school-updates-01 quick-link-01 ofsted-quotes-01 login-01-01 login-unlock house-points-01 gallery-01 awards attendance arrow-pointing-to-right

Quick Links

Click on a link to visit.


Get in touch

Contact Details

Sir John Heron Primary School

Together we learn. Together we achieve.

Year 6

Please see the attached curriculum map for details on the topics your child will be learning at school. If you have any queries about any of the topics, please feel free to contact the school or speak to your child's class teacher to find out more.

Year 5&6 Parent/Carer Information Session

Curriculum Letter:

Please see the below information for more detail about what your child will be learning this term.


Year 6

Autumn Term 1

Key Vocabulary


During the first few weeks of Autumn 1, we will be focusing on Poetry. Pupils in Year 6 will look at poems from the anthology ‘Overheard in a Tower Block’ by Joseph Coelho. Main outcomes will be: 

  • To develop a greater appreciation of a range of poetry. 
  • Learning about, and using, different poetic techniques. 
  • To be able to analyse a poem, using correct terminology – write at least one poem analysis. 
  • To write our own poems, based on themes/techniques studied – write at least two original poems. 
  • To increase vocabulary – make a record of new words learnt in poems. 
  • To perform our own and others’ poems. 
  • To learn one of the poems in the collection by heart (or part of a poem, as appropriate). 

Following this , we will be reading 'Ice Trap' by Meredith Hooper and M.P Robertson.

‘Sir Ernest Shackleton's ship Endurance has been crushed by the ice. Shackleton wanted to be the first to walk across the Antarctic continent. Now he and his 27 men are stranded on the ice floes in the middle of the frozen ocean. Courageously, they begin planning their escape. No one can rescue them. They will have to save themselves.’

We will focus on writing skills such as:

  • Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
  • Noting and developing initial ideas, drawing on reading and research where necessary.
  • In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
  • Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
  • In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
  • Précising longer passages.
  • Using a wide range of devices to build cohesion within and across paragraphs.
  • Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].
  • Assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
  • Ensuring the consistent and correct use of tense throughout a piece of writing.
  • Ensuring correct subject and verb agreement when using singular and plural.
  • Distinguishing between the language of speech and writing and choosing the appropriate register.

Simile, metaphor, alliteration, assonance, enjambment, couplet, half-rhyme, onomatopoeia, blank verse, personification, stanza, rhyme scheme, poet, poem


Expedition, stowaway, Trans-Atlantic, pack ice, ominous, ice floe, tortuous, salvage, treacherous, necessity, uninhabited, forlorn, buoyant, gingerly, amputate





During Autumn Term 1, we will cover the following objectives:

Number: Place value

  • Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
  • Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit.
  • Use negative numbers in context, and calculate intervals across zero.
  • Identify common factors, common multiples and prime numbers.

Number: Addition, subtraction, multiplication and division

  • Perform mental calculations, including with mixed operations and large numbers.
  • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
  • Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.
  • Solve problems involving addition, subtraction and multiplication.
  • Use their knowledge of the order of operations to carry out calculations.
  • Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division; interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.
  • Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.
  • Use written division methods in cases where the answer has up to two decimal places.
  • Solve problems involving division.

Place value, Digit, Negative number, (Common) multiple, (Common) factor, Divisible, Prime number, Composite number.


Commutative, Divide, Division, Divisible, Divisor, Dividend, Quotient, Remainder, Factor, Short division, Long division, Remainder, Operation, Estimate.



We will start the Autumn term off by learning about Evolution and inheritance. 


We will learn about the following: 

  • Recognising that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
  • Recognising that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Identifying how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

repeat, revisit, analyse, verify, consistency, inheritance, evolution, offspring, characteristics, adaptation, habitat, inheritance, variation, evolution, concepts, facts, theory, fossilisation, evolution, evolve, biological, taxonomy, adaptation, human, selective breeding, cross breeding


In Computing our topic will be ‘We are interface designers’. 

In this unit of work, we will:

  • Work collaboratively to design the app’s interface.
  • Use wire-framing tools to create a design prototype for their app.
  • Develop or source the individual interface components we will use.
  • Address accessibility and inclusion issues.
  • Document our design decisions and the process we have followed. 








Topic: Art

We will start the Autumn Term off by learning about ‘People in Motion’.

We will learn to:  

  • Record from first-hand observation.
  • Study facial expressions relating to movement.
  • Study the techniques of artists when portraying movement.
  • Create a montage to portray movement.
  • Use printing to create movement art.
  • Use the ideas gathered from different artists, methods and techniques to create a piece of movement art.

observe, motion, movement, technique, portray, expression, montage, facial


Our topics for the term will be ‘Dreams and Goals’.

We will look at the following:

  • To know my learning strengths and set challenging but realistic goals for myself. 
  • To work out the learning steps I need to take to reach my goal and understand how to motivate myself to work on these.
  • To  identify problems in the world that concern me and talk to other people about them.
  • To work with other people to help make the world a better place.
  • To describe some ways in which I can work with other people to help make the world a better place.
  • To know what some people in my class like or admire about me and can accept their praise.

Dream, Hope, Goal, Learning, Strengths, Stretch, Achievement, Personal, Realistic, Unrealistic, Feeling, Achievement, Success Criteria, Feeling, Money, Global Issue, Suffering, Concern, Hardship, Money, Sponsorship, Suffering, Hardship, Empathy, Motivation, Admire, Respect, Praise, Compliment, Contribution, Recognition, Campaign, Lobby, Passion, Support, Charity, Fundraise, Fortunate, Less fortunate, Culture, Benefit, Equity, Equality, Meritocratic


In Autumn 1, we will be finding out what similarities and differences religions and worldviews share. 

We will: 

  • Find out what values and practices religions and world views share.
  • Investigate what goes on within two places of worship.
  • Design a new noticeboard in a place of worship for all religions.
  • Investigate the golden rule and a new religion or world view about how to make decisions. 
  • Produce an extended piece of writing on community and its importance. 

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, cultural, ceremony, tradition, sacred, holy, community, explain, belief, worldviews, diverse, investigate, create, apply, argument, interpret, consolidate, similarities, differences, recite.


During the first part of the term, we will focus on Invasion games. 

We will: 

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending.
  • Compare our performances with previous ones and demonstrate improvement to achieve our personal best.

We will then move onto ‘Outdoor Adventurous Activities’ with a focus on orienteering. 

Tactics, transition, offside, formation, knock on, advantage.




This term in French, we will be using the Euro Stars scheme of work and will focus on the topic “Notre école” (Our school).


In this unit, children will be taught how to describe a school in French.Children will also learn how to  understand a timetable and give information about it in French. They will name places at school and describe what takes place there.


Children will learn to:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore patterns and sounds of language, and link the spelling, sound and meaning of words.
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures.
  • Present ideas and information orally to a range of audiences.
  • Engage in conversations; ask and answer questions; seek clarification and help.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Develop accurate pronunciation and intonation.
  • Broaden vocabulary and develop ability to understand new words that are introduced into familiar written material, including the use of a dictionary.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms; key features and patterns of language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

la salle de classe 

l’entrée principale (f.)

la cour 

le terrain de sport 

Je cherche ... 

... Je cours. 

Je travaille. 

ici here là there Voici 


il est deux heures et quart 

il est deux heures moins 

le déjeuner

le professeur

le maître, la maîtresse

 Il/Elle a ... 

... la grande salle 

la bibliothèque 

la cuisine 

le bureau 

le parking

la salle des profs

la maternelle


During the Autumn Term 1, our theme in music will be ‘Happy’. 

In music sessions, we will: 

  • Use our voices expressively and creatively by singing songs and speaking chants and rhymes.
  • Play tuned and untuned instruments musically.
  • Listen with concentration and understanding to a range of high-quality live and recorded music.
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

We will study the following composers/musicians:

  • Pharrell Williams
  • The Carpenters
  • Bobby McFerrin
  •  Katrina And The Waves
  • Frank Sinatra
  • Brendan Reilly

Composition, improvisation, band, dynamics,

ending, introduction, melody/tune, notation,

original, performance, pitch, pulse/beat, rhythm,

solo, style, tempo, verse, chorus.