Year 6 Term 3

April to July

Last updated

9 March 2025 at 05:21:09

Conflict: WW2 in Asia 🌏

Maths 🧮

Fractions, Decimals & Percentages

Decimal and fraction equivalents
Fractions 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
Percentages – missing values

Area, Perimeter & 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
Volume of a cuboid

Statistics

Line graphs
Dual bar charts
Read and interpret pie charts
Pie charts with percentages
Draw pie charts
The mean

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 quadrilaterals
Angles in polygons
Circles
Draw shapes accurately
Nets of 3-D shapes

Position and Direction

The first quadrant
Read and plot points in four quadrants
Solve problems with coordinates
Translations
Reflections

Science 🧬

Variation (Biology)

Variation
Inheritance and characteristics

Adaptations (Biology)

Animal adaptations
Plant adaptations
Evolution
Charles Darwin
Natural selection
Darwin's finches

Fossils (Biology)

Fossil formation
Explore fossils
Mary Anning

Projects:

Melting points
Thermal conductivity

Reading 📖

Pax

Author: Sara Pennypacker Illustrator: Jon Klassen

Peter's dad is joining the war, and Peter must leave his pet fox Pax behind. Pax has only ever known life with Peter. He's never lived in the wild, never hunted, never had to fend for himself.Pax is convinced that Peter will come back for him, and Peter can't imagine life without Pax. So despite the danger, they set out to find each other.

The narrative flits between Peter and Pax's perspectives, showing their loyalty to each other and providing a relatively realistic view of a fox learning to live in the wild. Peter's struggle with his fear of becoming angry like his father adds a further complexity to his character - and while abuse is hinted at, it is never portrayed.

Jon Klassen's illustrations are a beautiful addition, with the right level of setting detail and atmospheric tone. This is a touching story of the bond between a child and his pet, as well as a depiction of the devastating and often unseen consequences of war.

Reading age: 10-12

Writing ✍️

Balanced Arguments

Introductory statement of the issue to be discussed
Paragraphs to structure arguments one point at a time
Maintain formal/ impersonal tone
Appropriate use of cohesive devices (adverbials)
Conclusion- a summary and maybe a recommendation
Technical vocabulary relevant to the subject
Modal verbs to convey degrees of possibility
Adverbials to provide cohesion across the text (despite its flaws... on the other hand....)
Passive voice and subjunctive form where needed
Semi colons and colons to punctuate where appropriate
Colon to introduce lists and commas in lists
Bullet points to list information
Apostrophes for contractions
Apostrophes for single and plural possession
Fully punctuate speech
Commas after an adverb starter
Commas to avoid ambiguity and clarify meaning
Commas to mark clauses
Use commas to mark parenthesis and brackets and dashes for parenthesis
Use ellipsis
Use coordinate and subordinate conjunctions
Use nouns and pronouns to avoid repetition
Form comparatives and superlatives
Use fronted adverbial phrases to say how, where or when
Use past, present and future tense
Use relative clauses
Use conjunctions, adverbs, adverbials and prepositions for time, cause and place
Use a range of modal verbs or adverbs to indicate possibility
Use appropriate vocabulary for formal and informal writing
Use rhetorical questions

Poetry

Slam performance Poetry
Syllable Poetry
Colon to introduce lists and commas in lists
Bullet points to list information
Apostrophes for contractions
Apostrophes for single and plural possession
Commas after an adverb starter
Commas to avoid ambiguity and clarify meaning
Commas to mark clauses
Use commas to mark parenthesis and brackets and dashes for parenthesis
Use ellipsis
Use coordinate and subordinate conjunctions
Form comparatives and superlatives
Use fronted adverbial phrases to say how, where or when
Use relative clauses
Use conjunctions, adverbs, adverbials and prepositions for time, cause and place
Use a range of modal verbs or adverbs to indicate possibility
Use metaphor

Interviews

Introduction to the interview
Layout in question and answer style (can be organised in paragraphs according to idea/theme)
Second person for questions, first person for responses
Formal tone
Closing statement
Colon to introduce lists and commas in lists
Bullet points to list information
Apostrophes for contractions
Apostrophes for single and plural possession
Fully punctuate speech
Commas after an adverb starter
Commas to avoid ambiguity and clarify meaning
Commas to mark clauses
Use commas to mark parenthesis and brackets and dashes for parenthesis
Use ellipsis
Use coordinate and subordinate conjunctions
Use nouns and pronouns to avoid repetition
Form comparatives and superlatives
Use fronted adverbial phrases to say how, where or when
Use past, present and future tense
Use relative clauses
Use conjunctions, adverbs, adverbials and prepositions for time, cause and place
Use a range of modal verbs or adverbs to indicate possibility
Use appropriate vocabulary for formal and informal writing
Use rhetorical questions

Newspaper Reports

Developed introduction (who, what, when, where, why, how)
Developed paragraphs (organised correctly into key ideas)
Subheadings used as an organisational device
Headlines include puns
Formal language used throughout
Eye witness quotations which are succinct and emotive
Conclusion- summing up and bringing the story up to date (e.g. police are still investigating)
Include a byline (reporters name and job title)
Modifiers used to intensify and qualify (e.g. insignificant amount, exceptionally well)
Active and passive voice to heighten engagement
A wide range of punctuation including colons and semi colons
Colon to introduce lists and commas in lists
Bullet points to list information
Apostrophes for contractions
Apostrophes for single and plural possession
Fully punctuate speech
Commas after an adverb starter
Commas to avoid ambiguity and clarify meaning
Commas to mark clauses
Use commas to mark parenthesis and brackets and dashes for parenthesis
Use ellipsis
Use coordinate and subordinate conjunctions
Use nouns and pronouns to avoid repetition
Form comparatives and superlatives
Use fronted adverbial phrases to say how, where or when
Use past, present and future tense
Use relative clauses
Use conjunctions, adverbs, adverbials and prepositions for time, cause and place
Use a range of modal verbs or adverbs to indicate possibility
Use appropriate vocabulary for formal and informal writing
Use rhetorical questions
Use metaphor

Across the curriculum 🌏

Overview: World War 2 in Asia

Timeline of events
Contributing factors to WWII
Why South East Asia?
Comparison of forces
Life of a Bruneian (1941-45): Case Study
Life in a prisoner of war camp: Case Study
The fight back (Australia and USA)
Surrender at Labuan
The aftermath and road to independence

Curriculum Objectives & Expectations

Order an increasing number of significant events, movement and dates on a timeline using dates accurately
Understand how some historical events/periods occurred concurrently in different locations e.g. WWII
Understand that there are times in history when change happens suddenly and these moments of change can be referred to as 'turning points' in history
Understand and describe in some detail the main changes to an aspect of a period of history
Examine in more detail the short and long-term causes of an event being studied (WWII)
Understand that some causes may be more significant than others and that some causes are less significant
Begin to understand that historians may not agree on the main causes of an event
Understand that one event can have multiple consequences that impact on many countries and civilisations
Understand that the consequences of one historical event can sometimes become the causes of another, e.g. the consequences at the end of the First World War being cited as one cause of the Second World War
Address and devise historical questions about cause and consequence
Make links between cause and effect
Use a range of sources (maps, newspaper reports, photographs) to make observations, hypothesise, and devise questions for research
Draw conclusions about everyday life using both primary and secondary sources
Analyse validity of accounts/sources based on circumstantial knowledge
Select relevant sections of information to address historically valid questions and construct detailed, informed responses

Key Vocabulary

Occupation, empire, economy, nationalism, superiority, administration, treaty, independence, rationing, 'Japanisation'.

Art, Design & Technology 🎨 👷

Portraits

Students create portraits of themselves and others using a step-by-step process, focusing on different areas of the face each week. Throughout, students also develop the following techniques: proportion, pencil techniques, peer and self-evaluation.

Site-specific Art

What is installation / site specific art?
Perspective in site-specific art
Ephemeral art
Kindness as art

Batik

Students learn about Batik art in Bruneian culture and create their own art work incorporating tenunan patterns.

Coding

Learn to create computer programs, develop problem-solving skills, and work through fun computer science challenges.

PSHE 😀 🫶

Personal, Social, Health and Economic education

Physical and Mental wellbeing: What affects mental health and ways to take care if it; managing change, loss and bereavement; managing time online

Mental health is just as important as physical health and that both need looking after
Explain what wellbeing means
Explain the link between physical and mental wellbeing
Give advice to young people who want to improve their mental wellbeing
How negative experiences such as being bullied or feeling lonely can affect mental wellbeing; positive strategies for managing feelings
Identify the meaning of bullying and cyberbullying and describe the impact it can have on a person
Explore how young people can deal with bullying and cyberbullying safely
Explain how to find support and advice on bullying and cyberbullying
About the changes that may occur in life including death, and how these can cause conflicting feelings
Identify where they and others can ask for help and support with mental wellbeing in and outside school
The importance of asking for support from a trusted adult
That changes can mean people experience feelings of loss or grief; about the process of grieving and how grief can be expressed
About strategies that can help someone cope with the feelings associated with change or loss
To identify how to ask for help and support with loss, grief or other aspects of change

Growing and changing: Human reproduction and birth; increasing independence; managing transitions

Puberty and how this affects us physically and emotionally
Recognise some of the changes as they grow up e.g. increasing independence; about what being more independent might be like, including how it may feel
About the transition to secondary school and how this may affect their feelings
About how relationships may change as they grow up or move to secondary school
Practical strategies that can help to manage times of change and transition

Keeping safe: Keeping personal information safe; regulations and choices; drug use and the law; drug use and the media

How to protect personal information online
To identify potential risks of personal information being misused
Strategies for dealing with requests for personal information or images of themselves
To identify types of images that are appropriate to share with others and those which might not be appropriate
That images or text can be quickly shared with others, even when only sent to one person, and what the impact of this might be
What to do if they take, share or come across an image which may upset, hurt or embarrass them or others
How to report the misuse of personal information or sharing of upsetting content/ images online
About the different age rating systems for social media, T.V, films, games and online gaming
Why age restrictions are important and how they help people make safe decisions about what to watch, use or play
About the risks and effects of different drugs; about the laws relating to drugs common to everyday life and illegal drugs
To recognise why people choose to use or not use drugs, including nicotine, alcohol and medicines as well as illegal drugs
About the organisations where people can get help and support concerning drug use
How to ask for help if they have concerns about drug use
About mixed messages in the media relating to drug use and how they might influence opinions and decisions