In English, children will study 'Plastic Planet: How Plastic Came to Rule the World (and What You Can Do to Change It)' by Georgia Amson-Bradshaw, exploring the history, impact, and environmental consequences of plastic, including pollution, harm to wildlife, and the growing problem of plastic waste. Students will also explore texts about Greta Thunberg, the young climate activist who has inspired millions to take action on environmental issues. Through her speeches and campaigns, students will learn about activism, the importance of speaking up for change, and the global climate movement.

Through discussion and debate, children will consider solutions to reduce plastic use and protect the planet. Students will produce persuasive texts, balanced arguments, information reports, speeches, and letters to decision-makers. This links closely with our geography learning, encouraging children to think critically about sustainability, climate action, and their role as global citizens.

Key Vocabulary: plastic, pollution, environment, sustainability, recycling, biodegradable, microplastics, single-use plastic, waste, ocean pollution, wildlife, conservation, activism, climate change, Greta Thunberg, persuasive writing, balanced argument, speech, global citizen, solutions, renewable, non-renewable

In Mathematics, children will continue to develop their understanding of area, perimeter, and volume, applying their knowledge to solve increasingly complex problems involving right-angled triangles, parallelograms, cubes, and cuboids. Students will use appropriate formulae to calculate measurements accurately and efficiently, deepening their understanding of two-dimensional and three-dimensional shapes.

Children will also focus on statistics, learning to interpret and construct line graphs, pie charts, single bar charts, and dual bar charts. Students will use protractors to measure angles in degrees and create pie charts to represent data. Through practical activities and problem-solving, children will develop their ability to analyse, compare, and draw conclusions from data presented in different graphical forms, building confidence in interpreting real-life statistical information.

Key Vocabulary: area, perimeter, volume, right-angled triangle, parallelogram, cube, cuboid, line graph, pie chart, axis, axes, single bar chart, dual bar chart, degrees, protractor, data, interpret, represent, analyse, statistics

In Humanities, children will explore the question: How do extreme natural events shape our planet and our lives? Pupils will learn about earthquakes, volcanoes, tsunamis, hurricanes, floods, and droughts, and understand the physical processes that cause them.

They will investigate how these events affect people and places, why some areas are more vulnerable, and how communities prepare for and respond to disasters. Children will also consider the impact of climate change on extreme weather.

Key Vocabulary: extreme earth, natural hazards, earthquake, volcano, tsunami, hurricane, drought, flood, tectonic plates, eruption, epicentre, magnitude, climate change, vulnerability, resilience, preparedness.

In Science, children will explore the human circulatory system, identifying that it is made up of the heart, blood vessels, and blood. Students will learn about arteries (carry blood away from the heart), veins (carry blood towards the heart), and capillaries (link arteries and veins), and investigate the role of the heart as a pump and the difference between oxygenated and deoxygenated blood.

Students will also explore the impact of diet, drugs, and lifestyle on heart health. They will learn about different types of fats, the importance of vitamins and minerals, and how calories affect the body. Children will investigate how drugs (alcohol, tobacco) and lifestyle factors (exercise, sleep, stress) impact health and wellbeing.

Key Vocabulary: circulatory system, heart, blood vessels, arteries, veins, capillaries, oxygenated blood, deoxygenated blood, pump, valve, pulse, saturated fat, unsaturated fat, vitamins, minerals, calories, drugs, alcohol, tobacco, lifestyle, exercise, wellbeing

In PSHE, children will follow the Jigsaw programme, focusing on the 'Relationships' unit. Students will explore different types of relationships, including family relationships, friendships, and romantic relationships, understanding that healthy relationships are built on trust, respect, and good communication. Children will learn about the characteristics of positive and negative relationships, recognising when relationships may become unhealthy or harmful. Students will discuss issues such as bullying, peer pressure, stereotypes, and discrimination, developing strategies to challenge these and support others.

Children will also explore the physical and emotional changes associated with puberty, understanding that relationships and feelings may change as they grow. Through discussion, role-play, and reflection, students will develop empathy, respect for diversity, and the skills needed to build and maintain healthy, supportive relationships throughout their lives.

Key Vocabulary: relationships, trust, respect, communication, friendship, family, healthy relationships, unhealthy relationships, bullying, peer pressure, stereotypes, discrimination, diversity, empathy, boundaries, puberty, emotions, support, conflict resolution

In Vocabulary, children will focus on environmental and scientific terminology linked to their learning across the curriculum. Students will explore vocabulary related to climate change and sustainability, including atmosphere, carbon emissions, carbon footprint, fossil fuels, greenhouse gases, and crisis. They will also learn terms related to activism such as citizen, placard, and strike, alongside plastic-related vocabulary including biodegradable, microplastic, particle, polymer, and synthetic. Through regular exposure in reading and writing, students will develop confidence in using ambitious vocabulary accurately.

Key Vocabulary: atmosphere, biodegradable, carbon dioxide, carbon emissions, carbon footprint, citizen, climate, crisis, debris, fossil fuels, greenhouse gases, impact, microplastic, particle, placard, polymer, reliance, strike, sustainability, synthetic

In Block 5, Year 6 revise the Years 5 and 6 statutory word list while focusing on words ending in -ant/-ance/-ancy and -ent/-ence/-ency. Students learn to use knowledge of root words and word families to help determine the correct spelling (observe → observance, exist → existence). They compare related word forms to spot patterns and understand how meaning supports spelling choices.

Pupils also learn the use of the hyphen, particularly to avoid ambiguity and to join prefixes where necessary (e.g. co-operate, re-enter). Spelling patterns are practised through investigation, application in writing, and personal spelling logs to strengthen independence.

Key Vocabulary: observant, observance, expectant, expectancy, hesitant, hesitancy, independent, independence, existence, excellent, confidence, difference, assistant, attendance, relevant, co-operate, re-enter, well-being.

In Year 6, home learning is designed to help children strengthen essential skills, grow as independent learners, and develop positive habits for the future! Reading remains our top priority—we encourage children to read at least five times a week and track their progress in their Reading Log. Each week, they'll also complete one entry in their Writing Log, which we'll review and celebrate at the end of every block.

For Maths, a new MyMaths task will be set each Tuesday. Children can also practise anytime using MyMaths and TT Rockstars to boost their confidence and fluency! A homework file with weekly activities will be sent home and should be returned every Wednesday.

Home learning is optional, but we celebrate hard work and commitment! Children who demonstrate consistent effort throughout the year will have the opportunity to earn our prestigious Reading Star and Writing Star awards.

In Computing, our topic for this unit is We Are Advertisers. In this unit, pupils explore how television adverts and promotional films are designed to inform and persuade an audience. They begin by analysing existing adverts to identify effective techniques, before planning their own advert through storyboarding. Pupils then film original footage, source additional media responsibly while considering copyright, and edit their work to create a polished final product. Throughout the unit, pupils develop skills in visual storytelling, media editing, and critical evaluation. By the end of the unit, they will understand how creative and technical choices influence the impact of an advert and how digital media can be used effectively to communicate a message.

Key Vocabulary: Creative Commons, Export, Final cut, Rushes, Storyboard

In Year 6, pupils study traditional Sri Lankan masks and the artists who create them for performance and storytelling. Children design and construct expressive masks, exploring form, colour, texture and symbolism. They develop ideas through sketchbooks and refine their work to communicate character and meaning. Pupils understand how masks reflect Sri Lankan culture and identity.

Key vocabulary: mask, form, structure, expression, symbolism, culture, design, pattern, texture, colour, refine, composition, tradition, evaluate, craftsmanship.

Pupils learn a traditional Avurudu song, developing confident singing, clear diction and a steady pulse. They explore Sri Lankan musical traditions, listening to and identifying instruments such as the geta bera, yak bera, dawula and raban. Children learn how instruments create rhythm and support celebrations. They perform together using voice, body percussion and instruments, building ensemble skills and cultural understanding. 

Key vocabulary: pulse, rhythm, tempo, perform, raban, geta bera, yak bera, dawula, ensemble, tradition, culture, celebration, listen, accompany, music.

In Year 6, pupils create an informative drama performance exploring environmental themes in Plastic Planet. They use character, narration and staging to communicate important messages. Children develop confident performance skills, rehearsing collaboratively and refining their work through feedback. They learn how drama can inform and influence an audience. 

Key vocabulary: character, narration, staging, audience, perform, rehearse, expression, role, script, communicate, scene, ensemble, drama, evaluate, performance.

Pupils explore Sri Lankan cultural dance, developing coordination, rhythm and expressive movement. They learn traditional steps inspired by Kandyan and folk dance, using gesture, posture and formations to communicate meaning. Children respond to Sri Lankan music, keeping a steady beat and performing short sequences with control and confidence. They learn how dance reflects celebration and identity. 

Children have been allocated to either swimming or dance based on the preference indicated on the returned forms. Final allocations will be confirmed during Week 1 of Block 5.

Please note that pupils allocated to swimming are expected to participate fully in all sessions. If a child misses three swimming sessions, they will be reassigned to dance for the remainder of the term.

Thank you for your support in ensuring consistent participation.

Key vocabulary: rhythm, beat, gesture, posture, formation, sequence, travel, expression, perform, tradition, culture, coordination, timing, movement, audience.

Basketball: Pupils develop confidence in fast breaks, set plays, defensive structures, and rebounding. They apply advanced tactical understanding in full-court games, with an emphasis on teamwork and resilience.

Key Vocabulary:  fast breaks, set plays, rebounding, defensive structure, attack, teamwork, resilience 

Swimming lessons are designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Alongside stroke development, children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments. Children have been allocated to either swimming or dance based on the preference indicated on the returned forms. Final allocations will be confirmed during Week 1 of Block 5.

Please note that pupils allocated to swimming are expected to participate fully in all sessions. If a child misses three swimming sessions, they will be reassigned to dance for the remainder of the term.