Year 6 – What am I learning now? (Term 2 2021-22)

Who we are

Central idea

Wars can have detrimental consequences.

Lines of Inquiry –  an inquiry into

  • The origins of war (Causation).
  • How wars can shape lives (Change).
  • How we can prevent future conflict (Responsibility).

Subject Focus

  • History
  • Geography
  • Writing
  • Spoken Language
  • Art
  • PSHE
  • Music


The children will be taking part in three workshops as part of their provocation. 

  • Evacuee workshop – the children will be creating their own evacuee tags and letters to their families as if they were a child being evacuated. 
  • Gas mask workshop – the children will be creating their own gas masks using everyday resources. 
  • Propaganda – the children will see the pressures of joining the military and creating their own propaganda posters persuading others to join.

Home Learning Opportunities

  • Create your own symbol of remembrance.
  • Explain the origins and consequences of another war, other than WW2, and compare the effects to WW2.
  • Justify whether WW1 or WW2 had the greatest consequences
  • Explain the importance of remembrance in today’s society
  • Explore what the world would be like with no conflict.

Class Stories

  • When the Sky Falls – Phil Earle
  • My Secret War Diary- Marcia Williams

Transferrable skills (approaches to learning)

  • Social (resolving conflict)
  • Self-management (informed choices)
  • Communication (presenting)

Links to PSHE / SMSC

The children will be investigating their own responsibility in order to avoid future conflicts and discussing strategies that resolve conflict such as appropriate negotiation and compromise.

Key Vocabulary

  • Propaganda, Allies, Axis, Annex
  • Gestapo, Rationing, Evacuee, Evacuation
  • Blitzkrieg, Holocaust, Dictator, Invade
  • Army, Battle, Government.

Career Links

  • Poet
  • Authors
  • Public speakers
  • Artists
  • Army militants
  • Historians
  • Geographers

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 holding their own remembrance ceremony in Dartford Park at the end of term and parents will be able to join if they wish. More details about this event are to follow.


The children will be holding their own remembrance ceremony in Dartford Park. The children will be performing their own motivational speeches about the impact war can have and how we can take responsibility to prevent future conflict. The children will also be able to share their own version of ‘The Last Post’ at the ceremony.

Milestones covered in this Inquiry

History (Lead Inquiry Subject)
  • I can summarise the main events from a specific period in history, explaining the order in which key events happened.
  • I can summarise how Britain has  had a major influence on world history.
  • I can summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently. 
  • I can describe features of historical events and people from past societies and periods they have studied.
  • I can place features of historical events and people from past societies and periods in a chronological framework.
  • I can identify and explain their understanding of propaganda.
  • I can describe a key event from Britain’s past using a range of evidence from different sources.
  • I can develop techniques for representing perspective in drawings.
  • I can create abstract imagery to reflect symbolism, personal expression and experience.
  • I can create a piece of art that can be used as part of a wider presentation.
  • I can use colour in abstract imagery to reflect symbolism, personal experience, moods and feelings justifying and explaining their choices. 
  • I can use a range of media to create collages.
  • I can develop strategies to resolve disputes and conflict through negotiation and appropriate compromise.
  • I can use maps, aerial photos, plans and web resources to describe what a locality might (have been) like. 
  • I can use OS maps to answer questions, including the use of 6 figure grid references.
  • I can explain how human activity has caused an environment to change.
  • I can map land use with their own criteria.
  • I can evaluate how the venue, occasion and purpose affects the way a piece of music is created.
  • I can provide rhythmic support.
  • I can use a variety of different musical devices in their composition.
  • I can discuss and develop ideas; routinely use the drafting process before and during writing.
  • I can adapt form and style to suit purpose and audience; draw appropriate features from models of similar writing.
  • I can integrate dialogue to convey character and advance the action.
  • I can describe characters, settings and atmosphere, with some precision.
  • I can evaluate own and others’ writing; proof read, edit and revise.
  • I can select vocabulary and grammar to suit formal and informal writing.
  • I can use modal verbs to indicate degrees of possibility.
  • I can use vocabulary which is varied, interesting and precise.
  • I can use hyphens for compound words to avoid ambiguity.
Spoken Language
  • I can structure my talk to meet the needs of my listeners.
  • I can show an ability to vary delivery and tone to convey meaning and to match to the needs of the audience.
  • I can confidently vary grammar and vocabulary to suit the audience, purpose and/or context.
  • I can compare and order fractions by comparing the numerator and the denominator. 
  • I can add fractions.
  • I can subtract fractions. 
  • I can add and subtract mixed numbers. 
  • I can multiply fractions by integers.
  • I can multiply fractions by fractions. 
  • I can divide fractions by integers.
  • I can find fractions of amounts. 
  • I can plot coordinates in the first quadrant. 
  • I can plot coordinates in four quadrants. 
  • I can translate shapes across four quadrants.
  • I can reflect shapes on four quadrants.