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Whinless Down Academy

Whinless Down Academy

Year 6

Year 6 Curriculum –
“Why are we learning this?” “Why is this important knowledge?” “How will this learning help me?” “How is this learning connected to what I have learnt before?”

At Whinless Down Academy we believe that ‘learning changes lives’. We are committed that each of our topics has a purpose and a ‘Big Idea’. The ‘Big Idea’ is the rationale behind our curriculum and choice of topics.

Term 1

Fit for Life

Image result for Heart Cartoon. Size: 97 x 133. Source:

What will stay with you forever? How does blood circulate around your body? How does the heart work? Your body is the most valuable thing you will ever own. It is our responsibility to keep our bodies fit and healthy (because they have to keep working for a really long time)! This term we are going to find out how best you can do that. Through a range of Science investigations and demonstrations we will explore the importance of physical and mental health wellbeing, and the factors which may affect it.


Term 2


When was World War One and how has this impacted life today? How and why is it remembered? World War One started 1914 and ended in 1918. The Allies (Britain, France, Russia, Italy and the United States of America) fought against the Central Powers (Germany, Austria, Hungary, Bulgaria, and the Ottoman Empire). Fighting in World War One caused mass loss of life and events within this time, including The Battle of the Somme, left a devastating impact. Soldiers and animals gave their lives for their countries. War Horses were transported into the country for the purpose of war but was this morally justifiable and does everyone share the same opinion on this?  Today, we commemorate the loss of life through remembrance services and through the symbol of the poppy. But what were the long-lasting effects of World War One and how did this lead to the Second World War?

Term 3

The Mayans


What were the contemporary similarities and differences between the Ancient Maya and British civilisations? The Ancient Maya spanned from 1100 BC to 1502 AD, coinciding chronologically with the British Stone Age through to the Tudors. The location of the Ancient Maya can be found through map work and the accurate use of compass directions. Through studying trade, food, gods and calendars, we can compare the lives of two contrasting civilisations. Many aspects of the lives of the Ancient Maya continue to feature in our lives today, such as chocolate, astronomy and architecture. Weaving was used to create textiles and clothing throughout this time span; we will develop this skill.

Term 4

World War II

What experiences did children in Dover have during the Second World War? Children will experience events in the order they occurred and then record their own thoughts and feelings in their own secret war-time diary. Children will learn which key countries were involved in World War II (France, Germany, Italy, USA, Japan, Russia and United Kingdom) and that Chamberlain, Churchill, Roosevelt, Stalin, Hitler, Mussolini and Tojo were influential leaders during the war. The children will evaluate the impact of the significant events in our locality, during World War 2, including Operation Dynamo and Pied Piper, The Battle of Britain and The Blitz. Greatest emphasis will be upon how aspects of national history has impacted Dover. Our key skills are using and interpreting primary resources to discuss the past. Children will construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Term 5

World War II/Coasts

When did World War Two end in Europe and how was it celebrated? Children will continue their learning journey, focusing on the home front and how rationing and propaganda influenced daily life.  Children will know that Victory in Europe day is commemorated on 8th May, celebrating the end of the war in Europe. Children will use a range of primary sources to investigate the events and draw conclusions about the feelings of people of the time, to enable them to empathise.  Children’s learning culminates in a recreation of a VE day street party, showcasing all of their learnt knowledge, skills and understanding. 

What is a coast and how is it formed? Children will develop contextual knowledge of physical characteristics of coasts and understand the processes that give rise to the physical features.  On a trip to Botany Bay, children’s fieldwork skills will support their understanding of the erosion process in local coastal areas. Children will learn the practical elements of keeping themselves safe at the coast, supported by National charities. Children will learn to appreciate the importance of sea defences and discuss practical solutions of how to protect our coastlines for the future.

Term 6

Life on Earth

Who was Charles Darwin?  Where are the Galapagos islands and who lives there? How have humans and animals changed over time? Children examine fossils to understand the stages of evolution over time. They will study the timeline of evolution and be able to show the main stage of human evolution: Australopithecus, homo-habilis, homo-erectus, homo-sapiens. As geographers we will study climate zones and biomes. Locating the world’s countries, using maps to focus on Europe, North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

How can we tell a story through Art? Does all art have to be on paper? Working collaboratively we will create BIG Art installations, inspired by our Science learning and artists, who have overcome adversity to create an exhibition for visitors to explore which showcases our learning and understanding of Science, Geography and Art.