Welcome back! We hope you've had a lovely Christmas break and a well earned rest. We are looking forward to the term ahead!
Below, is all of the information about the upcoming topics we will be studying over the next term. Have a look around!
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: enquiries@apj.wwpat.org
The Year 6 Team:
|
Teachers Mr Collington - 6C Miss Martin - 6M |
Teaching Assistants Mrs Bloomfield |
Novels:
Over the year, we will be studying a range of different books in English.
We are currently reading:
The Selfish Giant by Oscar Wilde
So far we have also read:
Star of Fear, Star of Hope by Jo Hoestlandt and Erika's story by Ruth Vander Zee
Can we save the Tiger? by Martin Jenkins
In reading lessons, we have also enjoyed Holes and Secrets of a Sun King.
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.
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 - Farms and Factories: where does our food come from?
During this unit, we will:
explore the journey food takes from the places it’s produced—such as farms and factories—right through to our plates. Pupils will learn how food is grown, processed, distributed and consumed, and how seasonal, climatic and global factors affect what we eat. We will investigate key ideas like food miles, the impact of climate change on food systems, and the challenges facing food production around the world, including why some people don’t have enough to eat. Through these lessons, children will develop their understanding of both local and global food systems and reflect on how we can make fairer and more sustainable choices about the food we eat.
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Key Learning in the unit:
- The geography of food: Describe the processes involved in commercial bread production.
- Changes in the foods we eat: Describe how food production, processing and distribution has changed over time and identify potential positive and negative impacts of these changes.
- Sourcing our food: Explain the impact that climatic and seasonal differences have on food availability.
- The distance food travels: Explain what food miles are and analyse the positive and negative impacts of both locally produced and imported food.
- Making our food: Describe how cocoa is grown and the processes involved in manufacturing chocolate, and identify some of the challenges facing small-scale cocoa farmers.
- World food supplies: Understand and explain reasons why some people don’t have enough to eat and share my opinions about potential actions that can be taken to help end world hunger.
- Food and climate change: Describe ways in which food systems contribute to climate change and investigate possible actions that can be taken to reduce the carbon footprint of food.
- The future of food production: Describe ways in which farming and food production have changed over time and investigate ways of taking action to make food systems fairer and better for our planet and its people.
Key Vocabulary:
Agriculture – The science and practice of farming, including growing crops and rearing animals.
Food production – The process of turning raw materials (from plants or animals) into food we can eat.
Processing – Making changes to a food’s natural state (e.g. turning wheat into bread).
Distribution – Delivering food from where it’s produced to shops and consumers.
Retailer – A business that sells goods directly to the public.
Place of origin – The location where a food product first comes from.
Imported – Goods brought into the country from abroad.
Food miles – The distance food travels from where it’s grown or made to where it’s eaten.
Local food – Food that is produced close to where it is eaten.
Greenhouse gas emissions – Gases released (e.g. carbon dioxide) that trap heat in the atmosphere.
Carbon footprint – A measure of the total greenhouse gases produced by an activity or product.
Climatic and seasonal differences – Variations in weather and seasons that affect when and where food can be grown.
Yield – The amount of food produced from a crop or number of animals.
Pesticides – Substances used to protect crops from pests.
Fertilisers – Substances added to soil to help plants grow.
Climate change – Long-term changes in Earth’s climate, affected by human activities including food production.
Useful links:
Science - Classifying Living Things
During this unit, we will:
revisit the concept of grouping living things from Year 4 by looking at the classification system in more detail. First, we will revisit our knowledge of
classification and creating keys, before developing our knowledge by looking at fungi and bacteria. We will also look at the work of Carl Linnaeus, the scientist who first made important the function of naming and classifying to ‘identify’ organisms.
- Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
- Give reasons for classifying plants and animals based on specific characteristics.
- Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
- Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
Key Vocabulary:
| amphibian | bacteria | classification | fungi |
invertebrate |
| kingdom | mammal | microbe | mould |
photosynthesis |
| species | vertebrates | organism | flora |
genus |
Useful links:
https://www.bbc.co.uk/bitesize/articles/zyt2jsg
https://kids.britannica.com/kids/article/Carolus-Linnaeus/625446
https://kids.britannica.com/kids/article/microorganisms/476296#:~:text=Microorganisms%20are%20living%20things%20that,molds%20are%20examples%20of%20microorganisms.
https://www.childrensuniversity.manchester.ac.uk/wp-content/uploads/2022/05/Micro-organisms-accessable.pdf
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Homework:
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.
These are the list of statutory words that children need to be able to read and spell by the end of Year 6. The more you practise the more you will know! You could practise these words at home by handwriting them, asking an adult to test you or using some of the spelling strategies we have learnt in school.
P.E. Times:
Both classes have P.E. on a Wednesday and Friday afternoon.
Children should come to school in their PE kits on these days.
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)
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.
SATs Presentation
