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

Shirley Avenue




BD19 4NA


Year 6: Summer 1 Curriculum


Summer 1: Japan Children investigate the position, human and physical geography of Japan. They investigate the mountain, earthquakes and volcanoes of Japan and how these features impact on life in Japan. They compare Japanese culture with their own.

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: Learn about a different culture to appreciate and respect the world’s diversity
  • Friendship: Explore the links (trade/ values etc) between Japan and the UK
  • Resilience: Find out how people who live in Earthquake zones prepare for and adapt to life in the region


We follow the White Rose Maths Hub scheme of work.

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

To follow



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:

  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
  • Use recognised symbols when representing a simple circuit in a diagram.


Key Biblical Teaching: St Paul’s journey to faith. Look at how Paul made a journey both physically and spiritually to faith

Spiritual: How does the place we live affect our lives? What would it be like to live in Japan? Why do the Japanese consider certain places sacred? Do we think of any places as sacred?

Moral: Why is crime so low in Japan and how can we learn lessons from this?

Social: What is family life like in Japan? What is education/ crime like in Japan- why? How do people work together in times of crisis?

Cultural: What is different about living on an island? What kinds of celebrations take place in Japan? How is the Japanese language different from/ similar to ours? How has Japanese culture impacted on our life?

How does growing up bring responsibilities and commitments?

  • Describe and understand the rights and responsibilities that come with growing up
  • Explore and describe rites of passage, comparing a range of religious and secular approaches, responding with insights about the importance of these ceremonies
  • Reflect on their own beliefs, principles and values reasonably


To follow


All in a day

National Curriculum objectives:

  • To follow

WE Schools

There is no particular focus on WE School this half term.


Texts used in Year 6:

  • King Kong by Anthony Browne (Job descriptions, newspaper reports)
  • The boy in the tower by Polly Ho-Yen (Journalistic Writing, Formal Letters, Longer narrative in present and past tense)



National Curriculum Objectives:

  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • Describe and understand key aspects of Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Essential skills:

  • I can answer questions by using a map.
  • I can use maps, aerial photographs, plans and e-resources to describe what a locality might be like.
  • I can describe how some places are similar and dissimilar in relation to their human and physical features.
  • I can identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic Circles.
  • I can explain how time zones work and calculate time differences around the world.
  • I can explain how a location fits into its wider geographical location with reference to human and economical features.



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

Essential Skills:

  • I can sing in harmony confidently and accurately.
  • I can perform parts from memory.
  • I can use a variety of different musical devices in my composition (including melody, rhythms and chords).
  • I can analyse features within different pieces of music.



National Curriculum Objectives:

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To 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 explain why I have chosen specific techniques to create my art.
  • I can explain the style of my work and how it has been influenced by a famous artist.
  • I can use feedback to make amendments and improvement to my art.
  • I can use a range of e-resources to create art.


To follow

Enrich Drivers

  • Experiences: Experiencing different foods
  • Preparedness for modern life & independence: We rise above- internet safety
  • Wellbeing: Buddhism- meditation and tai chi
  • Aspiration & Curiosity: Learning more about the wider world and its links with the UK

Let Your Light Shine

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

End Of Year Expectations