Year 6 – What am I learning now? (Term 1 2022-23)

Who we are

Central idea

Theories may affect opinions about who we are.

Lines of Inquiry –  an inquiry into

  • How assumptions can be made about creation (Form)
  • Why living things transform over time (Causation)
  • How outlooks on existence may vary (Perspective)

Subject Focus

  • Art
  • Computing
  • History
  • English
  • Science
  • PSHE
  • Spoken Language


The children will explore the playground and find different fossils and match them to the correct creature. Children will complete I see, I think and I wonder activities looking at different Pokemon creatures and exploring why are they different and what they would be classified as.

Going further: The children will be given the challenge of designing an animal or Pokemon that fits a specific environment and be able to explain why they have designed their creature this way.

Home Learning Opportunities

  • Explain how different theories can affect opinions about who we are.
  • What are the similarities and differences between different theories about creation
  • Evaluate how successful a specific plant or animal has adapted to the environment it lives in
  • Analyse how fossils help to prove Darwin’s theory of evolution.

Class Stories

  • Darwin’s Dragons – Lindsay Galvin
  • All About Evolution – Robert Winston

Transferrable skills (approaches to learning)

  • Research (presenting research findings)
  • Thinking (dialectical thought)
  • Communication (writing)

Links to PSHE / SMSC

The children will be learning about reproduction and how this impacts future offsprings and their inherited traits.

Key Vocabulary

  • Evolution theory: Naturalist, Theory, Darwin, Fossils, Traits, Evolution
  • Reproduction: Adaptation, Reproduce, Offspring, Inheritance, Variations
  • Habitat
  • Biodiversity
  • Species
  • Environment.

Career Links

  • Biologists
  • Biographers
  • Authors
  • Audio engineers
  • Sculpture artists

Sharing Success

During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. The children will be sharing their discussions and their animations with their peers at the end of term.


The children will be writing and creating their own balanced argument about the different outlooks on existence and explaining which one they believe to be true. They will use this to narrate a movie animation of the different theories of creation.

Milestones covered in this Inquiry

  • Writing a biography, a narrative and a balanced argument.
  • Use presentational devices to guide the reader.
  • Developing their ideas for writing through a drafting process.
  • Describe characters, settings and atmosphere and integrating dialogue in narratives.
  • Evaluating their own and others’ writing.
  • Use paragraphs to develop and expand some ideas in depth.
  • Use a range of sentence structures, including relative clauses.
  • Using passive verbs to affect how information is presented.
  • Improving accuracy of sentences, using previously taught punctuation.
  • Using my reading skills in a range of different contexts.
  • Write legibly and fluently and making choices over whether to join or not.
  • Spelling words from the statutory word list and some challenging homophones.
  • Writing from memory dictated sentences using age appropriate punctuation.
  • Spell a wide range of words, including those with different prefixes and suffixes.
  • Listen and respond appropriately in a range of contexts.
  • Adapt my language style and register to suit the purpose and evaluate the impact of word choices.
  • Create sculptures using a range of different scales.
  • Representing perspectives in drawings.
  • Name and use the main lines of latitude and longitude.
  • Time zones.
  • How locality is connected to other localities via trade links and the impact globally.
  • Locate countries, seas and cities on maps.
  • Understand how products work.
  • Follow the design process of research, design, make and evaluate to make a product that incorporates cam, pulleys or gears.
  • Using and spelling scientific vocabulary correctly linked to the topic.
  • Explain the process of evolution and identify what DNA is.
  • Understand that living things adapt in extreme conditions and through offspring and fossils.
  • Exploring the work of Charles Darwin and Alfred Wallace.
  • Working scientifically to investigate adaptation.
  • Create a multimedia presentation.
  • Know about safe use of technology and the impact it has.
  • Understand how persuasive design is used online.
  • Describe the use of age-related content and why it is necessary.
  • Identify what online pressure is and how to manage it.
  • Place periods of history and specific events on timelines and chronological frameworks.
  • Describe Christian and Humanist views and explain similarities and differences between their views.
  • Understand the significance and impact of worldviews and religions.
  • Understand and develop pitch.
  • Develop, create and perform a rhythm.
  • Arrange musical sections for a larger performance.
  • Developing fundamental skills in Athletics, Netball and Dance.
  • Puberty
  • Reproduction
  • Consider goals in secondary and later life.