across the year. They compare populations in different areas and discuss the effectiveness of the different techniques they have used.
We follow the Cornerstones Interactive Learning Projects scheme of work in order to build a group of well-rounded individuals who love to learn in innovative and dynamic ways. This new scheme has allowed us to create links between pupils’ learning, the classroom environment, the outdoor space as well as consolidate learning through trips and visitors.
Each half-term we engage our children with a new topic, develop their ideas and understanding, allow them to innovate with their new skills and express their ideas using all of their creativity.
Below is a summary of what Year 6 will be learning about during each half-term. You will find information about their topic, the books they will be reading, the phenomena they will be investigating – as well as information about what they will be studying in each of the foundation subjects during that time.
Ensuring children are exposed to high-quality literature is key to improving vocabulary and writing as well as developing a love for reading that will stay with children for life. We have invested in classic literature which supplements and adds to the curriculum themes. Our English curriculum has also been developed in line with the Cornerstones’ scheme of work so that children’s understanding and application of skills can be developed throughout the school day.
Homework ties in with the curriculum in school- the details for this can be found in our revised Homework Policy.
HISTORY & GEOGRAPHY
Autumn 1 – A Child’s War Ge HP2 Ge LK2 Hi 6
In this topic the children will be taking a step back in time to look at Britain during World War 2. The children will begin by developing their knowledge of human geographical features including economic factors such as settlements, trading and distribution. Later, the children will look at changes to the natural features of Britain and understanding why changes to these may have occurred and why.
They will also complete a comparison study of a local area focusing on any changes between 1939 and the present day with an analysis of why these changes occurred. The children will also be deepening their knowledge of global history by researching the life of Anne Frank and what it was like to be an evacuee during wartime Britain.
Autumn 2 – Hola Mexico Ge LK1 Ge PK1 Fe SF1 Hi 9
To begin with, the children will be developing their global geographical knowledge by locating and identifying the major continents, land masses and oceans around the world. They will then move onto a focussed study of Mexico where the key geographical features will be analysed in detail with a deeper focus on the environmental and economical elements of the country.
In History, the children will look into a non-European culture, the Mayans. Here the children will be deepening their understanding of this diverse culture and looking for influences of this civilisation in todays’ world such as their version of football, their rituals and celebrations and why they are still celebrated today.
Spring 1 – Frozen Kingdom Ge LK3 Ge PK1 Ge HP2 Ge SF 1 Ge SF 2 Hi 6
In this topic, the children will start off with learning about the significance of latitude, longitude, the Equator, Northern hemisphere, Southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic circle. Next, they will move onto Prime/Greenwich Meridian and other time zones and why these occur. The children will be linking heavily to science here to explain the human impacts on these areas and why it is essential that they exist and are maintained.
Spring 2 – ID (Identity) Ge SF3 Ge SF1 Hi6
The children will begin by developing their general geographical knowledge of the world and the key features of it. They will then link much of their learning with science as this topic is focussed mainly on evolution and adaptation. Geography and History will be taught discretely here to augment the Science teaching to help the children understand the scale of time involved with evolution and how external factors and environments play a major role in our changing world.
Summer 1 – Gallery Rebels Ge LK 1 Ge SF 1
Predominately an Art and Design topic, the children will be using their economical geographical knowledge to explain why Art galleries were constructed where they are and similar for monuments and other key artistic features from around the world which will include virtual tours of famous landmarks.
The children will also be looking into the world’s artistic history and learning more about notable artists to develop their overall chronological awareness.
Summer 2 – Tomorrow’s World Hi 6
In the children’s final unit, they will be looking at modern history with a focus on technology and how the world has changed some dramatically in the last century. The children will be learning about vital figureheads in the forms of inventors, innovative thinkers and entrepreneurs such as Charles Babbage, Mark Zuckerberg and Bill Gates and what impact their influence has had on the world historically and today.
Here are links to the National Curriculum website that explains these strands and other expectations of your children in more detail:
The Department for Education, as part of the new Primary National Curriculum (2014), stated that Personal, Social, Health and Economic (PSHE) education would remain non-statutory. It did, however, guide that ‘All schools should make provision for PSHE education, drawing on good practice.’
At Holdbrook Primary School, we teach Personal, Social, Health and Economic (PSHE) education through the comprehensive scheme of learning called ‘Jigsaw’. During the year, all classes from Nursery through to Year 6 benefit from a weekly, engaging PSHE lesson.
The ‘Jigsaw’ approach has children at its heart and helps them to understand and value who they are and how they contribute to the world. Celebration Certificates are awarded in a weekly assembly, to pupils in each year group, to recognise their contribution to a particular aspect of each theme.
Lessons are based on a theme (Jigsaw piece). In Year 6, Jigsaw Jem will help children learn about: Being Me in My World; Celebrating Difference; Dreams and Goals; Being Healthy; Relationships; and Growing Up.
The lessons in Year 6 in the Autumn term cover this learning:
The lessons in Year 6 in the Spring term cover this learning:
The lessons in Year 6 in the Summer term cover this learning:
Further information about the ‘Jigsaw’ approach in Year 6:
COMPUTING – Year 6
Autumn: Staying connected
The children develop safe and appropriate use of online technologies, considering what they can use and what information is shared about them. They create blogs for school projects, checking and uploading digital content. They understand how a wiki works and the benefits of collaborative working. They know the school’s eSafety rules and are proactive in encouraging other children to keep safe online through designs of posters or leaflets that can be displayed around the school. The children develop their eSafe practice through the use of CEOP resources and a whole school unit on staying safe online both at school and home.
Spring: Information Models
Classes develop an expertise in spreadsheets, using both formulae and functions. They import and analyse data collected on data-loggers or from other sources. They use conditional formatting to vary the format of cells and create tools for specific user needs. They create models, identifying variables and using what-if modelling. Data is put into a real life context so the children understand the uses of spreadsheets and how to find the quickest way of creating answers to questions.
Summer: Morphing Image
The children use 3D graphical modelling to create and explore objects using a range of app and web based tools. They review operating systems. They evaluate films and animations, going on to create live film or animations for specific audiences. The use of coding may be used to create these and consolidate the use of algorithms from previous units of work. They demonstrate their understanding of copyright and ownership and the importance of paying for downloaded music, film and other online content to maintain the entertainment industry in the current form.
Department for Education Computing Program of Study KS1 and 2
The National Curriculum requires pupils at KS2 to learn a language. At Holdbrook, we have decided that children will learn Latin. Although this is a ‘dead’ language, it forms the basis of many modern European languages (including English) and will therefore support learning of these languages when pupils move on to secondary school.
National Curriculum: “If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.”
Further information about the National Curriculum requirements for languages at Key Stage 2 can be found by following this link:
For the year 2018 – 2019, Year 3 will follow their plan, whilst the rest of the KS2 classes will be following the Y4 plan for Latin, as this is the second year of teaching Latin. In subsequent years, pupils will move on to the Y5 and Y6 plans. By the year 2020 – 2021, our ‘Minimus’ Latin programme will be fully rolled out.
|Year 6||Subject Matter||Grammar Content|
The Best Days Of Your Life
|education & writing||revision (nouns, adjectives & verbs)|
Romans & Britons
|Briton’s & Candidus’s experiences||adverbs|
Off To Town
|a trip to Eboracum (York)||consolidation|
At Holdbrook, we are now following the ‘Music Express’ program for teaching Music.
|Autumn 1||The topic is ‘World Unite’. Get into the groove by exploring rhythm and melody in singing, movement and dance. The children will learn about beat, syncopation, pitch and harmony. They will take a trip around the world to celebrate the universal language of music.|
|Autumn 2||The topic is ‘Journeys’. The theme of challenging journeys in life resonates through this selection of songs with thoughts of change and transition. It will bind them in an optimistic and uplifting song cycle performance.|
|Spring 1||The topic is ‘Growth’. ‘The Street’ will be the setting for this unit of buskers and flash mobs. The children will explore Ravel’s Bolero through rhythmical mine, learn songs with instrumental accompaniments and they will create a dance to build into a thrilling street performance.|
|Spring 2||The topic is ‘Roots’. This will be a complete musical performance about the effects of the slave trade on a West African village. The integrated music will feature traditional Ghanaian songs and percussion rhythms, and the infamous spider-man Anansi , who saves the day.|
|Summer 1||The topic is ‘Class Awards’. A time to celebrate the children’s achievements at the end of primary school with a musical awards for the class. Individual awards will be presented along with fanfare, rap, song and famous music.|
|Summer 2||The topic is ‘Moving On’. Two songs, one looking back, one looking forward and musical device for linking them to provide a moving celebration of the children’s happy memories and their hopes for the future.|
At Holdbrook Primary School, we teach Religious Education through the comprehensive scheme of learning called ‘Discovery RE’. During the year, all classes from Nursery through to Year 6, benefit from a weekly, engaging R.E. lesson.
Each half-term, pupils investigate a key question relating to an aspect of the religion being studied. In Year 4, Christianity and Islam are covered in depth.
The lessons in Year 6 in the Autumn term cover this learning:
The lessons in Year 6 in the Spring term cover this learning:
The lessons in Year 6 in the Summer term cover this learning:
Click on the link below to see key information regarding Religious education in English schools (Non-statutory guidance)
In the first half of Spring Term
Our topic is ‘Frozen Kingdom’ and we explore press printing based on Inuit Art.
In the first half of Summer Term
We explore the artists ‘Monet and Van Gough.’ We create an art based gallery for our ‘Rebels’ topic.
DESIGN & TECHNOLOGY
In the first half of Autumn Term
Designing, making and evaluating WWII Quiz Boards
In the second half of Autumn Term
Day of the Dead masks
In the first half of the Spring Term
In the second half of the Spring Term
Creating plasticine models of imaginary creatures