Year 6 Curriculum Summer Term

Branching Out

Successful Learners

Areas of learning

  • As geographers we will find out about the continent of South America and the countries that form it. We will discover the different landscapes and climates there including rainforests and natural disasters.
  • As scientists we will explore concepts of evolution and inheritance, identifying how animals and plants are adapted to suit their environment.
  • Within computing we will create our own year book pages and create adverts that promote anti-bullying.

Confident Individuals


  • We will consider how to be well prepared for our move to secondary school.

Responsible Citizens


  • We will visit Kew Gardens to gain first hand experience of what a rainforest may look and feels like.
  • We will also learn about plants from South America and how they are suited to their environment.

Spiritual & Moral

  • We will consider the competing uses of land and the difficulty of making the right decision.


  • We will look at ways that we can conserve and preserve our local environment for the benefit of all living things. We will investigate the concept of ‘fair trade’.

Summer Term – Subject Skills


  • To consolidate all areas of learning through the use of engaging texts and a variety of teaching approaches
  • To analyse literature in increasing depth, articulating thoughts and opinions with specific reference to texts and to the breadth of personal reading experience
  • To explain and discuss understanding of what has been read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • To provide reasoned justifications for their views
  • To write for a range of purposes and audiences, expressing ideas confidently and coherently across a range of genres
  • To routinely plan, draft, edit and revise writing in pursuit of quality pieces, involving peers as critics
  • To incorporate the full range of punctuation with understanding in order to provide clarification and enhancement of meaning
  • To develop conscious control and choice in use of language through a focus on grammar within the teaching of reading, writing and speaking.


  • To consolidate all areas of learning through varied and frequent practice with increasingly complex problems
  • To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification and proof using mathematical language
  • To apply mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of smaller steps and persevering in seeking solutions
  • To solve number and practical problems involving place value, rounding and negative numbers
  • To solve problems involving addition, subtraction, multiplication and division
  • To use estimation to check answers and determine, in the context of a problem, an appropriate degree of accuracy
  • To solve problems which require answers to be rounded to specified degrees of accuracy
  • To recall and use equivalences between simple fractions, decimals and percentages, including in different contexts


We’re evolving: adaptation, evidence of changes over long periods, Charles Darwin

  • To understand that although we are similar in many ways, there are also differences between people
  • To recognise that those differences include eye colour, hair colour, height and shoe size
  • To recognise that offspring resemble their parents in many features
  • To recognise that we inherit characteristics from our parents
  • To collect and present data in a variety of ways
  • To recognise that offspring are different from each other and their parents
  • To understand that animals best suited to their environment survive to breed and pass on their characteristics to their offspring
  • To recognise that this process is known as natural selection
  • To develop research skills and interpret data
  • To recognise that observations can be used to support ideas
  • To understand that living things can change over time
  • To recognise that fossils provide information about some of those changes
  • To know about the life and work of scientists who discover fossils
  • To explore ideas about evolutionary timescales


Martin Luther King

  • To recognise the characteristic features of the periods and societies studied
  • including ideas, beliefs, attitudes and experiences of men, women and children
  • To appreciate the social, ethnic, cultural, religious diversity of the societies studied
  • To identify and describe reasons for, and results of events and changes
  • 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 note connections, contrasts and trends over time
  • To understand both the long arc of development and the complexity of specific aspects of a topic under study


Investigating Rainforests

  • To develop contextual knowledge of globally significant places, including their defining physical and human characteristics
  • To communicate geographical information in a variety of ways, including through maps, quantitative skills and writing at length
  • To identify the position and significance of latitude, longitude, the Equator, the hemispheres and the Tropics
  • To understand geographical similarities and differences through the study of human and physical geography of a region within South America


We are publishers: creating a yearbook

  • To develop skills in writing for an audience using a word processor
  • To develop skills in taking, selecting and manipulating photographs
  • To develop page design skills, including typography and page layout
  • To develop document production skills, including editing, sub-editing, reviewing and document design
  • To develop their understanding of project management
  • To develop their capacity to work collaboratively in an extended team


  • 2a Investigate and combine visual and tactile qualities and match them to the purpose of their work.
  • 2b Apply and develop use of tools and techniques, including drawing.
  • 4a How visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be combined.


  • 1a Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources.
  • 1c Plan, suggesting a sequence of actions or alternatives if needed.
  • 2a Select tools, techniques and materials.
  • 2d Measure, mark out, cut and shape materials accurately.
  • 3c Recognise quality depends on how something is made and if it meets its intended use.
  • 4a Learn how the working characteristics of materials affect the way they are used.

PE / Games

  • 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities.
  • 3a Identify what makes a performance effective.

Music Links

  • 1c Rehearse and perform with others.
  • 2a Create musical patterns.
  • 2b Explore, choose and organise sounds and musical ideas.
  • 3a Explore ideas and feelings about music using movement, dance and musical language.
Year 6 Summer Welcome Letter