Year 6 – What am I learning now? (Term 3 2021-22)

Who we are

Central idea

Sustainability can be important for future generations.

Lines of Inquiry –  an inquiry into

  • How we utilise energy (Function).
  • The relationship between energy and the environment (Connection).
  • How innovation can make energy more sustainable (Responsibility).

Subject Focus

Science, Geography, Art, Design and Technology, Writing, Spoken Language and Computing. 

Class Focus – The Boy Who Harnessed The Wind

Inquiry Linked Text – No one is too small to make a difference by Greta Thunberg


The children were challenged to create a circuit from science equipment to make a bulb light up. Then, the children investigated how energy use is impacting the world around us and how it works. They then took on the role of a character and debated if a wind farm should be built in their local area or not and why. The children’s views were impacted by the character’s job, marital status, spouse’s job and where their home is located.

Home Learning Opportunities

  • Investigate how energy use can be sustainable.
  • Research products which use renewable energy to operate.
  • Evaluate advantages and disadvantages of using non-renewable energy
  • Map the distribution of global energy sources.
  • Investigate how electricity it utilised in your home.

Transferable skills (approaches to learning)

  •  Self Management (organise myself and my time).
  • Research (make observations).
  • Thinking (creative thinking and making connections).

Links to PSHE / SMSC

The children will recognise that different resources around the world are allocated in different ways. They will also review how choices individuals and communities make affect the sustainability of the environment around the world.  

Key Vocabulary

Electricity, cell, switch, wire, motor, ammeter, voltmeter, conductor, insulator, voltage, circuit, lamp, materials, insulate and symbol. 

Career Links

We are solar energy researchers, physicist, electricians, engineers, autobiographers, designers, mathematicians and entrepreneurs. 

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 creating their own system to generate electricity from moving water and present their product during Enterprise Week at the end of term. The children will have to pitch their product and persuade judges why theirs would be the best one to invest in. 


The children will be presenting their final product during Enterprise Week to convince potential investors why theirs would be the best to purchase. The children will research into their products and create their own Google Sites and customer feedback Google Forms to back-up their ideas and suggestions. Also, they will be encouraged to consider the final finances of their final product and how much it would cost to produce and sell. 

Milestones covered in this Inquiry

Lead Inquiry Subjects

  • I can identify and name the basic parts of a simple electric series circuit (cells, wires, bulbs, switches, buzzers)
  • I can compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers, the on/off position of switches?
  • I can use recognised symbols when representing a simple circuit in a diagram
  • I can work scientifically by designing and making a set of traffic lights, a burglar alarm or some other useful circuit.
  • I can explain the danger of short circuits
  • I can explain what a fuse is
  • I can explain how to make changes in a circuit
  • I can explain the impact of changes in a circuit
  • I can explain the effect of changing the voltage of a battery.
  • I can use, read, spell and pronounce the scientific vocabulary related to the programme of study correctly.
  • I can use test results to make further predictions and set up further comparative tests.
  • I can vary one factor whilst keeping the others the same in an experiment and can explain why I need to do this.
  • I can plan and carry out an investigation by controlling variables fairly and accurately.
  • I can explain, in simple terms, a scientific idea and what evidence supports it.

Lead Inquiry Subjects

  •  I can discuss the human inequalities caused by energy distribution.
  • I can discuss the environmental impact of an example of mineral trade or energy production.
  • I can explain how physical geography affects the distribution of minerals and energy.
  •  I can combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books.
  • I can draw using a range of different techniques (tone, texture, form, structure, proportion and scale) and create accurate drawings from observation.
  • I can make a product that incorporates more complex electrical circuits and components to make it functional.
  • I can critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make.
  • I can evaluate their ideas and products against their original design specification.
  • I can consider the views of others, including intended users, to improve their work.
  • I can explain their choice of materials and components according to functional properties and aesthetic qualities.
  • I can produce appropriate lists of tools, equipment and materials that they need.
  • I can formulate step-by-step plans as a guide to making.
  • I can model their ideas using prototypes and pattern pieces.
  • I can use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas.
  • I can describe the purpose of their products.
  • I can explain how particular parts of their products work.
  • I can carry out research, using surveys, interviews, questionnaires and web-based resources.
  • I can use a range of presentational devices, including use of bullet points, tables and columns, to guide the reader.
  • I can discuss and develop ideas; routinely use the drafting process before and during writing.
  • I can use a range of devices to link ideas within and across paragraphs e.g. adverbials or repetition of a phrase.
  • I can evaluate own and others’ writing; proof read, edit and revise.
  • I can maintain correct tense; also control perfect form of verbs e.g. He has collected some shells.
  • I can use colons to mark the boundary between independent clauses.
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 explain the ways in which anyone can develop a positive online reputation.

  • I can identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places. 
  • I can associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, ⅜ ]. 
  • I can multiply one-digit numbers with up to two decimal places by whole numbers.
  • I can use written division methods in cases where the answer has up to two decimal places.
  • I can solve problems which require answers to be rounded to specified degrees of accuracy.
  • I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
  • I can use simple formulae.
  • I can generate and describe linear number sequences.
  • I can express missing number problems algebraically.
  • I can find pairs of numbers that satisfy an equation with two unknowns.
  • I can enumerate possibilities of combinations of two variables.