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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 6

Curriculum Overview (B): Year 6



Americas: Native Americans, Civil War & beyond


Working Scientifically

  • Can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Can take accurate measurements, using a range of scientific equipment taking repeat readings when appropriate.
  • Can record complex data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Can use test results to make predictions to set up further comparative and fair tests.
  • Can report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
  • Can identify scientific evidence that has been used to support or refute ideas or argument.

Evolution and inheritance

Band 6

  • Can explain that the kinds of living things that live on the earth now are different from those that inhabited the Earth millions of years ago and that fossils provide this information.
  • Can explain that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
  • Can give examples of how animals and plants are adapted to suit their environment in different ways and can explain that adaptation may lead to evolution.


Human responsibility and values

  • Explain how diverse communities can live together identifying common values, justice, respect and shared human responsibility.
  • Use personal and critical responses to challenge how individual and collective responsibility is shaped by belief and faith.

Sources of wisdom: Gospel

  • Show awareness, respond to and interpret a range of stories, sacred writings and sources of wisdom, recognising and understanding the impact within different communities and on individual believers.


Spreadsheets and presenting information

  • Understand that the spreadsheet structure enables us locate and change specific cells or ranges. 
  • Understand that spreadsheets have a range of editing tools to support appearance and clarity. 
  • Understand that spreadsheet calculation tools allow numbers and cell references to be used within formulae.
  • Understand that spreadsheet functions enable calculations to be carried out on ranges of numbers.
  • Understand spreadsheet functions help us analyse large data sets. 
  • Understand that the cells in a spreadsheet can be set up to change depending on the value being input. 
  • Understand that tools can be designed using spreadsheet software to support different users’ needs. 
  • Understand that spreadsheet models allow us to explore different situations in the wider world. 
  • Understand that using graphs within spreadsheets can support prediction and ‘what if ‘questions.  .
  • Understand the need for accuracy and efficiency in spreadsheet work. Save drafts. Use to improve their work.
  • Organise their work confidently in agreed locations, using appropriate file-naming conventions and folder structures. 
  • Understand some of the ways they can use to report concerns about content and contact. 

Manipulating images

  • Understand 3D graphical modelling enables us to explore objects which may not exist, or could be difficult to observe in other ways. 
  • Understand that digital graphical tools can support the creation of models, enabling them to be explored and developed in 3D. 
  • Understand that every computer needs an operating system to manage a wide range of processes.
  • Analyse/evaluate digital films and animations, considering how they are used to inform, persuade and entertain audiences.
  • Understand film/animation can be stored, shared and published locally and online, but that this sharing may not be appropriate.
  • Understand the stages in producing a live film. In groups.  
  • Understand the need to test and review their work with an audience.
  • Develop ways to use animation to meet specific audience needs. 
  • Organise their work confidently in agreed locations, using appropriate file-naming conventions and folder structures. 
  • Save drafts of their work and use these to support critical review in which they evaluate and improve their work. 
  • Demonstrate understanding of the rules around copyright, ownership and plagiarism and to apply these across their computing work.  
  • Understand some of the ways they can use to report concerns about content and contact. 


History of important Americans e.g. Martin Luther King


  • Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information
  • Understand how our knowledge of the past is constructed from a range of sources
  • Make confident use of a variety of sources for independent research
  • Note connections, contrasts and trends over time and show developing appropriate use of historical terms
  • Use evidence to support arguments


Comparing UK with the Americas including Forests

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Understand and use a widening range of geographical terms eg specific topic vocabulary  - urban, rural, land use, sustainability, tributary, trade links etc
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities
  • Describe and understand the key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdome, a region within a European country and a region within North or South America

Art & Design

Traditional American art


  • Select ideas based on first hand observations, experience or imagination and develop these through open ended research
  • Refine his/her use of learnt techniques
  • Adapt his/her own final work following feedback of discussion based on their preparatory ideas
  • Describe the work and idea so various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts
  • Explain and justify preferences towards different styles and artists
  • Use different techniques, colours and textures when designing and making pieces of work and explain his/her choices

Design & Technology




Music assemblies, class singing

  • Sing as part of an ensemble with full confidence and precision
  • Play and perform in solo or ensemble contexts with increasing accuracy, control, fluency and expression
  • Develop a deeper understanding of the history and context of music
  • Listen with attention to detail and recall sounds with increasing aural memory and accuracy
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Deepen an understanding and use of formal, written notation which includes staff, semibreves and dotted crotchets

Foregin Languages

Les Sports et les Activities

(Sports and Hobbies)




  • Understand longer and more challenging texts on a range of topic areas, recognising some details and opinions heard
  • Apply knowledge of phonemes and spelling to attempt the reading of unfamiliar words


  • Engage in longer conversations asking for clarification when necessary
  • Create his/her own sentences using knowledge of basic sentence structure
  • Use pronunciation and intonation effectively to accurately express meaning and engage an audience


  • Read aloud and understand a short text containing unfamiliar words, using accurate pronunciation
  • Attempt to read a range of texts independently, using different strategies to make meaning
  • Use vocabulary learnt from reading in different contexts and use dictionaries to rind a wide range of words


  • Write a range of phrases and sentences from memory and adapt them to write his/her own sentences on a similar topic
  • Select appropriate adjectives to describe a range of things, people and places and appropriate verbs to describe actions
  • Begin to use some adverbs


  • Know how to conjugate a range of high frequency verbs
  • Understand how to use some adverbs in sentences
  • Have an awareness of similarities and differences in grammar between different languages

PSHE and Citizenship


  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 6 Themes

1. National, religious and ethnic identities in the UK

2. Different types of relationships

3. Stereotyping and judgement

4. Put-downs and conflict

5. Ending friendships

6. Forgiveness


  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 6 Themes

1. SRE: puberty and reproduction

2. SRE: relationships and reproduction

3. SRE: conception and pregnancy

4. SRE: being a parent

5. Common responses to change

6. Transition and moving on


Healthy Mind


  • Set achievable personal goals and successfully reflect on these, perhaps setting “next steps”
  • Explain the various aspects of mental health
  • Understand different levels of confidence and its effect on life
  • Understand emotional intelligence

Personal and social

  • Understand that “being healthy” incorporates body, mind and lifestyle
  • Identify the impact of a good social life on happiness
  • Recognise his/her role in keeping his/her immediate environment safe and healthy and offer suggestions

Acquiring and developing skills


  • Perform a “drop-kick”
  • Perform a “basketball dribble”
  • Strike a ball with a range of bats for accuracy and distance

Applying skills and using tactics

  • When planning activities and actions, take into account a range of strategies, tactics and routes to success, considering his/her strengths and weaknesses and the strengths and weaknesses of others

Evaluating and improving performance

  • Analyse, modify and refine skills and techniques and how these are applied
  • Consider how specific aspects of an activity or performance can influence the outcome and suggest the best possible strategy