Tally isn't ashamed of being autistic -- even if it complicates life sometimes, it's part of who she is. But this is her first year at Kingswood Academy, and her best friend, Layla, is the only one who knows. And while a lot of other people are uncomfortable around Tally, Layla has never been one of them . . . until now.

Something is different about sixth grade, and Tally now feels like she has to act "normal." But as Tally hides her true self, she starts to wonder what "normal" means after all and whether fitting in is really what matters most.

Inspired by young co-author Libby Scott's own experiences with autism, this is an honest and moving middle-school story of friends, family, and finding one's place.

www.goodreads.com

This slim volume holds a story of huge courage that is a timely addition to the growing awareness of transgender identification in children and young adults. 

To the world around her, George is a boy. Her parents, teachers and classmates all know her as a boy. So when the school puts on a production of Charlotte's Web, it seems obvious that George would be reading for the part of Wilbur.

But George longs to be Charlotte, the wise and inspiring spider heroine of E. B. White's classic story. George finds strength in Charlotte's character, which gives her the courage to step out of the shadows and show the world who she really is.

This short, sweet story of embracing your true self and trusting those around you is a light read for such a heavy topic. Gino keeps the story simple and the voice friendly.

George is a relatable character to any child struggling with doubt, a lack of confidence and finding it hard to fit in. It also speaks directly to those dealing with the issues around gender identity. This is a topic that doesn't currently appear in much fiction for young people, but will certainly become more prevalent in society and should be reflected in diverse books like this.

From booktrust.org

Term 4

This term, we are going to complete "Goodnight Mister Tom" then move on to Once by Morris Gleitzman.

My name is Felix. This is my story.

Felix has been living in an orphanage for three years and eight months when the men in armbands arrive to burn the books.

Going on the run in search of his parents, Felix soon learns that Poland in 1942 is not a safe place for Jewish boys. But can his gift for storytelling keep him one step ahead of the Nazis and help him find his parents?

After all, everybody deserves to have something good in their life at least once.

'Morris Gleitzman has a rare gift for writing very funny stories and an even rarer gift of wrapping very serious stories inside them' - Guardian

Find out more

Term 3

Our class text for this term is Goodnight Mister Tom by Michelle Magorian.

Tom tucked a blanket round him, drew up a chair by the fire and watched Willie fall asleep. The tales he had heard about evacuees didn't seem to fit Willie. 'Ungrateful' and 'wild' were the adjectives he had heard used, or just plain 'homesick'. He was quite unprepared for this timid, sickly little specimen.

Britain, 1940. With World War Two raging all around, young children are being sent from their homes in the city to the countryside for safety. When eight-year-old Willie Beech first arrives on Tom Oakley's doorstep, neither are quite sure what to make of each another.

Brought up in terrible poverty, Willie is terribly shy, and totally unprepared for village life - but the gruff-but-gentle 'Mister Tom' quickly takes him under his wing. Neither he nor Willie could ever have predicted the journey they will go on together - nor the unbreakable bond that will be formed.

Winner of the Guardian Children's Fiction Award, and rightly hailed as a true classic of children's literature, Goodnight Mister Tom is a beautifully told, deeply moving story about the power of friendship, kindness, hope - and love.

'Everyone's idea of a smash-hit novel: full-blown characters to love and hate, moments of grief and joy, and a marvellous story that knows just how to grab the emotions' - Guardian

Term 2

Is it better to have a pig's heart that works … than a human heart that doesn't?

Cameron is thirteen, and all he wants is to be normal – have friends, go to school, and dive to the bottom of his local swimming pool. But he desperately needs a heart transplant and time is running out. When he’s finally offered a new heart, Cameron must choose how far he’ll go to get his life back.

Malorie Blackman has written over seventy books for children and young adults, including the Noughts & Crosses series, Thief and a science-fiction thriller, Chasing the Stars. Many of her books have also been adapted for stage and television, including a BAFTA-award-winning BBC production of Pig-Heart Boy.

PLEASE CHECK AGE RATINGS BEFORE READING OTHER BOOKS BY MALORIE BLACKMAN AS SOME ARE AIMED AT TEENAGERS AND ADULTS.

Term 1

Frank is being bullied - for what, she's not sure. Being smart? Being different, perhaps. One day, after the bullies throw her bag in the middle of a huge patch of stinging nettles, Nick Underbridge comes to her aid - a strange boy that everyone makes fun of at school for his hugeness and odd, unidentifiable smell. 

As Frank and Nick become friends, Frank discovers something strange and wonderful in Nick's basement - and an explanation for what holds him apart from the others at school.

A sometimes sad and sometimes wry tale of bullying and fitting in, The Song From Somewhere Else is also a magical tale about how - sometimes - people might feel alien to us, but that families are universal, whoever you are.

Levi Pinfold's stunning, intricate and moody illustrations add an extra layer of atmosphere to this heartfelt and beautifully strange story.

Winner of the Kate Greenaway Amnesty CLIP Honour in 2018.

Y6 Book Map 2024 25

Term 6

Our English this term will be an opportunity to write for a purpose. We will be exploring persuasive writing at the beginning of the term where we will explore different types of persuasion and think about what we would like to persuade someone about. We will then be planning our arguments and writing letters to the person we want to persuade.

After that, we will be using our script writing knowledge to write scenes for our leaver's play. This will then form the basis of the production we will perform to parents on Wednesday 16th July at 2pm. We look forward to sharing all our hard work with you.

Term 5

This term we will be focussing on creative writing to demonstrate all the learning we have completed this year. We will be using video clips as a stimulus for the first part of the term.

Towards the end of the term, we will be using The Final Year by Matt Goodfellow which is the story told in poem form of a year 6 boy. This will explore themes of transition to secondary school, which is obviously something we are thinking a lot about at this point in the year.

With KS2 SATs taking place this term, we will be revising a lot of the GPS we have studied in preparation.

Rose Blanche

Tail End Charlie

Term 4

This term. we will be writing in many different genres to demonstrate everything we have learned during year 6.

We will start by using Rose Blanche by Roberto Innocneti and Ian McEwan to write an alternative ending to the girl's story.

Tail-End Charlie by Nick Manning and Brita Granstrom will show us life in the RAF  and allow us to write in role as a fighter pilot.

We will then move on to some non-fiction writing. Using our history learning, we will write a newspaper article about the Blitz, instructional writing about the Blackout and a non-chronological report about the Battle of Britain.

We will finish the term with some WW2 poetry, focusing on the experiences of soldiers and their loved ones while they were away fighting.

Term 3

This term our English lessons will focus on writing linked to World War 2. 

We will start by writing evacuee recounts using Letters from the Lighthouse by Emma Carroll as a stimulus.

We also use our class text "Goodnight Mr Tom" to write from the point of view of characters and we will hopefully get some very emotive narrative writing.

Continuing our evacuee work, we will be learning about the experiences of Anne Frank and writing diary entries. During this learning we will touch upon the treatment of the Jews during the war in an age appropriate way.

Term 2

For the first part of term 2 we will be using our class text Pig Heart Boy to write diary entries, focus on points of view and write letters.

We will also be able to have conversations in character and write and present monologues- look out for these on Seesaw!

We will then be using our learning about Charles Darwin to write biographies and autobiographies. The children then get a chance to interview members of staff and write their biographies!

We will finish the term by studying a variety of styles of poetry. After our very successful Whole School Experience week, Sycamore Class have proved they are master poets!

Term 1

For the first part of term one, Sycamore Class are going to be learning about how to write journalistically. We will be learning about how to use correct language, the difference between direct and reported speech, how to use exaggerated language and how to interview members of the public. We will then write our own newspaper report using all that we have learned.

For the second part of the term, we will be learning about the story of Macbeth, doing some drama around it, writing scripts and creating characters.

gps

In spellings we are using the Read Write Inc spelling scheme. The children will bring home some words in their homework diaries which I will also publish on Seesaw. Please practise these with your child and add suffixes/prefixes as needed.

In GPS we will be learning about different sentence clauses and active and passive voice. We will also be learning about bullet points and colons/semi-colons. Our homework will be mostly based on these topics.

Term 2 includes finding the difference between synonyms and antonyms, then we will be looking at standard English and formal and informal writing. 

In year 6, we are mainly following the White Rose order of topics, which allows the children to build on their previous learning in small steps.

Term 1

We are currently learning about Place Value. This includes using larger numbers up to 10,000,000; multiplying and dividing numbers by 10, 100 and 1,000; rounding; and using negative numbers.

Once we have completed this unit, we will be moving on to Four Operations which includes many of the skills the children will use in later life: addition, subtraction, multiplication and division. We will be learning how to do this with increasingly large numbers, using formal written methods (including long division) and  beginning to think about the early stages of algebra.

Term 2

This term, earning will mostly be based on fractions. We will be leaning to add, subtract, multiply and divide them, compare and order and solve fraction problems. We will then learn how to convert units of measure using our knowledge of place value.

Term 3

In term 3 we will be using our fractions knowledge to learn about ratio.  We will then move on to algebra. This is an area that the children believe is going to be too hard- convincing them that they can do it is the first challenge! However, they will be experts in algebra before they know it! Finally, we will use our place value and fractions knowledge to link to decimals.

Brush up on your "Order of operations" knowledge here:

Order of operations

Term 4

This term our learning will focus on Fractions, decimals and percentages as we learn to convert between them. We will also learn how to calculate the percentage of an amount using real-life problems.

We will then move on to learning about Area, perimeter and volume, recapping on learning from year 4 and 5 and using this to inform our understanding of volume.

Finally, we will find collect data; present it in line graphs and pie charts; and analyse it as part of our statistics unit.

Term 5

This term we will finish our maths learning. We start with measuring and calculating angles in shapes then move on to position and direction. 

We will then have some time for revision of the more complex topics we have covered in preparation for SATs in May.

Term 6

Now that SATs is over, we will be focusing on problem solving and investigations to keep our maths brains ticking over for secondary school.

Homework

Homework will be SATs books from now until May. Please encourage your child to practise the skills they are unsure of and to ask us of there is anything they are struggling with.

Homework will be based on skills we have been learning that week in school. If you feel your child needs more practice, please go to TT Rockstars and enter their login (found in their homework diary).

Year 6 Maths Long Term Plan

Term 5 and 6

Once our Light learning is complete,  our science topic is Animals Including Humans—a fascinating unit that helps children understand how their bodies work and how they change over time.

We’ll begin by learning about the circulatory system, including the heart, blood, and blood vessels. Children will discover how nutrients and oxygen are transported around the body, and why these processes are vital for keeping us healthy.

Next, we’ll explore the importance of a healthy lifestyle. This includes looking at the impact of diet, exercise, drugs, and alcohol on the human body. We’ll encourage children to think critically about the choices they make and how they affect their wellbeing.

Finally, we’ll investigate how the body adapts and changes over time, with a focus on puberty and human development. This will be approached sensitively and age-appropriately, helping children feel confident and informed. This links to our PSHE learning on Relationships and Changing Me.

Throughout the topic, we’ll be carrying out practical investigations, using diagrams and models, and developing scientific enquiry skills.

It’s a topic that not only supports the science curriculum but also promotes important life skills. We look forward to a term full of discovery!

Term 4

Exploring Light

This term, Sycamore Class will be diving into the fascinating world of light as part of our science curriculum. Building on their previous learning, the children will take part in exciting hands-on investigations to deepen their understanding of how light behaves and why it is essential in our everyday lives.

What Will Sycamore Class Be Learning?

• How Light Travels – We will be exploring how light moves in straight lines and using this knowledge to explain how we see objects around us.
• Seeing and Reflection – The class will investigate how light reflects off surfaces and enters our eyes, allowing us to see.
• Shadows and Their Properties – Through experiments, the children will discover how shadows are formed and how their size and shape change depending on the position of the light source.
• Refraction and Optical Illusions – We will explore how light bends (refracts) when it moves through different materials, creating fun optical effects.
• The Science of Sight – The children will also learn about the structure of the human eye and how it works to help us see.

Why Is This Important?

Studying light not only strengthens scientific knowledge but also helps develop problem-solving skills, curiosity, and critical thinking—all essential for young scientists. Understanding how light works has real-world applications in areas such as photography, technology, and even medicine.

With engaging practical activities and investigations, Sycamore Class will be asking questions, making predictions, and testing their ideas, developing a real love for science along the way!

We can’t wait to see the exciting discoveries they will make this term! 🌟🔬💡

Term 3

Once we have completed our learning about evolution and inheritance, we will move on to studying electricity. We will create circuits, test variables and create circuit diagrams.

Explore these resources from BBC Bitesize

BBC Bitesize-Electricity

Term 2's science learning will focus on Evolution and Inheritance. We will be trying to answer the big question: What happened when Charles Darwin visited the Galapagos Islands?  The children will be learning about fossils, variations between species and how species have adapted to their environment. We will look at how offspring have inherited characteristics from their parents and finally compare how plants in the local area have adapted where we will be able to build on our learning form last term.

In term 1, we will be learning about classification. We have talked about the different characteristics that plants and animals have, how Carl Linnaeus created a classification system for them and how they could be grouped by these characteristics. We have begun to design our own creatures that we are classifying.

Later on this term, we will be learning about micro-organisms and how they can help us in our everyday lives. 

Brush up on you knowledge and complete a quiz here!Quiz

Term 6

In geography, we will be answering the big question Is my route to school safe? We will be completing map work, doing field work and planning routes for our new secondary schools.

In RE We will answer the big question What difference does it make to believe in Ahimsa. (harmlessness), Grace (the generosity of God), and Ummah (community)?  We will be using all the RE skills we have learnt during primary school to compare the beliefs of Christians, Muslims and Hindus.

In DT, we will be following up on our WW2 learning to complete a ,make do and mend project. We will research, design and create a new item from an item of clothing.

Term 5

This term, Year 6 will be diving into an exciting self-directed history project all about the Maya civilisation. As part of their learning, children will be exploring the question:
"Were the Maya the Greeks of the modern world?"

Through independent research, discussion, and creative work, children will investigate key aspects of Maya life—such as their writing system, architecture, mathematics, religion, and social structure. They’ll then compare these with what they know about the Ancient Greeks and consider how both civilisations have influenced the modern world.

This project gives pupils the chance to build important skills like critical thinking, independent learning, and presenting ideas in their own way. They’ll have the freedom to choose how they showcase their findings—through posters, presentations, models, or written work.

We’re looking forward to seeing where their curiosity takes them!

Term 4

Design and Technology (DT): This term, students will apply their understanding of electrical circuits to design and construct a burglar alarm for their trays. They have begun the planning process and will commence the construction phase during the first week back.

Religious Education (RE): Our inquiry this term centers on the Big Question: What matters most to Christians and Humanists? Students will explore and compare key beliefs, identifying both similarities and differences between religious and non-religious worldviews.

History: Continuing our study of World War II, we will focus on the Battle of Britain by examining the question: Was the Battle of Britain a turning point in the war? Students will investigate the significance of the battle, its impact on the war’s outcome, and conduct a local history study to explore Maidstone’s role during this period.

Term 3

Our historical enquiry for this term begins our WW2 learning. We will be finding out how the war started and why evacuation was so important. We will use evacuees own stories to learn about their experiences and explore what rationing was. We will then use this importation to help us plan wartime meals using rationed foods and then create these as part of our DT learning.

In RE, we will be think about "What does religion say to us when life gets hard?" During this enquiry, we do focus on beliefs surrounding death. We appreciate that this can be a sensitive subject and we offer the children any support they need.

TERM 2

Geography

This term we will be continuing to look at Farming and factories: where does our food come from? We will be leaning about how some of our food is made, world food supplies depending on region, how climate changes affects the food grown and what the future looks like for farms.

RE

To coincide with our science learning this term, we will look at the controversy surrounding Charles Darwin's theory of Evolution and how it was at odds with the Christian teaching about the creation story. We will try to answer the question Is Charles Darwin's theory of evolution compatible with Christianity?

Term 1

Year 6 will start with an RE enquiry, thinking about whether it is better to express religion through arts and architecture or charity and generosity. We will be learning about the beliefs of Christians and Muslims through this big question and will stage a debate.

Later on in the term will will start our brand new geographical enquiry. We are going to be learning about farming and food production both in the UK and across the world. There will be opportunities to consider environmental issues and some ethical questions. There are lots of resources here if you want to start your learning.

BBC Bitesize- Farming