In English, children will be studying Star of Fear, Star of Hope by Jo Hoestlandt, a moving story set during World War II. This unit links closely with our Humanities topic on WWII, giving pupils the chance to connect historical learning with literature. Through reading, writing, and discussion, children will explore themes of friendship, courage, and tolerance while developing key skills such as inference, empathy, and expressive writing.

Key Vocabulary: friendship, courage, prejudice, tolerance, empathy, resilience, identity, hope, fear, choices.

In this Block, Year 6 students will investigate place value and number properties, as well as read, write, order,and compare numbers, as well as determine digit values. Additionally, children will investigate negative numbers,count forwards and backwards with positive and negative whole numbers through zero, and round any number upto 1,000,000 to the nearest 10, 100, 1000, 10,000, 100,000, 1,000,000, and 10,000,000. Children will develop mental and written strategies for adding, subtracting, multiplying, and dividing large numbers.

Key Vocabulary: place value, digit, compare, order, round, negative numbers, decimal, whole number, value, greater than, less than.

In Humanities, children will be exploring World War II, learning about its causes, major events, and the impact it had on people’s lives. They will study key themes such as the role of leaders, the experiences of evacuees, daily life on the home front, and how communities showed resilience during a time of great challenge. Through maps, photographs, and historical sources, pupils will develop their understanding of chronology, compare perspectives from different countries, and reflect on the importance of remembrance and peace.

Key Vocabulary: evacuation, home front, allies, axis, rationing, propaganda, resilience, remembrance, community, impact.

In Science, we will be learning about Living Things and their Habitats. Children will explore how living things can be grouped in different ways and how scientists classify them based on similarities and differences. They will learn about broad groups such as micro-organisms, plants, and animals, and discover how observable characteristics help us to identify and sort living things. This topic will help children develop their scientific enquiry skills through sorting, classifying, and investigating the natural world around them.

Key Vocabulary: classification, characteristics, micro-organisms, vertebrates, invertebrates, species, habitat, similarities, differences, diversity.

In PSHE, our first Jigsaw unit is Being Me in My World. This unit helps children reflect on their identity, role, and responsibilities within the class, school, and wider community. In Year 6, pupils will explore themes such as being a global citizen, understanding democracy, working collaboratively towards shared goals, and recognising how their choices can impact others. They will also think about how to face challenges with resilience and how to contribute positively to their school community as role models in their final year of primary.

Key Vocabulary: responsibility, community, democracy, goals, collaboration, respect, resilience, identity, contribution, global citizen.

In Year 6, pupils will expand their vocabulary across subjects by mastering challenging spelling words (aggressive, cemetery, necessary, neighbour, recognise, restaurant), using descriptive terms (timidly, pounding, angst, conflict, compassion), and applying historical vocabulary (Jew, Jewish, Holocaust, Nazi occupation, soldier). Words like prejudice, benevolence, community, and authority will link to PSHE, while Madame, Monsieur, and restaurant connect to French. Thematic words from literature (apartment, keyhole, thread) will also support reading and writing, ensuring vocabulary is embedded meaningfully in English, history, PSHE, and MFL.

In Year 6,  students focus on consolidating statutory spelling lists (Years 3–6) and mastering key rules for suffixes and word patterns. They learn to add -ing, -ed, -er, -est, -en to words, following rules such as: doubling the final consonant if the word ends with a short vowel + consonant (e.g. begin → beginning), changing y → i before -ed (e.g. try → tried), and dropping a final e before vowel suffixes (e.g. make → making). With -fer words, pupils recognise that the r is only doubled if the stress remains on the -fer syllable (prefer → preferring vs. transfer → transferal). They also explore words with the /eɪ/ sound, where ei is only used in the middle, ey only at the end, and eigh is rare. Finally, they investigate the many sounds of ough: or (bought), uff (rough), off (cough), o (dough), oo (through), uh (thorough), and ow (plough). Throughout, pupils apply strategies such as mnemonics, word webs, dictations, and sentence challenges to reinforce accuracy and independence in spelling.

In Year 6, home learning is designed to strengthen key skills while building independence, responsibility and positive learning habits. Reading remains our highest priority, and students are encouraged to read at least five times each week, recording this in their Reading Log. They should also complete one weekly entry in their Writing Log, which will be checked at the end of each block.

In Mathematics, a short Maths Journal activity linked to current learning will be set each Monday. Students can complete this throughout the week and will have an opportunity to self-assess their work the following Monday. They are also encouraged to practise regularly on MyMaths and TT Rockstars to develop fluency and confidence.

A homework file containing additional tasks will be sent home every other week and should be returned on the following Monday. While home learning is not compulsory, effort, commitment and consistency are recognised and celebrated through Reading Star and Writing Star awards at the end of the year.

We encourage families to support students by creating positive routines around home learning while allowing them to take increasing ownership of their learning and progress.

In Computing, our topic for this block is 'We are Toy Makers'. In this unit, pupils take on the role of toy designers as they create an interactive soft toy powered by the BBC micro:bit. They begin by revisiting the micro:bit and MakeCode, before researching how electronic toys work in real life. Pupils then design their own toy and program the micro:bit to add interactive features.

Key vocabulary: System, Simulator, Input, Output, Microprocessor, micro:bit, MakeCode, Light-emitting diode (LED), Interactive, Embedded system, Controller, Edge connector, Decomposition, Bluetooth.

In this block, children explore a range of photographs and images from World War II to develop their understanding of the experiences of people living during this period. Using these historical sources as inspiration, they investigate how artists use colour, composition, texture and perspective to communicate meaning and emotion. Activities encourage observation, creativity and critical thinking as children respond to historical images through their own artwork. The block culminates in the creation of a final piece inspired by their exploration of World War II.

Key Vocabulary: World War II, historical source, photograph, image, artist, composition, colour, texture, perspective, tone, contrast, sketch, observation, symbolism, interpretation, emotion, creativity, artwork

In this block, children learn and perform two songs inspired by the themes of Star of Fear, Star of Hope. Through singing, they explore ideas of friendship, belonging and hope while developing their vocal technique and performance skills. Activities encourage children to sing confidently, listen carefully to others and perform as part of an ensemble. The block culminates in two whole-year choir performances that frame the showcase and bring the production together through music.

Key Vocabulary: melody, rhythm, tempo, dynamics, pitch, harmony, unison, verse, chorus, ensemble, expression, rehearsal, performance, friendship, community, hope, voice, singing

In this block, children explore the experiences of children during World War II through the novel Star of Fear, Star of Hope. Using physical theatre and pre-recorded narration, they examine themes of friendship, fear, separation and hope. Children develop their understanding of movement, expression and storytelling while working collaboratively to create powerful stage images. Activities encourage empathy, creativity and reflection as children explore how war can affect individuals, families and communities. The block culminates in an original class performance that combines video and live theatre to communicate both historical understanding and emotional connection.

Key Vocabulary: physical theatre, narration, ensemble, movement, expression, tableau, gesture, transition, friendship, fear, separation, hope, memory, empathy, storytelling, collaboration, World War II, performance

In this block, children explore popular dances of the 1940s to gain insight into social and cultural life during World War II. They learn characteristic steps and styles, developing coordination, rhythm, and spatial awareness while working collaboratively. Activities encourage creativity, teamwork, and appreciation of historical context. The block culminates in a lively group performance, allowing children to showcase their skills and reflect on how dance connected communities during wartime.

Key Vocabulary: 1940s, World War II, social, culture, dance, steps, style, coordination, rhythm, space, teamwork, creativity, history, community, performance

Football: Pupils demonstrate confidence in ball control, tactical awareness, and positional play. They apply team strategies in full-sided matches, showing resilience, leadership, and sportsmanship.

Key Vocabulary: ball control, tactical awareness, positional play, resilience, leadership, strategies, sportsmanship 

Pupils will follow the BSC Swim stage. These 8 stages are based on best practice from the England Swimming Association. Swimming and water safety instruction is a statutory requirement under the English National Curriculum for Physical Education with the aim of all pupils being able to swim 25m continuously, using a range of different strokes as well as being able to perform a self-rescue by the end of Year 6.