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Lathom Junior School

Lathom Junior School

Year 6

Welcome to Year 6!

Here, you will find out about all the learning that is taking place in Term 2.

Guided Reading

 This Term, children have truly enjoyed the core text, Skellig by David Almond, which is an amazing story with an inspiring plot and based on themes such as friendship and the power of kindness.   Children continued to engage in choral reading, echo reading and partner reading in order to develop their reading fluency.  During class discussions and independent work, there were exposed to questioning on all the content domains: retrieve, explain, infer, vocabulary, predict, summarise and compare.  When the class model question is introduced, children are taught the strategies needed to answer the given question type.  This term, students continued to access non-fiction texts on Thursdays and most times, it would be linked to a current event or cross-curricular learning, for example, Adaptation in Science and Diwali in RE. 



In Writing, children focused on a writing a non-chronological report about the Windrush or the Windrush Generation (in observance of Black History Month).  First, they compared a range of non-chronological reports and analysed their key features.  Then, children conducted research on the Windrush using books and selecting reliable sources on the internet.  They played an active role in selecting their sub-headings and ensured that concise information was presented in their plans.  Punctuation for parenthesis was used accurately in their reports.

The next unit was based on narrative writing with a focus on creating suspense.  First, children were introduced to the model text, which they recited and used role play to learn the story by heart.  After a session on story mapping, they generated vocabulary based on a scary setting and used descriptive and figurative language to create atmosphere.  Children thoroughly enjoyed extracting suspense features from the model text and magpie features across a range of suspense pieces.  Given the opportunity to choose their preferred setting, they then planned and wrote their narratives (encouraged to be imaginative and innovative).  


This term, children continued to explore number – multiplication and division.  They built on their knowledge of number from Year 5 by multiplying three and four-digit numbers by two-digit numbers.  In division sessions, they divided four-digit by 1-digit numbers then progressed to three and four-digit by two-digit numbers.  Children practised both short and long division methods. They were given numerous opportunities to explain their reasoning and encouraged to use mathematical vocabulary from the working wall and make connections with concepts (multiplication and division).  Learning about factors and multiples helped children to make connections between division and multiplication.  Lessons include the teacher modelled answering reasoning questions and then students completing independent tasks – fluency, reasoning and problem solving.




In PSHCE, we studied the unit Celebrating Difference which included Anti-bullying.  They understood that there are different perceptions to what normal meant and empathised with someone living with a disability by engaging in hot seating.  They examined the impact that a disability can have on someone’s life by comparing their timetable with a Year 6 learning timetable.  Then, they explained power imbalances and how one person or group could have power over another. 

During Anti-bullying Week, Year 6 students focused on being ‘Stronger Together’.  They discussed how they could prevent bullying from happening at their school and created Anti-bullying wall displays in their classrooms.



During RE sessions, children explored how people explore their faith through the arts and identified similarities and differences across religions.  Then, they compared a secular religion with either a monotheistic or polytheistic religion of their choice. Children learnt how colour expresses ideas and feelings in religious dance.  


This term’s history was based on Black History Month and we explored the topic ‘The Windrush’.  Children were able to discuss the significance of Black History Month.  Then, they conducted research about the Empire Windrush and created timelines with significant events from the end of World War Two, the introduction of the Windrush and current times. 



In Science, we studied Evolution and Inheritance.  Children recognised that fossils provide information about living things that inhabited the earth millions of years ago and enjoyed making comparisons.  They were identified characteristics that are inherited and environmental and justified their choices. Then, they identified how animals and plants are adapted to their environment in various ways. 


We commenced with an online safety lesson: how to be a critical consumer online. Children were able to describe ways to critical evaluate what they see social media. They were able to identify different types of online scams and discussed varied sources of support for people who have worries regarding online activities. 

In the Computer systems and networks unit, children continued to explore the World Wide Web as a communication tool.  They investigated different methods of communication, before focusing on internet-based communication.  Finally, they evaluated methods of internet communication to use for particular purposes.