Year 6 Curriculum Summary for Parents Term 1 • 2026/27
This information represents a summary of plans for the term. Please understand that all plans are flexible; there is always the possibility that fewer (or more) topics will be covered than those stated. Subject
Topics
This term, Year 6 pupils will explore the theme of Fantasy Worlds and Narratives before moving on to Coming of Age and Personal Narratives after half term. To support these units, teachers will select one class text from a range of carefully chosen novels each half term, rather than studying all of the books listed. For the fantasy unit, the class text may be selected from: • • • • •
Skellig by David Almond Tom’s Midnight Garden by Philippa Pearce The Lion, the Witch and the Wardrobe (The Chronicles of Narnia) by C.S. Lewis Harry Potter by J.K. Rowling The Indian in the Cupboard by Lynne Reid Banks
After half term, the coming-of-age unit may be supported by one of the following texts: • • • English
Al Capone Does My Shirts by Gennifer Choldenko Journey to the River Sea by Eva Ibbotson Holes by Louis Sachar
Through reading, discussion, and analysis of these texts, pupils will develop their comprehension skills and explore themes, character development, setting, and authorial techniques. In writing, pupils will focus on crafting fantasy narratives and descriptive writing, using rich vocabulary and a range of literary techniques to create engaging and imaginative pieces. Grammar and language lessons will focus on: • •
Complex sentence structures to develop fluency and sophistication Tense consistency across extended pieces of writing
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Punctuation for dialogue and spoken interaction Punctuation for emphasis, including the effective use of dashes, colons, and semi-colons
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where appropriate Accurate spelling, including subject-specific and fantasy vocabulary
Throughout the term, pupils will continue to develop their reading, writing, speaking, and listening skills, building confidence as thoughtful readers and independent writers in preparation for the challenges of upper Key Stage 2 and beyond.
Maths
Number: place value to 10 million; rounding large numbers; negative numbers; factors and common factors; multiples and common multiples; prime numbers; writing numbers as a product of their prime factors; rules of divisibility; division using factors; order of operations; equivalent fractions; compare fractions; add and subtract fractions with different denominators; multiply and divide fractions by integers; calculate fractions of amounts. Measure: convert between units of time; convert between metric units of distance, mass and capacity; calculate the volume of 3D shapes by counting cubes.
TWAS: Thinking and Working Scientifically • Accuracy and precision in measurements • Independent, dependent and control variables • Planning investigations, analysing results and drawing conclusions
Science
Classification of Living Things • Characteristics and classification of living things • Vertebrates, invertebrates and microorganisms • Classification keys and grouping organisms Properties of Materials • Properties and uses of materials • Solubility, mixtures and separation • Reversible and irreversible changes Electricity • Circuits, components and circuit diagrams • Conductors and insulators • Changing cells and components
My Town and the Environment: Pupils will learn to talk about places in town, give directions, French
discuss the weather, seasons and transport, and use numbers in real-life situations. They will develop their use of present tense structures, ask and answer questions, and express opinions on environmental issues.
Kiswahili
This term children will learn to describe their daily routines and experiences at school in Swahili. They will learn to talk about their morning routines by explaining what they do, when and where they do it, why they do it, with whom, and how they carry out different activities. Learners will also develop vocabulary related to travelling to school, including different means of transport, the duration of their journey, and the time they arrive at school. In addition, they will learn to describe a typical day at school by identifying places, people, objects, and activities, enabling them to communicate confidently about their daily experiences and school environment.
Spanish (SFC)
My Family and Pets: Pupils will learn to talk about family members, other people and pets, describing their appearance and character with accurate colour and adjective agreement. They will also explore professions and develop their use of the present and conditional tenses, with a focus on the verbs to have and to be.
Term 1 - The First World War (1914-1918) Content • • • • • • History
• • • • • • • • •
Introduction and Context – WWI Timeline M.A.I.N - (Militarism, Alliances, Imperialism and Nationalism) The long-term causes explained. The ‘Spark’ that ignited the war – The assassination of Archduke Franz Ferdinand in Sarajevo, 1914 (Newspaper article produced – *tea stained.) Recruitment and Conscription (ppt and sources). Why did people join the army in 1914? Government Propaganda examined and Propaganda Poster Analysis. The Nature of Trench Warfare. Why trenches? A trench cross-section. Trench Living and Conditions. Trench Warfare (the advent of deadly new weaponry) Letters received from the Trenches – Censorship. The Home Front and Role of Women. The Christmas Truce (25th December 1914) The Battle of the Somme (1916) WWI Leadership – Sir Douglas Haig (Hero, Butcher or Bungler?) – Class debate. ‘Shot at Dawn’ – ‘Deserters, Cowards or Heroes’. Trial of Private Tetley/Corporal Ross. The East African Theatre during WWI (*1914-1918) The Consequences and Enduring Aftermath of WWI.
Geography is the study of Earth's lands, features, inhabitants, and the dynamic relationships between people and their environments. This term, pupils will look at two topics: Geography
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Introduction to Geography Tourism
Knowledge organisers will be provided for each topic and students will keep a glossary of key terms at the back of their exercise book.
TPR is an opportunity for pupils to study some complex and contentious issues. They will be exposed to differing viewpoints and encouraged to develop their own opinions through discussions and evaluation of various source materials. They will be taught how to show respect for other people’s opinions (even if they disagree) and be prepared to justify their own thoughts. This term, pupils will look at two topics. Theology, Philosophy and Religion (TPR)
1.
Pacifism – the key concept will be introduced to pupils, with brief references to famous pacifists and some important events. Pupils will then take ownership of their learning by researching a famous pacifist and creating a presentation of their choice (poster / ppt / imovie/ speech in character etc)
2.
Environmental stewardship and animal rights – pupils will be introduced to the topic of stewardship and discuss famous stewards and projects (for example WWF / Ol Pejeta / Sheldrick) before moving on to looking at animal rights through different religious and cultural lenses. Thay will finish the topic with a creative piece for display.
• • Art
• • •
Design Technology
Explore how artists Thandiwe Muriu, Lizzie Thurman and Mark Powell communicate personal, cultural and social identity through their artwork Experiment with painting and photography techniques to investigate pattern, texture and symbolism to create imagery that explores Kenyan identity and culture. Develop drawing and painting skills by exploring both realistic and expressive styles, improving brush control, tonal understanding, and mark-making. Work collaboratively to plan and participate in a photoshoot inspired by Thandiwe Muriu exploring composition, costume, pattern and visual storytelling. Reflect on and evaluate your own outcomes. Pupils to identify strengths, areas for improvement and next steps to support creative development.
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Investigate traditional Kenyan instruments and understand their cultural significance.
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Generate and communicate design ideas exploring the works of Ben Mukabwa, Michele
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Sangineto and Antonio Stradivari Discuss sustainability and SDG 12 while creating plans showing responsible material use. Learn techniques for marking, cutting, and joining various materials using a variety of tools and equipment.
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Build functional instruments demonstrating craftsmanship and precision.
• • •
Evaluate sound quality, durability and user experience, making improvements where needed. Finishing & Decoration Apply culturally appropriate decorative techniques and quality finishes.
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Designing the interface for a smart smartphone app; To design the look/feel of their app’s interface – sketch ideas, plan the different screen layouts for simple Apps. Creating an app and testing it in an Emulator- Becoming familiar with another programming toolkit or development platform, importing existing media assets to their project, writing down the algorithms for their app program, debugging and refining the code for their app, thoroughly testing and evaluating their app. Pupils will create an app using AppInventor.
• Computing •
Music
The term begins with a literacy and aural skills assessment to ensure that pupils are prepared to work with music notation software and Digital Audio Workstations (DAWs) for the remainder of the year. We then explore the basics of using these music technologies to create arrangements of popular songs in these programmes. We finish the term with a composer research project becoming more familiar with composers from around the world, ranging from ancient to modern eras, spanning many different genres of instrumental music.
Drama
Kenyan Culture and Drama- Learners will explore Kenyan culture and oral traditions through storytelling, folktales, music, movement, role-play, and improvisation. They will examine how traditional stories communicate values, beliefs, relationships, humour, and life lessons, while developing skills in characterisation, voice, movement, mime, and narration. Folktales such as The Hare and the Hyena, The Tortoise and the Birds and The Greedy Hyena will provide a foundation for practical exploration and performance. Learners will adapt selected stories into short dramatic scenes, experimenting with contemporary settings, characters, dialogue, and physical expression while respecting their cultural origins. Through collaborative performance and creative interpretation, learners will develop confidence, imagination, cultural awareness, communication, and appreciation of Kenya’s rich storytelling and theatrical traditions.
Games
Children will be introduced to the core skills and develop their understanding of cricket, football and athletics. They will be able to develop their team play and communication in inter-school fixtures and festivals. They will have access to training sessions that allow them to interpret and understand tactics, positions and game play features.
P.E.
Students will train with greater purpose, consolidate and refine the athletic techniques developed in previous years, using fitness training to improve endurance, strength, flexibility, speed and agility. They will work towards improved personal bests in 100m, 200m, 800m, 4 × 100m relay, long jump, high jump and javelin, while developing more effective pacing strategies for 1,500m running.
Swimming
Children will learn advanced stroke techniques/skills in Freestyle and Backstroke while incorporating dives/backstroke starts, turns, and finishing skills applicable to swimming competitions. Being me in my world – the key topics covered in this puzzle piece include looking at our role as a global citizen and understanding that although children have rights many of them are not respected. We will have discussions about child labour and also fair-trade practices. Finally, we ask pupils to try and form their own Learning Charter to aid positive learning throughout the year as well as set targets.
P.S.H.E. Celebrating differences - the key topics covered in this puzzle piece include understanding that although everyone is different, they should all be celebrated. Discussions may include topics about different types of bullying and their causes – such as banter & cyberbullying – and how we can work to re-balance power within relationships. Pupils will also look at celebrating inspirational people – such as Paralympians – who work hard to achieve despite their disabilities.