Autumn Term

In the Autumn Term, we start by doing a study of the famous people that our classrooms are named after. In Year 6, we study the activists Martin Luther King and Emmeline Pankhurst. Linked to this we also discuss the importance of democracy and human rights. We then study adaptation, evolution and inheritance, which begins with a trip to Yorkshire Wildlife Park, where we can see a variety of animals up close. We then do a geographic study of how our Earth has been changed by mountains and rivers.

We finish the term by exploring the religion of Judaism and the significance of the festival of Hanukah.

As scientists, we:

  • plan and conduct an experiment to see how Charles Darwin’s finches adapted to suit their environments;

  • study a variety of fossils to gain knowledge of how living things have changed over time;

  • hypothesise how offspring may be similar to their parents;

  • study biomes and habitats to see how certain animals have adapted and evolved to live there;

  • investigate how we use light to see things and how light travels.

As geographers, we:

  • study a range of maps (world and local) to find the locations of the world’s most significant rivers and mountains;

  • describe and understand key aspects of river and mountain formation.

As historians, we:

  • study the activists Martin Luther King and Emmeline Pankhurst and how their actions changed history;

  • study Charles Darwin and Mary Anning and their significance to the subject of evolution.

As mathematicians, we will continue to practise and increase our fluency in the areas we have previously learnt throughout our primary school years. In addition, we will:

  • use and explore numbers up to 10,000,000; round these numbers off and also solve problems;

  • use our knowledge of the order of operations (BODMAS) to solve problems;

  • practise the formal methods of long multiplication and division; identify common factors, common multiples and prime numbers;

  • use the common factors we have learnt to identify to help simplify fractions and calculate answer up to three decimal places;

  • draw different 2D shapes having been given the dimensions and angles; recognise and make 3D solids from nets and classify shapes based on their properties;

  • use all four quadrants on a co-ordinate grid to describe positions whilst also drawing, translating and reflecting shapes.

As readers, we:

  • study a range of texts about adaptation and evolution;

  • study a range of fiction and non-fictions texts and books about rivers and mountains;

  • study a selection of traditional Jewish stories and compare them to Christian stories.

As artists, we:

  • carefully examine a selection of real-life fossils to recreate these in different art media: sketches, clay models, sewings and printings.

As writers, we:

  • retell the traditional Rudyard Kipling ‘Just So’ stories about how animals have adapted;

  • write a persuasive brochure about visiting Yorkshire Wildlife Park;

  • write a first-person narrative about the journey of a river from source to mouth;

  • create a poem about a river using figurative language;

  • write diary entries from an expedition to Everest;

  • write an explanation about how and why Jewish people celebrate Hanukah.

As responsible citizens, we:

  • learn how to take responsibility for our actions;

  • discuss the importance of human rights and democracy;

  • learn how to recognise emergencies and how to deal with them;

  • learn basic first aid;

  • learn how to recognise risks and how to minimise them.

As theologians, we:

  • find out about the Jewish religion and way of life;

  • study traditional Jewish stories;

  • learn about the Jewish celebration of Hanukah.

As computer users, we:

  • learn how to safely and efficiently use a search engine;

  • find out about how to stay safe on the internet.

As linguists, we:

  • revise grammar and phonics taught previously in school;

  • practise talking about the weather.

As musicians, we:

  • explore pattern in music, from a range of composers across many centuries and create our own pattern pieces in music;

  • extend both our recorder and hand bell playing and develop an appreciation of a wide range of musical styles.

As sports people, we:

  • will further develop our understanding for the rules and regulations of Badminton and understand court marking for singles and doubles. We will start to recognize a variety of shots and realise when these shots are best performed within a game scenario.

  • will continue to develop a broader range of skills within floor work. Learning how to link balances and floor work to create a sequence of movement.

  • will start to understand the importance of positional discipline in Netball and how communicating is an essential part of team sport. We will also start to develop an awareness of how tactics can be implemented into team sport and the advantage you could gain on your opponents.

  • will work cooperatively to devise a fitness routine to music using dynamic exercises.