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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 6

Year 6

Spring Term 1

Key Vocabulary

Literacy

This term we will be reading 'Clockwork' by Philip Pullman.

'A tormented apprentice clock-maker, a deadly mechanical knight in armour - and the sinister Dr Kalmenius, who some say is the devil ... Wind up these characters, fit them into a story on a cold winter's evening, with the snow swirling down, and suddenly life and the story begin to merge in a peculiarly macabre - and unstoppable - way. Almost like clockwork ...'

 

We will be uncovering specific details about the characters, settings and main ideas.  We will focus on writing skills such as:

  • Identifying and giving examples of persuasive devices, e.g. rhetorical questions, emotive language, exaggeration, rule of 3.
  • Explaining how dialogue can move a story forward.

 

Grammar focus:

  • Use of subjunctive forms, i.e. If I were, Were they to come.

 

Punctuation focus:

  • Use of hyphens to avoid ambiguity, e.g. man eating shark versus man-eating shark, recover versus re-cover.

 

Spelling focus:

  • Common exception words.
  • Adding suffixes beginning with vowel letters to words ending in –fer (The r is doubled if the –fer is still stressed when the ending is added, e.g. referring, referral); The r is not doubled if the –fer is no longer stressed, e.g. preference, transference).

 

Handwriting focus:

  • Continue to develop own style (e.g. choosing to loop descenders), writing quickly, legibly and for increasing lengths of time.

subject

object

passive/modal verbs

active

cohesion

past progressive

homophones

semi-colon

colon

dash

clauses

punctuation

 

clockwork

cogs

cogwheels

gears

pendulums

mainspring

tavern

apprentice

mechanism

regulated

 

Maths

During the first part of the Spring term, we will focus on:

 

Pattern sniffing (Algebra):

  • Generating and describing linear number sequences.

 

Measuring space:

  • Using, reading, writing and converting between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places.

 

Investigating angles:

  • Recognising angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

 

Calculating fractions, decimals and percentages:

  • Adding and subtracting fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
  • Multiplying simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 × 1/2 = 1/8].
  • Dividing proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6].
  • Multiplying one-digit numbers with up to two decimal places by whole numbers.
  • Solving problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison.

 

pattern, sequence, linear, term, ascending, descending

 

Tier 2:

articulate, clarify, navigate, critique.

 

length, distance, mass, weight, volume, capacity, metre, centimetre, millimeter, tonne, kilogram, gram, milligram,

litre, milliliter, hour, minute, second, inch, foot, yard, pound, ounce, pint, gallon

 

Notation:

Abbreviations of units in the metric system: m, cm, mm, kg,

g, l, ml

Abbreviations of units in the Imperial system: lb, oz

 

Tier 2:

exemplify, discern, approximate, deduce, generalize, conclude.

 

angle, degrees, right angle, acute angle, obtuse angle, reflex angle, protractor, vertically opposite

 

Notation:

Right angle notation

Arc notation for all other angles

The degree symbol (°)

 

Tier 2:

surmount, probe, decompose, decontextualise.

 

mixed number, equivalent fraction, simplify, cancel, lowest terms, proper fraction, improper fraction, top-heavy fraction, vulgar fraction, numerator, denominator, percent, percentage

 

Notation:

Mixed number notation

Horizontal / diagonal bar for fractions

 

Tier 2:

evoke, elicit, compile, symbolise, conceptualise, accentuate.

 

Science

This term, we will be learning about ‘All living things’.

We will:

  • 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 animal based on specific characteristics.

 

We will use the following scientific skills:

  • Describe evidence for a scientific idea.
  • Use scientific language.
  • Select and use information effectively.
  • Make reasoned suggestions on how to improve working methods.

Seven taxons:

From largest to smallest, these groups are:

Kingdom, Phylum, Class, Order, Family, Genus and Species.

 

Kingdom Animalia, Phylum Chordata,

Class Mammalia, Order Carnivora,

Family Felidae, Genus Panthera, Species leo, photosynthesis.

 

Tier 2:

distinguish

elaborate

synthesise

Computing

In Computing this term our topic is 'Synchro Swimming,' and we will learn how to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

algorithm, debugging, code, programming, sprites, controlling, simulating, sequence, selection, repetition.

 

Geography

 

In Geography, we will explore the topic ‘Our local area’.

We will explore:

 

Location knowledge:

  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

 

Human and Physical:

  • Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
  • Human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.


Skills and fieldwork :

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • Use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom 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.

imports, exports, land use, climate zones, settlement, population, urban, rural, suburban, density, port, resort, land use, zone, source, tributary, mouth, erosion, weathering, deposition, floods, environment, tides, vegetation, relief, landscape, features, bay, headland, industry, manufacture, raw material, labour, employment, fuel/power, energy, market, natural resources, cargo, export/ import.

 

Art and DT

We will start off the Spring term with  'Cityscapes', creating a drawing of London using a range of techniques.

During Art lessons, we will:

  • Look at the work of different artists and compare and contrast in particular focussing on the energy of the artists lines, the overlapping and repetition.
  • Practice in sketchbooks using fast energy (drawing quickly and with less precision and detail) and felt tips to represent a part of a building then compare it to working more slowly with another black handwriting pen.
  • Use charcoal and paper to work in the negative using a rubber to create the image.
  • Use white chalk on black paper concentrating on energy.
  • Select techniques for creating several buildings which can then be cut and collaged to create a cityscape.

hues, tints, shades, stroke, pattern, lines, overlapping, repeated, mood, reflection, contrast, texture, soft, light, dark, background, foreground, energy, positive, negative.

 

PSHCE

This term, our focus will be on celebrating difference. During PSHCE lessons, we will:

  • Empathise with people who are living with disabilities.
  • Understand how having a disability could affect someone’s life.
  • Explain some of the ways in which one person or a group can have power over another.
  • Identify some of the reasons why people use bullying behaviours.
  • Give examples of people with disabilities who lead amazing lives.
  • Explain ways in which difference can be a source of conflict and a cause for celebration.

culture, conflict, resolution, tolerance, mutual, disability, celebration, empowering, valid, power, struggle, imbalance, empathy, accolade, perseverance, admiration, stamina, statistics, vision.

RE

In Spring 1, we will be looking at the similarities and differences that religions and worldviews share.

We will:

  • Express ideas of what a good community looks like in art or writing.
  • Explain any symbolism within the artwork.
  • Outline our ideas as well as those of others in art or writing.
  • Explain ideas connecting different teachings and beliefs.
  • Make connections between different features of religions and worldviews we have studied through art or in writing.
  • Explain or represent diverse ideas and viewpoints.

font, altar, pulpit, lectern, hassocks, chalice, pattern, baptistery, prayer beads, shoe rack, wash facilities, Mihrab, Mimbar, qibla wall, madrassah, minaret, Muezzin, prayer, Kaaba, wudu, communion, Buddhism, Christianity,

Judaism, Islam, Hinduism, Humanism, Sikhism.

 

Music

Our theme in Music this term, will be ‘A New Year Carol’. We will:

  • Play and perform in solo and ensemble contexts, using our voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music.
  • Listen with attention to detail and recall sounds with increasing aural memory.
  • Use and understand staff and other musical notations.
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
  • Develop an understanding of the history of music.

backing, cover, composition, improvisation, band, chord, dynamics, ending, ensemble, harmony, riff, hook, introduction, melody, melodic, tune, notation, syncopated, offbeat, original, outro, performance, phrase, pitch,

pulse/beat, rhythm, recurring theme, solo, style, shape/structure/form, tempo, texture, verse, chorus, polyphonic/polyphony.

 

PE

This term, we will take part in outdoor and adventurous activity challenges both individually and within a team.

 

During lessons, we will:

  • We will compare our performances with previous ones and demonstrate improvement to achieve our personal best.
  • Work as part of a team to complete a challenge.
  • Discuss and cooperate as part of a team or pair.
  • Understand the concept of a map or plan.
  • Reinforce the concept that a map is like a picture.
  • Understand and use symbols and a key.
  • Design our own symbols and key.
  • Apply the key physical skills needed for orienteering (agility, balance and coordination) whilst holding or looking at a map.
  • Be familiar and able to use control cards and orienteering markers.
  • Recognise the start and finish symbols on an orienteering map.
  • Set and orientate a map.
  • Complete an orienteering course successfully.
  • Design our own orienteering course.
  • Be aware and participate in a range of different Paralympic activities and sports.
  • Evaluate and analyse our performance.

teamwork, cooperation, evaluate, orienteering , orienteering map, symbols, key, markers, set, orienteering symbols, control cards, orienteering markers, start symbols, finish symbols, orienteering course, analysis, design.

 

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