The Year 6 Team:
Class 6W Class 6B
Mrs E Watson Mrs S Bird
Mr R Fisher & Miss T Richards
Mrs K Evans
Autumn Term: Who am I compared to a child growing up in World War Two?
During this topic we will develop an understanding of what it was like for a child to grow up during the historical period of the Second World War and draw comparisons to our own lives in modern Britain. We will explore a variety of high-quality texts, such as Emma Carroll's Letters from the Lighthouse, in order to help us achieve this understanding. Our previous learning about other periods of history, and how children have grown up with different experiences (such as the Eritrean refugee, Shif, in Elle Fountain's Boy 87 studied in Year 5) will provide even more references and comparison points, to help us build an understanding of who we are and how this compares to a World War Two child. For example, how does the experience of a refugee in the modern world compare to a Jew fleeing Europe in WW2? We will develop an understanding of the similarities and differences of growing up in these different time frames through a variety of contexts. For example: how cryptology has developed from Alan Turing's work with the Enigma machine to modern day encryption of data; how music and dance styles have varied across these time frames; and how technology has developed.
Spring Term: Where am I in reality? Where am I in time?
During this topic we will enter a magical world through J.K Rowling's Harry Potter and use it to help us explore the concept of what is real. What is fantasy and surrealism and what is reality? We will consider when, how and why a fantasy or surreal world can act as escapism from reality, making links to prior learning. For example, why would this sense of escapism have been a useful tool for a Jew in World War Two? We will make comparisons with a wider range of high-quality texts and the magical worlds created within them, such as in Katherine Paterson's Bridge to Terribithia and Colin Thompson's The Paradise Garden.
In addition to considering this thought provoking question through a range of literature, we will also consider how ancient civilisations, such as the Egyptians, had a reality different to that of ours in a modern world and how some elements of it can seem almost magical to us now. Comparing this ancient civilisation with our prior knowledge of periods of history, will also help us to develop an understanding of chronology and where we are in time. Through studying Charles Darwin and his theory of evolution, we will compare how these realities have changed over time and developed in a scientific context.
Summer Term: Where am I going? - Into a diverse, modern world!
For our final topic of the year, and indeed primary school, we will be considering where we are going in the future and look at the diversity that exists in a modern world. Through reading R.J. Palacio's Wonder we will build upon our prior knowledge of diversity (e.g. the story of refugees from Boy 87 and gender and racial equality from Hidden Figures in Year 5) and expand this to the discrimination Auggie faces for his physical and health differences. With Kate Derbishire's Speechless, we will compare this to an eleven-year-old who is starting secondary school with Cerebral Palsy. We will consider how our acceptance and respect of these differences (including appreciating these differences within ourselves as inspired by the lyrics of 'This is me') will help us settle into a new school soon, and beyond that, into the wider world. In RE we will consider what it means to be a Muslim in modern Britain and how our lessons of acceptance transcend disabilities, gender, race and religion. We will think carefully about what we want the future to look like and how we are responsible for helping to shape this. For example, how can we live healthy lifestyles? How can we ensure the integrity of the planet and environment for future generations? How can our acceptance of others build a brighter future?
In addition to an expectation to read at home everyday, children are given English and Maths homework weekly. Homework is given out on a Friday and brought back into school the following Friday. It is suggested that children spend 30 minutes on each piece of homework.
In addition to this, children will be provided with a spelling practise sheet each Monday to help them revise a spelling pattern before an application test on Fridays.
At times, we may set the children projects based upon our studies of the wider curriculum. The children will be provided plenty of time to complete these and should always think creatively when doing so.
Our PE day is Thursday. Children are expected to arrive in school in their PE kit and will return home in it - no school uniform or changing is necessary on this day. Pupils will only need to bring in their kit on other days if they are taking part in sports clubs.
The school gates are opened and 8:35am and we encourage all pupils to arrive at this time to take advantage of additional learning in our early morning tasks.
If you have any queries or concerns at any point through the year, please don't hesitate to speak to either of the Year 6 class teachers - we will be happy to help!