Foundation Subjects

Spring 2

Please see the Long Term Plan for details of what will be covered this term in more detail, including objectives to be covered in each subject. Below, you will find links to websites which will be useful in supporting your child at home to further develop their learning and understanding. 

History

Slavery in Liverpool

• Can I explain the influence of Liverpool's port and significance of it for Europe during the Atlantic Slave trade?
• Can I select suitable sources of information to discover the routes in and out of Liverpool for slaves?
• Can I explain the historical importance of slavery and its legacy in Liverpool using primary sources of evidence?
• Can I explain why Liverpool had such a vast number of slaves pass through compared to other neighbouring cities?
• Can I explore evidence to form my own opinion about the Windrush generation and scandal? 

Slavery in Liverpool Knowledge Organiser

Geography

Ordnance Survey Symbols and six figure grid references

• Review a range of maps.
• Recap maps of Merseyside and compare old and new maps.
• Create a route using an IOS map and allow children to follow with a compass.
• (Link to previous units on Industrial ports and Slavery ports including Liverpool’s docks)
• Find directions between Rainford and Liverpool’s Albert Dock.

OS Knowledge Organiser

PE

Fitness

• Balance on various body parts using harder balances e.g. shutting eyes, adding explosive movements.
• Evaluate previous performance levels and demonstrate improvements to achieve their personal best.
• Co-ordinate using both sides of the body with fluency and speed to perform a combination of exercises.
• Create an exercise to improve a specific fitness e.g. strength, co-ordination, power.

Fitness Knowledge Organiser

Quicksticks

• Dribble the ball at various speeds – both in isolation and a game situation.
• Pass the ball over a variety of distances in attacking or defensive situations.
• Pass and move into a space with accuracy, control and speed (in isolation/game situation).
• Begin to defend as an individual and communicate to defend as a team (marking and tackling).
• Hit a moving ball into a goal from different angles and sometimes with different levels of power.
• Use techniques learned and apply in a game situation.
• Apply basic principles for attacking and defending.

Quicksticks Knowledge Organiser

🎨 Year 6 Art – Artist Study

This term in Art, Year 6 are taking part in the Kapow Artist Study unit, where they will explore how artists communicate ideas, emotions and meaning through their work 🖌️. As part of this unit, the children will research and investigate the life, techniques and intentions of a range of influential artists and learn how artworks can tell stories and convey powerful messages.

✨ Artists Year 6 will learn about include:

• 🎨 David Hockney – known for vibrant colour and expressive compositions

• 🖼️ Paula Rego – recognised for storytelling in her powerful imagery

• 👤 John Singer Sargent – celebrated for mastery of light and technique

• 🎨 Lubaina Himid – whose work explores identity and cultural history

• 🖌️ (Plus options such as Richard Brakenburg and Fiona Rae) — giving children exciting variety and choice in their studies.

Throughout the unit, pupils will:

• 🧠 Research an artist’s background, inspiration and techniques

• 📘 Collect ideas and thoughts in their sketchbooks

• 🗣️ Develop artistic vocabulary to describe and discuss works of art

• 🎨 Plan and create a final artwork inspired by what they have learned

By the end of the unit, children will not only have developed their understanding of how artists think and create but also grown in confidence as critics and creators themselves. This deep dive into artistic practice supports both historical understanding and creative expression — helping pupils see art as a meaningful way to share ideas and feelings.

Here are the objectives that we will cover: Identify different features within a painting and use the formal elements to describe it. Be creative and imaginative in finding their own meaning in a painting. Use their own art or personal experiences to justify their ideas. Reflect on personal experiences to convey through their own piece of abstract art. Contribute to discussions to either the class, group or talk partner. Understand and choose a meaningful message to convey through imagery, creating some different composition ideas. Select an appropriate artist. Collect a range of information that is presented in an interesting and pleasing way in sketchbooks. Generate an idea for a final piece, demonstrating some inspiration from their chosen artist. Produce a final piece of work, selecting appropriate tools and materials to create an intended effect. Experiment and revisit ideas, drawing on creative experiences. Work in a sustained way to complete a piece, making Artists Study Knowledge Organiser RE Islam Christianity – Jesus Why do Christians believe Good Friday is ‘good’? Holy Week/Easter Sunday The Eucharist Denominational differences Easter | KS2 | Ages 7-11 - BBC Bitesize Computing 3D Modelling – Tinker Kad Understand what 3D modelling is Become familiar with Tinkercad software Add and move 3D objects Modify 3D objects Manipulate and combine 3D objects Add holes to objects Create a 3D game character Make a 2D design and a 3D model Spanish - (Language Angels) Spanish Festivals Las Fallas (Burning figures) El dia de los Muertos (Day of the Dead)  Learning about what happens at each festival and being able to talk about it.  Spanish Knowledge Organiser PSHE Safety and the Changing Body   Understand some of the reasons adults decide to drink or not drink alcohol.   Understand some ways to check that a news story is real.   Understand how they should behave online, and the impact negativity can have.   Understand of changes that take place during puberty.  Understand the menstrual cycle and that a male and a female are needed to conceive a baby.   Understand that a baby changes in the womb and some of the baby’s requirements during the first months of life.   Recognise when someone is choking; administer first aid to a casualty that is choking; and seek medical help if required for a choking casualty.   Conduct a primary survey; place a casualty who is unresponsive and breathing normally into the recovery position; and identify when it is necessary for CPR to be given.   Health and Wellbeing Knowledge Organiser Music You’ve Got a Friend In this unit, pupils listen to classic songs while developing vocal skills through warm-ups and learning to sing You’ve Got a Friend. They gradually add instrumental parts, explore improvisation and begin simple composition work. As they progress, pupils combine singing, playing and creating music, choosing elements to refine in preparation for an end-of-unit performance. You've Got a Friend Knowledge Organsier