Year 6 Curriculum Coverage

 

Term Autumn A Autumn B Spring A Spring B Summer A Summer B
Topic World War 2- Escape to the Country Rainforests Journey Back to Baghdad
Educational Visits and Visitor to School Beamish – Workshop based on the life as an evacuee

Technology Tom – constructing Lighthouses

Visit to the Remembrance garden at Saltwell Park

Carol Singing

School visit to the Pantomime

 

Chris Connaughton

Nissan

 

Holland – residential Visit

Transition

Maths – Cross Curricular links Science – measurement (Length)

statistics – line graphs

 

DT – measurement (Length)

measurement (mass)

Geography – statistics – managing data, mean, bar charts

 

 

Art – transformation – translation, rotation, reflection

DT – measurement – circular city

Science – statistics – line graphs

Geography – coordinates (6 figure grid reference)

Science

 

 

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.

 

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

Living things and their habitats

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals

Give reasons for classifying plants and animals based on specific characteristics

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

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.

R.E.

 

 

Christianity

Beliefs and Meanings

Is anything ever eternal?

Christianity

Christmas

How significant is it that Mary was Jesus’ mother?

Christianity

Easter

Is Christianity still a strong religion 2000 years after Jesus was on Earth?

Islam

Beliefs and Practices

What is the best way for a Muslim to show commitment to God?

Beliefs and Moral Values

Does belief in Akhirah (life after death) help Muslims lead good lives?

History

 

 

 

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

World War 2 –

What started the War?

Devise historically valid questions about change, cause, similarity and difference

Time line of events

World leaders

Devise historically valid questions about change, cause, similarity and difference

The Blitz/Air raids

Propaganda

Understand the role of opinion and propaganda

Evacuation

Devise historically valid questions about change, cause, similarity and difference

Rationing

Effects of the War (Britain and Worldwide)

Speculate – what if? What if England lost the war?

Speculate and hypothesise about the past, formulating their own theories about reasons for change

What problems are we facing today that are global events?

Speculate how present events and actions might be seen and judged in the future Anne Frank

Interpret the past using a range of concepts and ideas

  A non-European society that provides contrasts with British history- one study chosen from: early Islamic civilization, including a study of Baghdad AD 90

 

Where is Baghdad?

Study of society and culture

Devise historically valid questions about change, cause, similarity and difference

Interpret the past using a range of concepts and ideas

The Silk Road

Speculate and hypothesise about the past, formulating their own theories about reasons for change

Influence on modern day

Devise historically valid questions about change, cause, similarity and difference

The circular city

Historical connections

Note connections, contrasts and trends over time

Comparison between Baghdad and London in the same period of time

Devise historically valid questions about change, cause, similarity and difference

 

Geography

 

 

Locational Knowledge

Locate the World’s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries and major cities

 

Mapping countries involved in WW2 and those which were neutral.

Why were some occupied and others not?

Speculate and hypothesise about what is found

Recognise dependent links and relationships in both physical and human geography

Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America

 

Identify locations in South America (link to Journey to the River Sea)

Study Manus and surrounding villages compared to London

Analyse data – population data-using similarity and difference

Speculate and hypothesise about what is found

 

 

Locational knowledge

Locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

 

Location of the Amazon river –  differences in the Countries it passes through

 

 

Human and Physical Geography

Physical geography, including: climate zones, biomes and vegetation belts, rivers

 

Rainforest study

Carefully select sources of evidence and sift information

Collect statistics about people places and set up a data base from field work and research

 

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Deforestation – long term effects

Suggest relevant issues for further study

Suggest plausible conclusions and back up with evidence

Suggest how human activities can cause changes to environment and to the views different people hold

Make a plausible case for environmental change

Interpret other peoples’ arguments for change analysing their viewpoint

Fairtrade

Recognise dependant links and relationships in both physical and human geography

Geographical Skills and fieldwork

Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

 

 

Place knowledge

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,

 

Study of an area in Holland

Identifying features on an ordnance survey map of area.

Use a 6 figure grid reference

Use a compass to follow a route

Art and Design

 

 

 

 

 

 

 

 

 

 

 

Create sketch books to record their observations and use them to review and revisit ideas and collect visual material to help them develop ideas

 

Improve mastery of techniques, such as drawing painting and sculpture with materials

 

Charcoal images of the blitz

Pencil portraits of political leaders

Remembrance inspired art work

Study the designs of Coco Chanel

Use of papier mache (Lighthouse project DT)

 

Master control of a range of different materials

Use sketch books to record observations

Use colour to express feeling (Black and white – Blitz)

Choose the appropriate tupe of paint for a specific image or effect

Be inspired by the work of artists, architects and designers and adapt the different ideas and techniques to create own pieces of work

Review and evaluate their work and the work of others

 

Christmas Cards

Use sketch books to record observations

 

Calendars

Improve mastery of techniques, such as drawing painting and sculpture with materials

Learn about the greatest artists, architects and designers in history

 

Modroc carnival masks/modelling

Animal paintings

Tribal patterns/images

Work in the style of Romero Britto

 

Use colour to express feeling

Use sketch books to record observations

Master control of a range of different materials

Identify the different art, craft and design techniques used by artists and designers

Draw using coloured media descriptively and expressively

Use modroc to create a 3D object or sculpture

Choose the appropriate type of paint for a specific image or effect

Be inspired by the work of artists, architects and designers and adapt the different ideas and techniques to create own pieces of work

Review and evaluate their work and the work of others

 

Create sketch books to record their observations and use them to review and revisit ideas and collect visual material to help them develop ideas

Improve mastery of techniques, such as drawing painting and sculpture with materials

Learn about the greatest artists, architects and designers in history

 

Weaving

Islamic art  – painting/patterns with pen/ink

Study the architecture of Zaha Hadid

Use colour to express feeling

Master control of a range of different materials

Draw using coloured media descriptively and expressively

Use weaving techniques to create a pattern

Be inspired by the work of artists , architects and designers and adapt the different deas and techniques to create own pieces of work

Review and evaluate their work and the work of others

 

Vincent Van Gogh Artist Study (Report piece)

Photographic work – edit photos from residential

–        Photographic diary of week in school

 

Use colour to express feeling

Master control of a range of different materials

Identify the different art, craft and design techniques used by artists and designers

Use sketch books to record observations

Draw using coloured media descriptively and expressively

Choose the appropriate tupe of paint for a specific image or effect

Be inspired by the work of artists, artitects and designers and adapt the different ideas and techniques to create own pieces of work

Review and evaluate their work and the work of others

Edit Photographic images using a computer

 

 

 

Design Technology

 

Cooking and Nutrition

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Prepare and cook a variety of predominantly savoury dishes safely and hygienically, including, where appropriate, the use of a heat source (microwave or hob—boiling, frying or heating)

To use a range of techniques such as peeling, chopping, grating and slicing.

Know that recipes can be adapted to change the appearance, taste, texture and aroma.

Understand the need for correct food storage

Measure accurately

Workout ratios in recipes (proportions)

Follow procedures for safety including protective clothing

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

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

Use their design criteria to evaluate their completed products

Explain their choice of materials and components according to functional properties and aesthetic qualities

Explain their choice of tools and equipment in relation to the skills and techniques they will be using

Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose

Identify the needs, wants, preferences and values of particular individuals and groups

Recognise when their products have to fulfil conflicting requirements

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

Make WW2 Carrot cookies

Develop a Wartime recipe booklet

Make Pancakes, Pumpkin Soup, bubble and squeak 

WW2 Rationing meals

 

Technical knowledge

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Understand that electrical systems have an input, process and output

Research, Design, Make and Evaluate (Verbal, Drawing and Written) how more complex electrical circuits and components can be used to create functional products.

 

Morse Code – Who cracked the code?

Working lighthouse

 

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Generate innovative ideas drawing on research

Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas

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

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Accurately apply a range of finishing techniques

Demonstrate resourcefulness, e.g. make refinements through testing

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

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

Use their design criteria to evaluate their completed products

Explain their choice of materials and components according to functional properties and aesthetic qualities

Explain their choice of tools and equipment in relation to the skills and techniques they will be using

Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose

Identify the needs, wants, preferences and values of particular individuals and groups

Recognise when their products have to fulfil conflicting requirements

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

Design, build and evaluate an air-raid shelter

Design, build and make lighthouses

 

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Generate innovative ideas drawing on research

Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas

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

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Accurately apply a range of finishing techniques

Demonstrate resourcefulness, e.g. make refinements through testing

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

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

Use their design criteria to evaluate their completed products

Explain their choice of materials and components according to functional properties and aesthetic qualities

Explain their choice of tools and equipment in relation to the skills and techniques they will be using

Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose

Identify the needs, wants, preferences and values of particular individuals and groups

Recognise when their products have to fulfil conflicting requirements

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

Design and build a raft/boat for travelling down the Amazon that can withstand certain criteria

Amazon Rainforest Jungle layers diorama

 

Technical knowledge

Apply their understanding of computing to program, monitor and control their products.

Understand how to program a computer to control their products (Scratch)

Understand how to program a computer to monitor changes in the environment/ control their products (Lego Mindstorms)

 

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Generate innovative ideas drawing on research

Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas

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

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Accurately apply a range of finishing techniques

Demonstrate resourcefulness, e.g. make refinements through testing

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

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

Use their design criteria to evaluate their completed products

Explain their choice of materials and components according to functional properties and aesthetic qualities

Explain their choice of tools and equipment in relation to the skills and techniques they will be using

Investigate how much products cost to make, how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose

Identify the needs, wants, preferences and values of particular individuals and groups

Recognise when their products have to fulfil conflicting requirements

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

Make the Round City of Baghdad

 

Evaluate

Investigate and analyse a range of existing products

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

Identify great engineers and their work and use research of engineers to influence work

Transitions – Change in telephones, (Alexander Graham Bell to Steve Jobs),

Circular city and solar city (Elon Musk)

Investigate and analyse how innovative products are (e.g. electric cars) and what impact products have beyond their intended purpose

Tesla (Elon Musk)

 

 

Music

 

 

Develop an understanding of the history of music

 

Listen with attention to detail and recall sounds with increasing aural memory

 

Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression

 

Identify the purpose of and evaluate pieces of music

 

Singing a range of WW2 songs

Christmas Carol service

 

Perform with full control, confidence and competence

Polish their own performance through practice and rehearsal

Listen with attention to detail and recall sounds with increasing aural memory

Improvise and compose music for a range of purposes using the interrelated dimensions of music

 

Evaluate music inspired by the rainforest

Identify how different sounds can relate to the mood of a piece of music

Compose music around a theme

Create musical notation for their own music

Play music based on created notation

Develop ideas with distinct musical structures

Identify and explore the relationship between sounds

 Convey intentions through compositions

Use a wide range of musical devices such as melody, rhythm, chords and structures

Appreciate and use harmonies to compose. Compose music for different occasions

 

Use and understand staff and other musical notations.

Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression

Develop an understanding of the history of music

 

Appreciate and understand a wide range of high quality live and recorded music, drawn from different traditions and great composers and musicians

 

Analysis the difference between listening to music and watching it be performed

 

Composer study

 

Signing for Y6 production

Perform with full control, confidence and competence

Polish their own performance through practice and rehearsal

 

Develop aural skills, explaining how musical elements are used in certain moods/genres of music

Develop use and understanding of standard notation

Evaluate differences in live and recorded performances

Consider how one piece of music may be interpreted in different ways by different performers, sometimes according to venue and occasion.

Express some musical opinions with reference to famous composers

Computing

 

 

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

Understand the opportunities networks offer for communication and collaboration

 

Use search technologies effectively, appreciate how results are selected and ranked, and be able to evaluate digital content.

 

Digital Literacy – create a personal profile, upload information onto a blog and write positive comments on a web page

 

Understand a digital footprint and online safety

 

-Understand how search engines work e.g. using Google and evaluating the credibility of information online

-Use social networking sites respectfully, responsibly and sensibly by completing the DigitalME Safenetworking course

 

-Know how to share appropriate content and comments on social networks

 

-Understand how publishing information creates a digital footprint

Understand computer networks including the internet; how they can provide multiple services such as the World Wide Web

 

Understand computer networks including the internet e.g. tracing servers around the world

-Describe how information is passed between computers and networks e.g. using Cisco games

 

 

Use sequence, selection and repetition in programs work with variables and various forms of input and output

 

Design, write and debug programs to achieve specific goals, including solving problems

Use logical reasoning to explain how algorithms work and detect and correct errors in algorithms and programs

 

Investigate computer networks including the internet e.g. tracing servers around the world

Describe how the school network works and how information is passed between computers and networks

To use scratch to create a maze game

Plan and design complex multi-level games

-Control an on-screen icon using text based controls, including responding to sensors and repeating written algorithms

-Detect and correct errors in programs

 

Use search technologies effectively

Select, use and combine a variety of software (including the internet) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

 

-Save documents and images into different formats for different purposes

-Add, amend and combine different forms of information in different ways

-To create an interactive activity by adding hyperlinks

P.E.

Across All

Use a range of criteria to judge own or others work.

-Monitor their own heart rate and breathing.

-Understand how heart rate and breathing slows after exercise.

-Know and use the relationship between power and stamina.

 

 

 Develop flexibility, strength, technique, control and balance –

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Gymnastics

 

Demonstrate precision, control and fluency.

-Sustain movements over a longer period of time.

-Convey expression and emotion in performance.

-Use changes in and combinations of direction, level and speed with increasingly complex sequences.

-Begin to improvise based on previous skills.

-Plan, perform and repeat sequences including change in speed and level.

 

Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending

 

Volleyball

Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

 

Perform dances using a range of movement patterns

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Dance

Demonstrate precision, control and fluency.

-Sustain movements over a longer period of time.

-Convey expression and emotion in performance.

-Use changes in and combinations of direction, level and speed with increasingly complex sequences.

-Begin to improvise based on previous skills.

-Plan, perform and repeat sequences including change in speed and level.

Play competitive games, modified where appropriate –

 

Badminton

 

Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

 

 

Develop flexibility, strength, technique, control and balance –

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Indoor Athletics

-Demonstrate precision, control and fluency.

-Sustain movements over a longer period of time.

-Convey expression and emotion in performance.

-Use changes in and combinations of direction, level and speed with increasingly complex sequences.

-Begin to improvise based on previous skills.

-Plan, perform and repeat sequences including change in speed and level.

 

Play competitive games, modified where appropriate

and apply basic principles suitable for attacking and defending

Use running, jumping, throwing and catching in isolation and in combination

 

Tag Rugby

-Throw with accuracy and power.

-Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

-Know how to keep possession

-Work within a team with less focus on self.

-Understand that a winning team has not always been the best one.

Take part in outdoor and adventurous activity challenges both individually and within a team

Read a variety of maps and plans accurately, recognising symbols and features

-Use physical and teamwork skills successfully and efficiently in a variety of different challenges

-Know how to prepare physically and organisationally to be safe and efficient

-Are clear about what they have to achieve and recognise the importance of planning

-Identify what they have done well and adapt plans to be more efficient when facing similar challenges

Play competitive games, modified where appropriate

and apply basic principles suitable for attacking and defending

Football

Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

-Know how to keep possession

-Work within a team with less focus on self.

-Understand that a winning team has not always been the best one.

 

Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending

 

Tennis

Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

 

Play competitive games, modified where appropriate

and apply basic principles suitable for attacking and defending

 

Basketball

-Throw with accuracy and power.

-Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

-Know how to keep possession

-Work within a team with less focus on self.

-Understand that a winning team has not always been the best one.

Play competitive games, modified where appropriate

and apply basic principles suitable for attacking and defending

Use running, jumping, throwing and catching in isolation and in combination

 

Cricket

-Throw with accuracy and power.

-Combine, vary and choose appropriate strategies and tactics.

-Choose and use the most appropriate skills, tactics and actions to cause problems.

-Know how to keep possession

-Work within a team with less focus on self.

-Understand that a winning team has not always been the best one.

Develop flexibility, strength, technique, control and balance –

Use running, jumping, throwing and catching in isolation

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Outdoor Athletics

-Demonstrate precision, control and fluency.

-Sustain movements over a longer period of time.

-Convey expression and emotion in performance.

-Use changes in and combinations of direction, level and speed with increasingly complex sequences.

-Begin to improvise based on previous skills.

-Plan, perform and repeat sequences including change in speed and level.

Project Afternoon History

Ask and answer historically valid questions about WW2

 

Art

Evaluate images inspired by WW2 and then create their own

 

Geography

An in depth study of Europe during WWII – presented on a map

 

English

Piece of writing inspired by the story of Anne Frank

Music

Evaluate WW2 songs and then write and perform own song

Art

Produce original poppy designs in colour, black and white and 3D

 

Science

Research, design and build a working periscope

Geography

Create a pictorial map showing the countries of South America

 

Science

Classification and report about a rainforest animal

 

Art

Create an image that shows contrast between beauty of the rain forest and deforestation

 

DT

Design, make and evaluate a vehicle to travel down the Amazon

Computing

Independent study of a South American country presented using Power Point

 

English

Research and write Rainforest poetry

 

DT

Research, design and create a carnival mask using Modroc

 

Maths

Climate comparison finding averages and drawing graphs

History

Produce a written report about the circular city

 

Art

Create a mood board inspired by Islamic art and then create a final piece with a focus on colour

Geography

Travel Journal a European country including country details and personal reflections

 

Personal Project

Multi layered project including a number of different NC subjects