Year 6 Spring Term Curriculum

Spring Term  – Perspectives

Successful Learners

Areas of learning

  • As historians we will look at how the Second World War affected people locally and globally.
  • As scientists we will experiment by varying components within different circuits and applying our knowledge of electricity.
  • Within computing we will design an app, write our own algorithms and use a programming toolkit to code them.

Confident Individuals


  • We will continue to develop our understanding and responsible use of digital technologies, recognising the importance of following guidelines for e-safety.

Responsible Citizens


  • We will learn how the normal environment of children’s lives changed during the war, especially due to evacuation.

Spiritual & Moral

  • We will explore reasons for the outbreak of World War Two from different perspectives and consider the reasons, implications and repercussions of conflict in general.


  • We will learn, through discussion and role play, about the importance of local community during the war and the strength that can be drawn from unselfish collaboration.


Beowulf: Rose Blanch

  • To ask relevant questions to extend their understanding and knowledge
  • To read and discuss an increasingly wide range of non-fiction and fiction
  • To read books that are structured in different ways, making comparisons within and across books
  • To learn a wider range of poetry by heart
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • To check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • To ask questions to improve their understanding
  • To draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To predict what might happen from details stated and implied
  • To identify how language, structure and presentation contribute to meaning
  • To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • To distinguish between statements of fact and opinion
  • To retrieve, record and present information from non-fiction
  • To write legibly, fluently and with increasing speed
  • To plan their writing
  • To identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • To note and develop initial ideas, drawing on reading and research where necessary
  • To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • To use a wide range of devices to build cohesion within and across paragraphs To use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • To evaluate and edit their writing
  • To assess the effectiveness of their own and others’ writing
  • To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • To ensure the consistent and correct use of tense throughout a piece of writing To ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing
  • To proof-read for spelling and punctuation errors
  • To use hyphens to avoid ambiguity
  • To use semi-colons, colons or dashes to mark boundaries between independent clause
  • To use commas to clarify meaning or avoid ambiguity in writing
  • To recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms


  • To solve problems involving the calculation of percentages [for example, of
    measures and such as 15% of 360] and the use of percentages for comparison measures and such as 15% of 360] and the use of percentages for comparison.
  • To recall and use equivalences between simple fractions, decimals and
    percentages including in different contexts.
  • To use simple formulae.
  • To generate and describe linear number sequences.
  • To express missing number problems algebraically.
  • To find pairs of numbers that satisfy an equation with two unknowns.
  • To enumerate possibilities of combinations of two variables.



Circuit symbols, changing components within a circuit; creating an electronic game

  • To recall circuit symbols for cell, battery, switch, motor and buzzer
  • To construct simple circuits using bulbs, motors, buzzers and switches
  • To recognise and explain what is needed for a circuit to work
  • To present findings and conclusions
  • To recognise from a diagram whether a circuit will work
  • To represent circuits with symbols
  • To plan how to investigate an idea by managing variables
    To change components in a circuit and explain patterns of change produced
  • To design and build a circuit that matches a design brief
  • To consider the impact of various ways of making electricity on the environment To consider alternative forms of electricity production
  • To use results to make predictions and suggest further tests to conduct


We are interface designers, we are app developers

  • To work collaboratively to design the app’s interface
  • To address accessibility and inclusion issues
  • To become familiar with a programming toolkit
  • To write down algorithms for an app
  • To program, debug and refine the code for an app


Life in World War Two

  • To recognise the characteristic features of the periods and societies studied including ideas, beliefs, attitudes and experiences of men, women and children To address and devise historically valid questions about change, cause, similarity and difference, and significance
  • To construct informed responses that involve thoughtful selection and organisation of relevant historical information
    To identify connections between British, local and world history
    To recognise the past can be interpreted in different ways, and give reasons for this
  • To understand how our knowledge of the past is constructed from a range of sources
    To develop the appropriate use of historic terms
    To communicate their knowledge and understanding in a variety of ways


  • 2c Apply rules and conventions for different activities.
  • 4a How exercise affects the body in the short-term.
  • 4b To warm up and prepare appropriately for different activities.
  • 4c Why physical activity is good for health and well-being.


  • 1c Collect visual and other information to develop ideas.
  • 2c Design and make images that communicate observations, ideas and feelings.
  • 4b recognise how materials and processes can be matched to ideas and intentions.

Year 6 Spring 1 Overview Jan 2019