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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 6

Year 6

Spring Term 2

Key Vocabulary


This term, we will be exploring the book ‘Rose Blanche’ by Ian McEwan.

This story is told through the eyes of a young German girl, Rose Blanche, who is a witness to the immense changes occurring in Nazi Germany. Her curiosity leads her outside her town where she discovers something shocking…

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

  • Newspaper report: know the features of news report, and how language is used.
  • Narrative: use of dialogue to move the story forward.

Grammar focus:

  • Linking ideas across paragraphs using a wider range of cohesive devices (repetition of a word or phrase, the use of adverbials, ellipsis).

Punctuation focus:

  • Use of the semicolon, colon and dash to mark boundary between independent clauses.

Spelling focus:

  • Common exception words
  • Use of the hyphen.


Handwriting focus:

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



passive/modal verbs



past progressive
















concentration camp





This term we will focus on:


Solving equations and inequalities:

  • Enumerate possibilities of combinations of two variables.
  • Express missing number problems algebraically.
  • Find pairs of numbers that satisfy an equation with two unknowns.


Calculating Space:

  • Recognise that shapes with the same areas can have different perimeters and vice versa.
  • Calculate the area of parallelograms and triangles.
  • Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].
  • Recognise when it is possible to use formulae for area and volume of shape.
  • Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.


Checking, approximating and estimating:

  • Solve problems which require answers to be rounded to specified degrees of accuracy.
  • Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
  • Round any whole number to a required degree of accuracy.


Mathematical Movement:

  • Describe positions on the full coordinate grid (all four quadrants).
  • Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.


Presentation of Data:

  • Interpret and construct pie charts and line graphs `and use these to solve problems

Algebra, algebraic, algebraically, symbol, expression, variable, substitute, equation, unknown, enumerate



The lower case and upper case of a letter should not be used interchangeably when working with algebra.


Juxtaposition is used in place of ‘×’. 2a is used rather than



Division is written as a fraction.


Tier 2:

manipulate, modify, convert, transform,




Perimeter, area, volume, capacity, square, rectangle, parallelogram, triangle, composite rectilinear, polygon

cube, cuboid, millimetre, centimetre, metre, kilometre, square millimetre, square centimetre, square metre, square kilometer, cubic centimetre, centimetre cube, formula,

formulae, convert, length, breadth, depth, height, width



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

mm2, cm2, m2, km2, mm3, cm3, km3


Tier 2:

intersect, composite, convey, contextualise, evoke


Approximate (noun and verb), round, decimal place, check, solution, answer, estimate (noun and verb), order of

magnitude, accurate, accuracy



The approximately equal symbol


Tier 2:

orient, accentuate, degree of certainty map, elicit, garner.



2-D, grid, axis, axes, x-axis, y-axis, origin, quadrant, (Cartesian) coordinates, point, translation, reflection,

transformation, object, image, congruent, congruence



Cartesian coordinates should be separated by a comma and

enclosed in brackets (x, y)


Tier 2:

orientation, intersect, cluster, incorporate, integrate


Data, scale, axis, axes, graph, frequency, time graph, time series, line graph, pie chart, sector, angle, protractor,

degrees, maximum, minimum


Tier 2:

distinguish, categorise, delineate, broaden, conjecture


In Science, we will study ‘Animals including humans.’


 We will:

  • Identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood.
  • Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
  • Describe the ways in which nutrients and water are transported within animals, including humans.


We will use the following scientific skills:

  • Using scientific knowledge to identify an approach for an investigation
  • Making enough measurements or observations for the required task.
  • Explaining conclusions showing understanding of scientific ideas.


Circulatory system:

heart, blood, veins, arteries, pulse,


balanced, vitamins, minerals, proteins, carbohydrates, sugars, fats

caffeine, nicotine, alcohol, cannabis, cocaine, heroine



Tier 2:

present, explore, anticipate, demonstrate


In Computing this term, our topic will be: ‘We are app developers.’


We will:

  • 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, assets, components, debug, program, pseudocode, toolkit



In History, we will study the topic ‘The Changing Role of Women.’


We will learn about:

  • The role of women in society from ancient times to the Renaissance.
  • Women’s roles in the 17th, 18th and 19th centuries.
  • The women’s suffrage movement.
  • The role of women during the First World War.
  • The role of women during the 1950s.
  • We will evaluate the changing rights of women and establish whether or not we have gender equality today.

Responsibility, role, jobs, rights, coverture, limitation, freedom, Renaissance, alliance incapable, patriarchy, hierarchy, revolution, matriarchy, suffrage, feminism, sexism, empowerment, indecent, inequality, primary source, secondary source, second wave feminism, alternative, contribute, deduce, exclusive, outcome, shift.



Art and DT

During Spring Term 2, we will learn about Chris Ofilli in Art. In this exciting topic, we will create an image in the style of Chris Ofilli’s ‘No woman no cry.’


Steps to achieve end points:

  • To look at the image and identify the mood and what has been added to the portrait to emphasise it.
  • To create a list of different extreme moods, feelings or emotions.
  • To select one of those feelings to create a background (faded background using a sponge).
  • Plan a profile image using each other as models to convey emotions.
  • To paint the profile onto the background without drawing it first.
  • Apply a pattern and/or object to enhance the feeling.


Hues, tint, shades, stroke, pattern, lines,

repeated, mood, reflection, contrast

texture, soft, light, dark, background, foreground.



This term, our focus will be on ‘Relationships.’


During PSHCE lessons, children will learn:

  • To identify the most significant people in my life so far.
  • To know some of the feelings we can have when someone dies or leaves.
  • To understand that there are different stages of grief and that there are different types of loss that cause people to grieve.
  • To recognise when people are trying to gain power or control.
  • To understand how technology can be used to try to gain power or control and I can use strategies to prevent this from happening.
  • To use technology positively and safely to communicate with my friends and family.


Significant, relationship, special, feelings, close, important, emotions, feelings, sadness, loss, grief, hurt, pain, change, bereavement, coping strate-

gies, emotions, feelings, sadness, power, control, authority, bullying, script, assertive, strategies, loss, grief, denial, despair, guilt, shock, hopelessness, communication, technology, power, control, cyberbullying, abuse, safety, illegal, persecution.


In Spring 2, we will be finding out what happened on the first Easter Sunday.

Pupils will:

  • Describe and make connections between different features of religions and worldviews they study.
  • Compare the way in which Christians across the world celebrate Easter.
  • Think about who was responsible for the death of Jesus.
  • Consider the eye witness accounts from the resurrection story of Jesus and what this means for Christians today.
  • Look at and interpret works of art inspired by the resurrection.
  • Understand concepts involved in the resurrection stories and create their own story that tells an important concept.
  • Create a report, drama, dance or film explaining what difference the Easter story makes today in people’s lives.

crucifixion, Romans, punishment, Palm Sunday, Easter, The Last Supper, procession, Eucharist, Holy week,

resurrection, Holy communion, sacrament, blessed of

sacrament, twelve apostles, disciples, crucifixion, procession, Jesus, commemoration, Christian, northern

spring equinox, consecration of bread, apostles, Holy Spirit, forgiveness, humankind, Pentecost.




Our theme in Music this term, will be ‘Happy.’


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 interrelated 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.


This term, we will focus on striking and fielding games.


 We will:


  • Perform and refine a range of throwing techniques.
  • Throw accurately using either underarm or overarm throws depending on distance.
  • Catch objects thrown from a variety of different distances.
  • Use fielding skills to stop and return the ball to a target.
  • Grip a range of bats including cricket bats correctly.
  • Hit a ball consistently to where I want it to go.
  • Know where to hit a ball to avoid the fielders.
  • Develop simple team tactics and strategies.
  • Understand and be able to follow the rules of modified games of cricket.
  • Analyse my own performance and the performance of others and give feedback on how to improve.
  • Use and adapt rules to change and modify games.


Stance, wicket, crease, batting point, non-striker, home base, pitch, over, bowling, batting, fielding, innings , rounder, run, fielder, post, bowling square, analyse, tactics, strategy.