Year 6

Watson class

In Year 6, we ensure that all pupils have secured the key skills and knowledge they need to be successful in secondary school, which is inclusive of character skills and global perspectives that will prepare them for lifelong learning.

We have a bespoke transition for our year 6 students, as part of our haberdashers’ advantage, whereby they have opportunities to experience secondary school life in our local Trust secondary school. Furthermore, they will have experienced specialist teaching in areas such as art and music from our secondary colleagues to help to prepare them for the expectations at secondary school.

In the Autumn term, pupil learning is led by the curriculum vehicle ‘vote for me’ which allows pupils to respond to the critical question: ‘How can I influence people to narrow inequalities?’ This is supported by challenging texts which enhance pupil knowledge of social justice and equity, as well as enhance their ability to think critically and problem-solve.

UN Sustainable development goal Goal 10 aims at reducing inequality within and among countries. This SDG calls for reducing inequalities in income as well as those based on age, sex, disability, race, ethnicity, origin, religion or economic or other status within a country	Year 6 Autumn Term
Global perspective	Social Justice and Equity
Character skill	Critical Thinking
Attitude outcome	We are committed to social justice and equity. We question what we hear to discover truth and think and learn independently.
Hook	Visit the Houses of Parliament to explore democracy and political structures.
Critical question	How can I influence people to narrow inequalities?
Core & Supporting texts	Non-fiction: Extracts from The Audacity of Hope by Barack Obama Fiction: Noughts and Crosses by Malorie Blackman Poetry: Equality by Maya Angelou
Curriculum driver	Possibilities/enrichment opportunity
Vehicle ‘Vote for me!’	Students work in groups to create a presidential campaign in school. They explore previous campaigns, evaluating their effectiveness, and what the focus of those campaigns was. Their campaign will focus on social justice and equity, and how they would aim to achieve this should they be named president. This culminates in the ‘presidential nominees’ delivering their speeches to the rest of the school, with a ‘vote’ held afterwards for the junior leadership team.

As the year progresses, our Year 6 pupils partake in a range of enriching activities such as a residential trip and their own school production.

At CTG, we are committed to achieving the 2030 agenda for sustainable development, and share the belief that ‘ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.’ – UN. We have a moral imperative to educate our pupils about how they can create a sustainable world and we empower them to teach others through our curriculum.

2021-22 Spring Term Learning

UN Sustainable development goal UN goal 16 – Peace, justice and strong institutions	Year 6 Long term plan Term 2
Global perspective	Peace and Conflict
Character skill	Collaboration
Attitude outcome	We value diversity. We have the belief and understanding that by working with others, we can identify our own valid contributions and the importance of compromise and listening to others.
Hook	Ancient Greece Day – children to take part in various activities linked to the Ancient Greeks, including food tasting, Greek jar design, culminating in a recreation of the Battle of Thermopylae.
Critical question	Can my voice help foster peace around the world?
Core & Supporting texts	Fiction: Percy Jackson and the Lightning Thief by Rick Riordan Pig Heart Boy by Malorie Blackman Who Let The Gods Out? By Maz Evans Non-Fiction: So you think you’ve got it bad? A kid’s life in Ancient Greece by Chae Strathie and Marisa Morea
Curriculum driver	Communication
Vehicle – Model UN	Students will work in groups as representatives of countries from each of the 6 continents. They will research their chosen country, including general information, resources, trade partnerships, human and physical geography. During the ‘model UN’ showcase, the children will face different crises in their groups, and will need to work together, as their country’s delegate, to solve these crises.