Year 6 Curriculum Map

Click here to view the Year 6 Timetable for 2016-17

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

RE

Ways of love thy neighbour that can be shown at home, at Church, locally & globally

(L1)

Respect for community values and life of other cultures & other religious communities. The Christian values which inform love of neighbour and oneself

Key imagery that speaks of God in the Old Testament and the Gospels (R)

2016/2017 During the Year of Mercy the first half term will be spent on the Acts of Mercy.

Visit the imprisoned

God’s call to individuals and their different responses

The Structure of the Eucharist

The Gospel accounts of key events in the Life of Jesus: The Annunciation, the Visitation, The Nativity (R)

The Gospel accounts of Jesus’ public ministry and teaching. (R3)

Jesus’ attitudes to sinners and responsibility to choose good. (L3)

Gospel accounts of how the lives of men and women were changed by their encounters with Jesus. (R2)

The cost of discipleship. (C2)

Be able to name the Sacraments of Holy Orders and Matrimony and to explain their significance in their own words. (CE2)

Lent

Jesus’ passion, death & resurrection.

Gospel accounts of the coming of the Holy Spirit and transformation of the disciples. (R4)

The gifts of the Holy Spirit which are given to individuals and groups for the service of the whole community. (C3)

The teaching role of the Apostles (through New Testament letters). (C4)

The life and growth of the first Christian communities (e.g. Paul, Stephen). (C5)

The value and challenge of differences between individuals and peoples. (L4)

The diversity and richness of creation.

Other faiths

Ways in which love and commitment are important in human life. (CE4)

English

Curriculum

Key Performance Indicators

Reading List

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

Mathematics

Click to read separate document: Mathematics Scheme of Learning

Science

 

All living things

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics

Animals including humans

identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

describe the ways in which nutrients and water are transported within animals, including humans

Evolution and inheritance

recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

This is the only time in the science curriculum that Evolution and inheritance is studied

Electricity

associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram

Science Revision

Light

recognise that light appears to travel in straight lines

use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Science Transition Unit

TOPIC Theme

Living Things

 

 

Japanese Culture including Pokemon Modern Technology including consoles The Mayans Natural Disasters World War I and II

History

     

Continue to develop chronologically secure knowledge of history

Note connections, contrasts and trends over time.

Develop the appropriate use of historical terms

Understand that different versions of the past may exist and give reasons for this.

Describe social, cultural, religious and ethnic diversity in Britain and the wider world

Children in year 6 should be taught the above skills  through the study of Mayan civilization c. AD 900.

Architecture across multiple civilisations (Mayans)

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization,

Continue to develop chronologically secure knowledge of history

Note connections, contrasts and trends over time.

Develop the appropriate use of historical terms

Understand that different versions of the past may exist and give reasons for this.

Describe social, cultural, religious and ethnic diversity in Britain and the wider world

Children should be taught the above skills  through study of  an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 e.g WWII

Geography

Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

   

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

 

Art

 

Drawing – line, texture, depth

Further develop the use of a sketch book to record observation and use them to review and revisit ideas. Develop techniques in the use of media and experiment with the effect it has on texture, form, shape and space.

 

Sculpture – experimenting, form, clay

Independently plan and create a sculpture incorporating form, pattern and texture. Use a wide range of tools and refine skills. Use imagination and experience to influence work.  Evaluate own and others work using artistic language.

Artists, architects and designers in history

Look at art, craft and design work from different times and cultures and use this to help develop own work.

 

Painting – watercolours

Improve and develop mastery of art techniques. Assessing and reviewing work against criteria.

DT

 

 

Understanding contexts, users and purposes

Confidently work within a range of contexts.

Indicate the design features of their products that will appeal to intended users.

Develop their own success criteria and use these to inform their ideas.

Carry out research, using surveys, interviews, questionnaires ad web-based resources.

Generating, developing, modelling and communicating ideas

Share and clarify ideas through discussions and presenting ideas.

Model ideas using prototypes and pattern pieces.

Use annotated sketches, cross section drawings and exploded diagrams to develop and communicate their ideas.

Use computer aided design to develop and communicate their ideas.

Make design decisions taking account of constraints such as time, resources and cost.

Technical knowledge

Making products work.

Understand and use mechanical systems in their products.  For example gears, pulleys, cams, leavers and linkages.

How to reinforce and strengthen a 3D framework.

How more complex electrical circuits and components can be used to create functional products.

 

Own ideas and products

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

Evaluate their ideas and products against their original design specification.

Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design ad make.

Technical knowledge

Making products work

Apply understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand and use mechanical systems in their products.  For example gears, pulleys, cams, leavers and linkages.

How to reinforce and strengthen a 3D framework.

 

Planning, Practical skills and techniques

With greater independence select tools and equipment suitable for the task.

Select materials and components suitable for the task.

Explain and justify the choice of materials and components according to functional properties and aesthetic quality.

Accurately measure, mark out, cut and shape materials and components.

Generate innovate ideas drawing on research.

Modern Foreign Languages

 

Our School

• Places around the school

• Everyday school routines

• School subjects

• Telling the time

Making statements (about the school environment and everyday school routines)

• Making statements about break time activities, with reference to the past

• Telling the time using half hours, quarter-hours and 24-hour clock notation

Then and Now

• Comparison of modern day settlements with those from a period in the past

• Descriptions (of a town)

• Writing a guide for tourists

• Making statements (about places in a town)

 • Asking questions (about places in a town)

 • Giving a description (of a town)

 • Saying the year,

Creating a Café

• Drinks, snacks and ice creams

Quantities (of food and drink)

 • Transactional language for a café

• Seeking clarification of meaning

Our World

• Continents and rivers of the world

• Study of a non-fiction text

• Understanding and naming continents

• Making statements (about rivers and their geographical features)

• Making a weather forecast

What is in the news?

• Celebration and consolidation of learning

• Looking at Spanish newspapers

• Writing a newspaper article

• Making statements (about columns in a newspaper)

 • Expressing and justifying opinions

At the theme park

• Entertainment

• Money

• Making statements about a visit to a theme park, referring to the past

• Expressing an opinion about what a theme park ride was like

• Using adjectives to add interest and detail to a description

PHSE

 

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

PE

Invasion

Hockey – can use different techniques for passing and shooting the ball in games with accuracy and control – it push, pass, dribbling the ball, shooting at goal, close down an opponent effectively, successfully mark a player or mark a space, tackle safely.

Gym

Can perform travelling, rolling, jumping and balancing actions clearly, consistently and fluently with good body tension and extension and can perform a group balance and paired balances including part weight bearing with control.  Can perform either counter balance or counter tension with a partner with control.  Can repeat accurately a sequence with a group of up to 8 elements to include a group balance and paired balance

Dance

Show expression and sensitivity to the stimulus. Performs showing awareness of rhythm, style and mood – talk about the dance and suggest points in order to improve.

Outdoor and Adventurous

Choose and perform skills effectively.  Work with increasingly well in a group or in a team.  Prepare well for the challenges they are set

Dance

Show expression and sensitivity to the stimulus. Performs showing awareness of rhythm, style and mood – talk about the dance and suggest points in order to improve

Reteach Time

Gymnastics

Can perform travelling, rolling, jumping and balancing actions clearly, consistently and fluently with good body tension and extension and can perform a group balance and paired balances including part weight bearing with control.  Can perform either counter balance or counter tension with a partner with control.  Can repeat accurately a sequence with a group of up to 8 elements to include a group balance and paired balance

Reteach Time

Athletics

To develop running, jumping and throwing skills in an athletic type activity.  To compare their performances against previous performances

Net and Wall – use forehand and backhand shots increasingly well in games.  Understand the need for tactics, start to choose and use some tactics effectively, apply rules consistently and fairly.  Pick out what they and others do well and suggest ideas for practice.

Athletics

To develop running, jumping and throwing skills in an athletic type activity.  To compare their performances against previous performances

Cricket – to bowl underarm. Overarm with accuracy in a game.  To strike a ball with a cricket bat, to use tactics in a cricket type game.  To evaluate what was successful in a game.

Music

To use and understand stave and other musical notations

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Outcome  - to  combine musical symbols and dynamics to create melodies.

To record standard notation on a blank stave (treble clef and bass cleff) using 5 or more notes.

To use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Outcome  -  to show confidence, thoughtfulness and imagination in selecting sounds and dynamics to convey an idea.

To use and understand stave and other musical notations.

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression.

Outcome  -   to read/ interpret dynamics and play songs with confidence.

Create music reflecting given stimulus and record using standard notation and chords.

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music.

Classical –Vivaldi

Swing – Frank Sinatra

Rock n roll - Elvis

Modern - Adele

Outcome  - 

to  use musical vocabulary confidently to describe music.

Use knowledge of how lyrics reflect cultural context and have social meaning to enhance own compositions.

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Outcome  - to  sing in tune with accurate phrasing, breathing and range of dynamics in order to sing in time with others. (unison, rounds and 2 part harmony)

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression

Outcome  - to  Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. Improvise using 5 notes of the pentatonic scale, experimenting with tempo, duration and texture.

Educational Visits and Showcase

 

Showcase

Create a plant and animal art gallery. Different types of plant/animal grouped into the correct part of the gallery based on type. Each child explains their own artwork to visitors to the exhibition.

Showcase

Parents invited into 'Museum of Japan' - includes food, clay models of chosen pokemon character Children dress as geishas, in karate costumes

Showcase

The Year 6 fairground exhibition

Models of rides made with moving parts.

Pleasure Beach invited in to judge the work

Showcase

Models of Mayan buildings including Chichen Itsa on display.

Showcase

Create a diorama (3D full size or scaled model of a historical even) eg: disaster site Pompeii.

Showcase

Whole class book created, bound and sold

Chapters will cover variety of topics across the two wars, e.g. - weaponry, vehicles, food. Work will show contrast between the two wars.

Ongoing Themes

RE

Learn about the value of sharing, showing respect and care for others. A variety of prayers and prayer forms, formal and informal used for personal and community prayer.

Science

  • During Years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
  • planning enquiries, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models
  • reporting findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions
  • presenting findings in written form, displays and other Presentations
  • using test results to make predictions to set up further comparative and fair tests
  • using simple models to describe scientific ideas identifying scientific evidence that has been used to support or refute ideas or arguments.   

Music
To develop and understanding of dynamics and begin to use terminology to describe a range of music styles.
To perform with confidence          

Design and Technology
pupils should know:
About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products.

                                      

ICT

See separate document for scheme of learning

Living things -
Japan - Parents invited into 'Museum of Japan' - includes food, clay models of chosen pokemon character (perhaps culture could be moved into this unit or go down as across the year like D & T aims). Potential for other aspects of history and culture could be put into this unit, too. Children potentially dressed as geishas, in karate get up etc.
Modern tech - The year 6 fairground. Models of rides made with moving parts. (Someone from the pleasure beach potentially invited in to judge the work)
World Wars - Whole class book created - books will cover variety of topics across the two wars, e.g. - weaponry, vehicles, food. Children will be challenged to produce work to show the contrast between the two wars. Include illustrations, watercolours etc.
Natural disasters - diorama of disaster site, e.g. - Pompeii.
Mayan architecture - Models of Mayan buildings including Chichen Itsa.