Year 6 Summer Term Curriculum

Summer Term – Branching Out

Successful Learners

Areas of learning

  • As geographers we will look at where rainforests are located around the world, how they are structured and human impact upon them.
  • As scientists we will explore concepts of evolution and inheritance, identifying how animals and plants are adapted to suit their environment.
  • Within computing we will model climate change whilst developing independent research skills.

Confident Individuals


  • We will consider how to be well prepared for our move to secondary school.

Responsible Citizens


  • We will visit Kew Gardens to gain first hand experience of what a rainforest looks and feels like.


Spiritual & Moral

  • We will consider the competing uses of land and the difficulty of making the right decision.


  • We will look at ways that we can conserve and preserve our local environment for the benefit of all living things. We will investigate the concept of ‘fair trade’.

Summer Term – Subject Skills


  • To consolidate all areas of learning through the use of engaging texts and a variety of teaching approaches
  • To analyse literature in increasing depth, articulating thoughts and opinions with specific reference to texts and to the breadth of personal reading experience
  • To explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
    To provide reasoned justifications for their views
    To write for a range of purposes and audiences, expressing ideas confidently and coherently across a range of genres
  • To routinely plan, draft, edit and revise writing in pursuit of quality pieces, involving peers as critics
  • To incorporate the full range of punctuation with understanding in order to provide clarification and enhancement of meaning


  • To consolidate all areas of learning through varied and frequent practice with increasingly complex problems
  • To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification and proof using mathematical language
  • To apply mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of smaller steps and persevering in seeking solutions
  • To solve number and practical problems involving place value, rounding and negative numbers
  • To solve problems involving addition, subtraction, multiplication and division
  • To use estimation to check answers and determine, in the context of a problem, an appropriate degree of accuracy
  • To solve problems which require answers to be rounded to specified degrees of accuracy
  • To recall and use equivalences between simple fractions, decimals and percentages, including in different contexts


We’re evolving: adaptation, evidence of changes over long periods, Charles Darwin

  • To understand that although we are similar in many ways, there are also differences between people
  • To recognise that those differences include eye colour, hair colour, height and shoe size
  • To recognise that offspring resemble their parents in many features
  • To recognise that we inherit characteristics from our parents
  • To collect and present data in a variety of ways
  • To recognise that offspring are different from each other and their parents
  • To understand that animals best suited to their environment survive to breed and pass
  • on their characteristics to their offspring
  • To recognise that this process is known as natural selection
  • To develop research skills and interpret data
  • To recognise that observations can be used to support ideas
  • To understand that living things can change over time


Martin Luther King

  • 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 recognise the past can be interpreted in different ways, and give reasons for this
  • To understand how our knowledge of the past is constructed from a range of sources
  • 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


Investigating Rainforests

  • To develop contextual knowledge of globally significant places, including their defining physical and human characteristics
  • To communicate geographical information in a variety of ways, including through maps, quantitative skills and writing at length
  • To identify the position and significance of latitude, longitude, the Equator, the hemispheres and the Tropics
  • To understand geographical similarities and differences through the study of human and physical geography of a region within South America


We are environmentalists: modelling climate change

  • To develop strategies for exploring and experimenting with interactive computer simulations
  • To develop an understanding of the model underlying one or more computer
  • simulations
  • To develop independent research skills, including questions of reliability and
  • authority
  • To develop technical skills in recording narrated screencasts
  • To develop skills in discussing findings on video and video editing skills

We are publishers: creating a yearbook

  • To develop skills in writing for an audience using a word processor
  • To develop skills in taking, selecting and manipulating photographs
  • To develop page design skills, including typography and page layout
  • To develop document production skills, including editing, sub-editing, reviewing and document design
  • To develop their understanding of project management
  • To develop their capacity to work collaboratively in an extended team


  • 2a Investigate and combine visual and tactile qualities and match them to the purpose of their work.
  • 2b Apply and develop use of tools and techniques, including drawing.
  • 4a How visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be combined.


  • 1a Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources.
  • 1c Plan, suggesting a sequence of actions or alternatives if needed.
  • 2a Select tools, techniques and materials.
  • 2d Measure, mark out, cut and shape materials accurately.
  • 3c Recognise quality depends on how something is made and if it meets its intended use.
  • 4a Learn how the working characteristics of materials affect the way they are used.

PE / Games

  • 2a Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities.
  • 3a Identify what makes a performance effective.

Music Links

  • 1c Rehearse and perform with others.
  • 2a Create musical patterns.
  • 2b Explore, choose and organise sounds and musical ideas.
  • 3a Explore ideas and feelings about music using movement, dance and musical language.

Y6 Curriculum 2019 Summer Plans & Overview