Year 6 Autumn 2 Term Curriculum

Autumn 2 Term – Shining Through

Successful Learners

Areas of learning

  • As historians, we will: Learn about Gandhi, a significant figure in world history.
  • As scientists we will: Investigate how light behaves, raising questions through observation and testing ideas.
  • Through design and technology, we will: Create our own product with fabrics using sewing skills.

Responsible Citizens

Cooking & Nutrition

  • As part of our Ghandi topic, we will be looking at and discussing food from other cultures such as India and how/why it differs from our own.


  • We will draw upon Gandhi’s teachings and recognise how, as older pupils, we can lead by example through our behaviour in order to be a positive influence within our school,

Spiritual & Moral

  • We will consider and discuss the resilient way in which Gandhi set out to achieve his aims through passive resistance and non-violence.


  • We will write short play scripts and perform these to our linked buddy classes.

Year 6 Subject Skills


Twelfth Night

  • To use relevant strategies to build vocabulary
  • To increase their familiarity with fiction from our literary heritage
  • To identify and discuss themes and conventions in and across a wide range of writing
  • To check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • To predict what might happen from details stated and implied
  • To identify how language and structure contribute to meaning
  • To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • To provide reasoned justifications for their views
  • To identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • When writing narratives, to consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    To use further organisational and presentational devices to structure text and to guide the reader
  • To assess the effectiveness of their own and others’ writing
  • To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
  • To ensure the consistent and correct use of tense throughout a piece of writing
  • To ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • To use dictionaries to check the spelling and meaning of words
  • To spell some words with ‘silent’ letters
  • To use further prefixes and suffixes and understand the guidance for adding them
    To proof-read for spelling and punctuation errors
  • To use the perfect form of verbs to mark relationships of time and cause
  • To use expanded noun phrases to convey complicated information concisely
  • To use modal verbs or adverbs to indicate degrees of possibility
  • To use commas to clarify meaning or avoid ambiguity in writing



  • To recognise the characteristic features of the periods and societies studied
  • including ideas, beliefs, attitudes and experiences of men, women and children
  • To appreciate the social, ethnic, cultural, religious diversity of the societies studied
  • To identify and describe reasons for, and results of events and changes
  • To note connections, contrasts and trends over time
  • To understand both the long arc of development and the complexity of specific aspects of a topic under study
  • To recognise the past can be interpreted in different ways, and give reasons for this
  • To address and devise historically valid questions about change, cause, similarity and difference, and significance
  • To understand how our knowledge of the past is constructed from a range of sources
  • To communicate their knowledge and understanding in a variety of ways


Respectful Relationships

  • To agree on a meaning of respect and discuss the idea that respect has to be earnt
  • To understand the importance of respecting others, despite differences in character
  • To discuss ways in which relationships can be improved to ensure they are as respectful as they can be
  • To discuss the vitality of manners and courtesy
  • To understand the concept of self-respect and the connection between this and happiness
  • To discuss the social expectations of respect in different contexts
  • To understand the impact of bullying and the responsibility of bystanders
  • To discuss the concept of stereotypes and to consider the negative connotations these can stimulate

First Aid

  • To identify dangers in different contexts and understand how to remain safe yourself
  • To gain a clear understanding of how to respond to an emergency and the importance of the emergency services
  • To gain an understanding of basic first aid, for example treating minor injuries


  • To compare and order fractions, including fractions ≥ 1
  • To add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
  • To divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6]
  • To multiply one-digit numbers with up to two decimal places by whole numbers.
  • To multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = 1/8]
  • To recognise that shapes with the same area can have different perimeters and vice versa                                                                                                               To draw 2-D shapes using given dimensions and angles
  • To calculate the area of parallelograms and triangles
  • To recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
  • To illustrate and name parts of a circle, including radius, diameter and circumference and know that the diameter is twice the radius
  • To describe positions on the full coordinate grid of all four quadrants
  • To draw and translate simple shapes on the coordinate plane, and reflect them in the axes
  • Year 6 follow the White Rose Maths scheme of work.


Let it shine: how light travels, production of shadows, reflection of light, coloured light

  • To recognise that light appears to travel in straight lines
  • To explain how a shadow is formed
  • To explore how to change the size of a shadow
  • To represent and report on findings
  • To take accurate measurements
  • To identify and manage variables in an investigation
  • To apply the idea of how light travels to explain how we see things
  • To explore how light behaves at reflective surfaces
  • To present findings and conclusions from experiments
  • To use secondary sources to answer questions
  • To explore how light can be reflected and bent in various ways
  • To explore how white light can be split up
  • To make observations and raise further questions to investigate
  • To recognise that light is made up of more than one colour
  • Year 6 follow the Switched On Science scheme of work.


We are computer programmers

  • To design, write and debug programmes using ‘Scratch’ or ‘Go Software’ to accomplish goals
  • To use sequence, selection and repetition programmes; work with variables and various forms of output and input
  • To use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and programs
  • Year 6 follow the Switched On Computing scheme of work.

Art and Design

  • Generate ideas after thinking about who will use them and for what purpose
  • Develop and explain ideas clearly with design objectives
  • Select tools, techniques and materials
  • Measure, mark out, cut and shape materials accurately.
  • Use finishing techniques to strengthen and improve the appearance of the product
  • Reflect on work in relation to the intended use and identify improvements needed.
  • Learn how the working characteristics of materials affect their usage
  • Learn how materials can be combined/mixed to create more useful properties.
  • To learn about the artist J.M.W. Turner and to create pastel landscapes and seascapes
  • To design festive images for Latchmere School/or competitions as appropriate

Design & Technology


  • To design a product which combines different fabric shapes
  • To design a purposeful, function and appealing product fit for purpose based on a simple design specification
  • To produce detailed lists of equipment and fabrics relevant to the task
  • To formulate step-by-step plans to select from and use a range of tools and equipment
  • To compare the original product to the design specification
  • To test a product and critically evaluate the quality of the design, manufacture and functionality
  • Year 6 follow the Design Technology Association – Projects on a Page planning


Hockey & Gymnastics

Pupils will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They will learn to communicate, collaborate and compete with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils will be taught the following through hockey and gymnastics:

  • play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance

compare their performances with previous ones and demonstrate improvement to achieve their personal best.



  • To explore the patterns and sounds of language through songs and rhymes and link the spelling-sound and meaning of words
  • To present ideas and information orally to a range of audiences
  • To describe people, places, things and actions orally and in writing
  • To understand basic grammar appropriate to the language
  • To understand Key features and patterns of the language


BBC 10 pieces

  • Record and review compositions, improve.
  • Boomwhackers- developing skills of ensemble playing



  • The principal aim is to explore what people believe and what difference it makes to how they live.
  • To identify and explain Hindu beliefs, using technical terms accurately
  • To connect the four Hindu aims of life and the four stages of life with beliefs
  • To reflect on and articulate what impact belief in Karma might have on individuals and the world
  • To give evidence and examples to show how Hindus put their beliefs into practice


Year 6 Autumn 1 & 2 2019 curriculum plan overview