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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue




BD19 4NA


Year 6: Autumn 1 Curriculum


Autumn 1: Greece Lightning Children learn about the fascinating lives of the Ancient Greeks. They will discover how they lived, the distinctions between cultures in different states, how their armies lived and fought and the gods they worshipped. They will also learn about their impact on future societies.

Create A Spark

Each unit of work will begin with a stimulating activity to inspire curiosity and launch the unit.

Steps To Success

  • Love & Respect: Develop a love and respect for the world’s ancient societies and their legacy
  • Resilience: How were the citizens of Athens and Sparta resilient in different ways? What can we learn from them?


We follow the White Rose Maths Hub scheme of work.

National Curriculum Objectives covered throughout the first half of the Autumn term:

To follow


Living Things & Their Habitats

Working scientifically:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting 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
  • Identifying scientific evidence that has been used to support or refute ideas or arguments.

National Curriculum Objectives:

  • Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals.
  • Give reasons for classifying plants and animals based on specific characteristics.


Key Biblical Teaching: Sermon on the mount – Beatitudes.

Discuss how these were instructions given to followers on how to be more like Jesus and be good Christian. Discuss how these teachings are used by followers to help them to decide what to do in good times and bad times. Which of the teachers are still relevant today? Are they good advice for everyone, even non-Christians?

Spiritual: What did the Ancient Greek philosophers say? What do we think of the things they had to say?

Moral: Aesop’s fables-what life lessons do they aim to teach? Are they still relevant today?

Social: What was the role of Ancient Greece? What role do women play today? How was society organised in Ancient Greece? Was it fair? How does it compare with society today?

Cultural: By asking questions about the history of maths: for example, ‘What did the Greeks discover that we still use in maths today  ‘How do we read and use Roman numerals?’

How do Sikhs show commitment?

  • Summarise some features of Sikh practice (e.g. sewa, prayer) in the home and in the community
  • Using a developing religious vocabulary, explain and give reasons for some Sikh beliefs and symbols (e.g. Khanda, 5Ks) considering the meanings behind them
  • Discuss and apply ideas about Sikh practices and beliefs, recognising the challenges and value of belonging to the Sikh community


Bletchley Park

National Curriculum objectives:

  • Solve problems by decomposing them into smaller parts
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact


Let’s Visit a French Town

National Curriculum objectives:

  • To present ideas and information orally to a range of audiences.
  • Understand basic grammar (key features and patterns) appropriate to the language being studied, how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Develop accurate pronunciation and intonation so that all others understand when they are reading aloud or using familiar words and phrases.
  • Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
  • Appreciate stories, song, poems and rhymes in French.
  • Write phrases from memory and adapt these to create new sentences to express ideas clearly.
  • Describe people, places, things and action orally and in writing.

WE Schools

WE CARE – Homelessness- shattering the stereotypes


Texts used in Year 6:

  • Percy Jackson, Rick Riordan (Poetry in the form of an ode, narrative (additional chapter and own-version narrative)
  • Greek Myths, Marcia Williams (Greek myths- narrative, creating own myth)
  • Firebird, Saviour Pirotta (Quests, Letters, retellings, own versions)

English National Curriculum Objectives (click to expand)


Ancient Greeks

National Curriculum Objectives:

  • Learn about Ancient Greece – a study of Greek life and achievements and their influence on the western world.

Essential skills:

  • I can place features of historical events and people from past societies and periods in a chronological framework.
  • I can summarise the main events from a period of history, explaining the order of events and what happened.
  • I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently).
  • I can identify and explain differences, similarities and changes between different periods of history.
  • I can describe the features of historical events and way of life from periods I have studied; presenting to an audience.


Young Voices

National Curriculum objectives:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

Essential Skills:

  • I can sing in harmony confidently and accurately.
  • I can perform parts from memory.
  • I can evaluate how the venue, occasion and purpose affects the way a piece of music is created.
  • I can analyse features within different pieces of music.
  • I can compare and contrast the impact that different composers from different times have had on people of that time.


Pottery: Vases

National Curriculum Objectives:

  • Create sketch books to record their observations and use them to review and revisit ideas
  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Essential skills:

  • I can sculpt clay and other mouldable materials.
  • I can explain some of the features of art from historical periods.
  • I can explain why I have used different tools to create art.
  • I can explain why I have chosen specific techniques to create my art.
  • I can research the work of an artist and use their work to replicate a style.


To follow

Enrich Drivers

  • Experiences: Ancient Greek workshop/experience day, Leeds City Museum trip, Visit to a gurdwara
  • Preparedness for modern life & independence: Democracy- what did the Greeks teach us about democracy? Social consciousness- food poverty/ community linked to Sikhism, Homelessness- shattering stereotypes
  • Wellbeing: Mindfulness- deep thinking and meditation
  • Aspiration & Curiosity: What can we learn from Ancient Greek society?

Let Your Light Shine

The unit will culminate with a piece of work designed to celebrate the pupils’ learning.

End Of Year Expectations