Park Avenue, Sheffield, South Yorkshire S25 2QZ

01909 550779

Anston Park Junior School

Welcome back to Spring Term!


Welcome back! We hope you've had a lovely Christmas holiday. The next term is a really busy term for Y6. Have a look around!

Below, is all of the information about the upcoming topics we will be studying over the next term.
If you have any queries, please don't hesitate to speak to the class teacher either in a morning before or after school. Alternatively, you can
contact school via email: 


The Year 6 Team:


Mr Collington - 6C

Miss Martin - 6M

Mrs Corbiere (Maths and Reading) - 6C

Teaching Assistants

Mrs Bloomfield

Mr Constantinuo 


Our Class Novels:


Over the year, we will be listening to and sharing a range of different class novels. 

We are currently reading: 

Wonder by R.J. Plalacio and The Selfish Giant by Oscar Wilde


We have also read: 

The Island by Armin Greder 

Wider Curriculum:


Below is our long term plan for the foundation subjects. This shows the topics that will we cover across the different half terms as well as the different books we will be reading as our class novels. 

Below, you will find more information about the key questions we will be answering this term across the different subjects. As well as key vocabulary, content and useful links. 


Geography - Protecting the Environment 

During this unit, we will: 
Consider if we are damaging our world and how we can protect it. We will investigate energy production, the oceans and minerals, as well as conducting an enquiry into how school can become more sustainable.

  • Describe and understand key aspects of the distribution of natural resources including energy, minerals and water. 
  • Use maps, atlases and globes to locate countries and describe features studied. 
  • Use the eight point compass, symbols and keys to build our knowledge of the UK and the wider world. 
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. 

Key Vocabulary:

biodiversity  endangered environmental issues  habitat destruction  sustainability 
conservation extinction minerals renewable non-renewable
fossil fuels  energy oceans rivers recycle

Useful links: 

Science - Electricity

During this unit, we will: 
Build on our learning on electricity from Year 4, taking it into the scientific use of symbols for components in a circuit, as well as considering the effect in more detail of changing components in a circuit. 

  • Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit. 
  • Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches. 
  • Use recognised symbols when representing a simple circuit in a diagram. 
  • Plan different types of scientific enquires to answer questions, including recognising and controlling variables when necessary. 
  • Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Report and present findings from enquires, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.  

Key Vocabulary:

circuit battery cell complete filament
fuse  electrons renewable blow component
current resistor symbol variable voltage

Useful links: 


Design and Technology - More Complex Switches

During this unit, we will: 
Use our understanding of the essential characteristics of a series circuit to create an electrical system e.g. an electrical board game or automatic nightlight. 

  • Use research to develop a design specification for a functional product that responds automatically to changes in the environment.
  •  Generate and develop innovative ideas and share and clarify these through discussion.
  •  Communicate ideas through annotated sketches, pictorial representations of electrical circuits or circuit diagrams.
  • Formulate a step-by-step plan to guide making, listing tools, equipment, materials and components.
  • Competently select and accurately assemble materials, and securely connect electrical components to produce a reliable, functional product.
  • Create and modify a computer control program to enable an electrical product to work automatically in response to changes in the environment.
  • Continually evaluate and modify the working features of the product to match the initial design specification.
    •Test the system to demonstrate its effectiveness for the intended user and purpose.
    • Investigate famous inventors who developed ground-breaking electrical systems and components.

Key Vocabulary:

series circuit parallel circuit switches components
input output device system monitor
control program ;flowchart function specification


Computing - Introduction to Spreadsheets 

During this unit, we will: 
Be supported in organising data into columns and rows to create our own data set. We will also be taught the importance of formatting data to support calculations, as well as applying formulas, that include a range of cells, and applying formulas to multiple cells by duplicating them. 

  • Collect, organise and input data into a spreadsheet.
  • Introduced to cell references, data items and the concept of formatting cells.
  • Use formulas to produce calculate data. 
  • Calculate data using the four operations. 
  • Plan and calculate the cost of an event using a spreadsheet.
  • Gain skills to create charts in Google Sheets.

space PSHE - Celebrating Differences 

During this unit, we will:
Talk about differences and similarities, and that for some people being different is hard. We will discuss bullying and how people can have power over others in a group, as well as focusing on strategies for dealing with this alongside wider bullying issues. People with disabilities and their amazing lives / achievements will also be looked at. 

  • Learn about different perceptions of what people think being 'normal' means.
  • Look at what it might be like to be different and how this could affect someone's life.
  • Discuss power, controlling behaviour and why people choose to bully others. 
  • Empathise with people who are different and be aware of our own feelings. 
  • Recognise that differences can be a source of celebration as well as conflict. 
  • Be able to vocalise their thoughts and feelings about prejudice and discrimination and why it happens. 

Key Vocabulary:

individuality diverse equality identity courage
disability  visual empathy perception imbalance
harassment achievement perseverance rights banter

Useful links: 

RE - Is anything ever eternal?

During this unit, we will:
Learn about the Christian understanding of eternity and the Christian belief that God's love for humankind is eternal in that God will never stop loving humanity. 

  • Explain why I think some things will last forever. 
  • Discuss different types of love and whether they may be able to last forever. 
  • Discuss the Christian beliefs in heaven and what actions a Christian might take to obtain eternal life.
  • Discuss the Christian beliefs in forgiveness and eternal life and how this might motivate a Christian to do good.
  • Explain my own beliefs about whether anything is ever eternal.
  • Explain my own beliefs about what it means to lead a good life. 

Key Vocabulary:

eternal forever  agape binding conditional
promise  covenant law oath unconditional
consubstantial serious eternity messiah forgiveness 

Useful links: 

French - The Weather

During this unit, we will:
Learn how to describe the weather in French using nine key phrases. Using this new knowledge, we will be able to read and understand a French weather map.

  • Repeat and recognise the vocabulary for weather in French. 
  • Ask and say what the weather is like today.
  • Create a French weather map.
  • Describe the weather in different regions of France using a weather map with symbols.

Key Vocabulary:

il fait froid il fait chaud il y a du vent il fait beau  il y a un orage 
il pleut il neige il y a du soleil il fait mauvais Quel temps fait-il?

Useful links: 


As part of our wider curriculum, children can also choose to complete homework from our homework menu (see below). This is optional, however, it will be enjoyable for the children and it will allow them to take their learning further and share it with you at home. Once any tasks have been completed please bring them into school and we will do our best to display as many of them as possible.

We would love to see how creative you can be and display your hard work for all to see.

Reading is an essential part of the curriculum and opens up many other curriculum areas. We expect children to read at least three times a week at home. Some children may choose to read independently, which is completely fine, but it is also helpful for adults to check children understand the vocabulary within the text and understand the content of what they are reading.   

Children need to spend time at home practising their times tables. In Y6, children need to have rapid recall of all times table facts up to 12x12 as well as associated division facts (e.g. 5x6=30 so 30÷6=5). Children can prepare for the times table challenge and aim to achieve their best times. Don't forget to visit the Times Tables Rock Stars website to help them practise their tables and earn coins to promote their band! It is their challenge this year to top the leader board and help their band to win the Battle of the Bands. 


Children have access to Spelling Shed which allows them to practise their assigned weekly spellings and also the KS2 compulsory spelling lists. 


Another set of important spellings which will inevitably help children with their writing is the Y5/6 Statutory word list. It would be great if children could also spend time practising these. 

P.E. Times:


Both classes have P.E. on a Monday and Thursday afternoon.

However, there may be changes to the above days some weeks so please ensure your child has their full P.E. kit in school all week.
Indoor Kit = white t-shirt or polo shirt (no football shirts), black shorts and suitable shoes (pumps or trainers)
Outdoor Kit = black tracksuit bottoms and warm jacket and shoes suitable for the outdoors (trainers)

During the winter months, children may still complete P.E. lessons outside so it is recommended that children bring kit suitable for both indoor and outdoor activities wherever possible.

Please remember that no jewellery should be worn and earrings MUST be removed by children for any PE session. Long hair needs to be tied back. Also, no football shirts should be worn for P.E.