Westfield Junior School

Welcome to Year 6

Year 6 Team
Mrs R Chambers
Mr T Lambert
Mr T Browning
Mrs C Kane
6C Class Teacher
6L Class Teacher
6B Class Teacher
Trainee Teacher
Miss J Finn
Miss S Sippitt
Mrs H Hall
Mrs L Worthington
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
SEN Learning Support Assistant


Autumn Term A

History - World War I

This unit builds on chronologically from children’s learning in Year 5, and allows children to apply their knowledge of Britain before the war to develop a deeper understanding of the causes and consequences of World War I on Britain, and the wider world. This unit focuses on developing two key substantive concepts: Empire and War.

An understanding of the role that empire played in European politics at this time is essential to understanding the growing tension that eventually sparked the First World War. The children will begin this unit looking at the causes that led to the war. They will be able to use their existing knowledge of the British Empire to understand how the desire to create vast empires, and the growing conflict, distrust and dislike among European powers meant that the assassination of one person- Archduke Franz Ferdinand- was enough to spark a world war that took the lives of millions of people.

During this unit, the children will be able to apply their knowledge of previous wars, such as the Seven Years War, to look at the similarities and differences between wars fought in the past and World War I. Many historians have argued that World War I was the first truly modern war and the children will be able to explore and discuss the reasons behind this. They will be able to use their knowledge of industrialisation to look at how the role of new technology resulted in the introduction of new weapons such as armoured tanks. 

While this unit analyses the political context of World War I- looking at the causes and consequences of the war- time is also dedicated to learning about what life was like for people at this time. Children will have access to oral history to learn about life on the Western Front. This includes accounts from British soldiers as well as an Indian solider, recruited from the empire to fight for Britain.

In contrast, the children will learn about the lives of those on the Home Front and the important role that women, and even children, played in supporting the war effort. 

At the end of the unit, the children will look at the consequences of World War I, both at home in Britain and in the wider world. The children will learn about the Treaty of Versailles.  The children will also learn about the ‘Representation of People Act’.

 World War IDownload
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Science - Electricity

In this unit, children will use symbols to represent components of a circuit including batteries, wires, bulbs and switches. Children will learn
about the importance of switches for conserving energy and for safety reasons. Children will build their understanding of batteries and their voltage.  They will learn that adding more batteries to a circuit can increase the brightness of a bulb.

In this unit children will design, make and evaluate an electrical device.  They will work scientifically to consider the purpose for which they are designing their device and what it must be capable of. They
will make their device using simple materials such as wires, batteries, buzzers and switches. They will create labelled diagrams when
planning their design, using symbols.

At the end of the unit they will apply their knowledge to design an intruder alarm.

 Y6 - Electricity.pdfDownload
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Computing - Communication and Collaboration

In this unit, pupils explore how data is transferred over the internet.  The children initially focus on addressing, before they move on to the makeup and structure of data packets.  Pupils then look at how the internet facilitates online communication and collaboration; they complete shared projects online and evaluate different methods of communication.  Finally, they learn how to communicate responsibly by considering what should and should not be shared on the internet.

Geography - Spatial Sense

This unit builds on the geography knowledge and skills taught in previous spatial sense units, particularly knowledge from Year 5. Children will again look at the lines that cartographers use to divide the world into sections in order to locate places accurately. They will study lines of longitude and latitude and the points at which they intersect; co-ordinates. Studying these lines will help children to understand that from our knowledge of the location of places, we can make educated guesses about the climate, as we know the further from the equator, the colder the climate will be.  Children will look at the Arctic and Antarctic Circles and will learn more about the climate in these regions. They will look at diagrams to explain why there are points in the year where the sun does not set, and other points where the sun does not rise.

Building on knowledge of longitude, children will look at time zones and how they differ around the world, following lines running pole to pole.  They will identify the Prime Meridian line and will learn it is a reference point for measuring time. They will identify the international date line, found at 180 degrees and will learn that crossing it going east changes Monday to Sunday, but crossing it going west turns Sunday into Monday.

Deepening knowledge of cartography and how maps are made, children will learn about map projection and how our round earth is represented on a flat piece of paper. They will understand that there are different approaches to map projection, each creating a slightly different end result. Finally, the unit ends with a look at different maps of the world and what we can learn from them.

 Spatial Sense.pdfDownload
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Art and Design - Art in the Italian Renaissance

Children are introduced to the art of the Italian renaissance by looking at The School of Athens by Raphael and Vitruvian Man by Leonardo da Vinci. Through these works they learn that Renaissance is a French word meaning rebirth, which is used to describe the revival of art that took place in Italy from about 1400 influenced by the rediscovery of classical art and culture.

They then investigate some of the work of Leonardo, looking in particular at his anatomical drawings and his painting technique used in the Monalisa and The Last Supper.  They contrast the work of
Leonardo with the paintings on the ceiling of the Sistine Chapel by Michelangelo.  They explore the concept of realism in the renaissance, looking at the Monalisa and at the Arnolfini Portrait by one of the masters of the northern renaissance Jan Van Eyck.  They finish the unit by linking realism to the discovery of linear perspective, which is then revisited in the next unit on Renaissance Architecture and Sculpture.

Children practise their drawing skills in the first and last lesson of this unit producing detailed observational drawings of their own hands and landscapes using linear perspective. They use the opportunity of studying the frescos of Leonardo and Michelangelo to explore painting on plaster, making their own plaster discs and creating their own painted designs.

 Art in the Italian RenaissanceDownload
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 6B Welcome Meeting for Year 6 parents.pdfDownload
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 6L Meet the teacher 2022.pdfDownload
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 Welcome Meeting for Year 6 parents for 6C.pdfDownload
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 End of Year 6 Expectations.pdfDownload
 Y6 Knowledge Curriculum.pdfDownload
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Westfield Road, Hinckley, Leicestershire LE10 0LT

01455 637437