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Year 6

YEAR 6 CURRICULUM PLAN FOR RELIGION, SCIENCE AND FOUNDATION SUBJECTS

 

 

WHAT WE WILL BE DOING AT SCHOOL THIS YEAR

An overview of the work being carried out in Year 6 during the

Autumn Term:


An overview of some of the work being carried out in Year 6 during the Autumn Term:
In R.E we will continue to consolidate:
• Using the Bible and locating stories by using Bible references.
• Using references to scripture to explain our opinions.
• Linking our own experiences to the life of Jesus.
Our Topics are:
Loving- We will be exploring the concept of unconditional love.
Vocation-We will be developing understanding of the vocation of a Priest.
Expectations- We will be deepening understanding of Advent and the expectations leading to the birth of Jesus.
Judaism and Hinduism- We will explore the festivals celebrated.
In line with Government expectation, we have implemented a recovery curriculum containing key elements of the Year 5 curriculum to be taught alongside Year 6 objectives.


In English we will be:
Reading:
• Reading ‘Locomotion’ and ‘Stay where you are and leave’ exploring the issues raised in the books through drama and writing.
• Making cross-curricular links with our curriculum.
• Reading aloud using a range of strategies.
• Checking that text makes sense and asking questions to clarify understanding.
• Empathising with characters in our reading.
• Predicting what might happen from implied meanings.
• Evaluating how authors use figurative language and the effects it creates.
• Identifying and comparing themes used in poetry.
• Role-playing scenarios from our books and performing poetry.
• Creating freeze-frames to depict thoughts and feelings.
• Trying out others’ ideas and giving helpful feedback.
• Identifying, describing and comparing writers’ themes. (Y5)
• Using evidence to support and challenge conclusions drawn within a text. (Y5)
Writing:
• Writing for a range of purposes including poetry, letters, recount, biography, narrative, instructional and newspaper reports.
• Describing characters and setting with vivid detail.
• Using different layouts to organise writing effectively.
• Using accurate verb tenses consistently.
• Proof reading for spelling, punctuation and grammatical errors.
• Consolidating our use of capital letters, full stops, question marks and apostrophes.
• Consistently placing appropriate commas to avoid ambiguity. (Y5 and Y6)
• Continuing to use more advance punctuation for parenthesis. (Y5 and Y6)
• Revising use of speech punctuation, particularly position of the comma.
• Spelling homophones correctly.
• Writing legibly and using letters of an appropriate size.
• Converting nouns or adjectives into verbs using suffixes (classify, criticise). (Y5)


In Maths we will be working on:
• Reading, writing and ordering numbers to 10,000,000.
• Rounding any number to 1,000,000 to the nearest 10, 100, 10,000, 100,000. (Y5)
• Rounding decimals with two decimal places to the nearest whole number and to one dp. (Y5)
• Rounding numbers to any degree of accuracy. (Y5 and Y6)
• Knowing the value of each digit to 3 decimal places.
• Rapid recall of all times tables.
• Using estimation to check answers.
• Using long and short methods of multiplication with numbers up to four digits. (Y5 and Y6)
• Calculating differences between negative numbers.
• Expressing unknown numbers using symbols or letters.
• Generating and describing linear number sequences.
• Comparing fractions with different denominators.
• Finding fractions of amounts and simplifying fractions.
• Adding and subtracting fractions with different denominators.
• Using pictorial representation to understand and explain calculations.
• Using a variety of methods to show our understanding of number including ‘active maths’.


In Science we will be working on:
Investigative science
• Planning different types of scientific enquiry to answer questions.
• Taking measurements using scientific equipment.
• Recording data, using test results to make predictions, reporting and presenting findings, identifying scientific evidence.
Light and shadows
• Recognising that light appears to travel in straight lines.
• Using the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
• Explaining that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
• Using the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Electricity
• Associating the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
• Comparing and giving reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
• Using recognised symbols when representing a simple circuit in a diagram.


In Computing we will be learning to:
Be Computer Heroes – Learn to be safe online
• Understand that there are lots of different types of secret codes.
• Understand the importance of having a secure password.
• Understand the importance of Bletchley Park to the World War II war effort.
• Understand about some of the historical figures that contributed to technological advances in computing.
• Research and present information about historical figures in computing.
Use ICT to research new information, make cross-curricular links and present information in a variety of ways.


In Geography we are learning to:
• Locate the world’s countries using maps, interpret a range of sources of geographical information including maps and globes.
• Understand the processes that give rise to key physical and human features of the world (trade links, climate zones etc)
• Focus on North America- environmental regions, key physical and human (PSHE) characteristics, countries, states and major cities.
• Introduce precise geographical words.
• Identify the position/significance of latitude/longitude, the equator.
• Describe and make links between places and features.
• Create maps of locations and identify patterns.


In History we are learning to:
• Understand the importance of Black History and World War One.
• Find out and place events, people into correct periods of time.
• Recognise the role of importance figures in Black History, such as Nelson Mandela and Martin Luther King JR.
• Use dates and vocabulary to describe the passing of time.
• Know about cultural diversity.
• Identify and describe reasons for historical events.
• Make links between the main events and changes within periods.
• Ask and answer questions.
• Select and record information relevant to the focus from a variety of sources.
• Communicate knowledge and understanding of history.
• Recognise the impact of propaganda.


In Art we will be working on:
• Considering famous artists use of colour.
• Using texture, tone and shape to create new effects.
• Discussing our own and famous artists’ work, drawing comparisons and reflecting on creations.
• Developing the experience of embellishing.


In Design and Technology we will be working on:
• Using tools safely and accurately.
• Planning the order of work and developing a design specification.
• Constructing products using permanent joining techniques.
• Pinning, sewing and stitching materials together to create a product.
• Making modifications as we go along.
• Evaluating against the original criteria and suggest ways to improve.


In Music we will be learning:
• To perform confidently as a soloist or part of a group from memory.
• To play a rhythmic pattern using a variety of music notations.
• To compose a piece of music containing two or more rhythmic or melodic parts.
• To evaluate and improve a piece of work and make suggestions to others.


In P.E. we will be learning to:
Dance
• Respond to a range of stimuli, improvising freely using controlled movements and patterns.
• Explore dance and movement ideas, including actions, dynamics, space and relationship.
• Select a range of compositional ideas to create motifs that demonstrate a dance idea.
• Perform to an accompaniment, communicating a dance idea independently, with a partner and in a group.
Invasion Games
• Combine and perform skills with control, adapting them to meet the needs of the situation.
• Perform skills with greater speed.
• Know the importance of being fit and what types of fitness are most important for games.
• To understand how playing games can contribute to a healthy lifestyle.


In French we will be learning to:
• Understand familiar spoken words and phrases.
• Identify and note personal responses.
• Use short phrases and express responses.
• Take part in simple conversations, supported by visual and other cues and express their opinions.


In PSHE we will be:
• Establishing the rules and standards for our classroom.
• Revisiting our understanding of the key messages of the school’s mission statement.
• Working on the attitudes and dispositions identified as being appropriate for Year Six pupils – these will be ongoing throughout the year and will be revisited and reinforced constantly.
Developing responsible behaviour
• Understanding the importance of Self Respect.
• Acknowledge positive qualities and create targets.
• Recognise the impact of cyber safety.
• Acknowledge our strengths and targets for improvement.
• Appreciate the significance of Black History.
• Making cross-curricular links across our curriculum.


An overview of some of the work being carried out in Year 6 during the Spring Term:


In R.E. we will continue to consolidate:
• Using the Bible and locating stories by using Bible references.
• Using references to scripture to explain our opinions.
• Linking our own experiences to the life of Jesus.
Our topics are:
Sources- We will explore a wide variety of books and the purpose for which they were written. We will reveal the Bible as the story of God’s love, told by the people of God.
Unity- We will explore what nourishes and spoils friendship and unity. We will reveal how the Eucharist challenges and enables the Christian family to live and grow in communion every day.
Death and New Life- We will explore how loss and death bring about change for people and reveal how the Church’s seasons of Lent, Holy week and Easter; the suffering, death and resurrection of Jesus led to new life.

In line with Government expectation, we have implemented a recovery curriculum containing key elements of the Year 5 curriculum to be taught alongside Year 6 objectives.


In English we will be:
Reading:
• Reading ‘Floodland’ and using the text to explore the changes to our World.
• Studying non-fiction texts and understanding their purpose.
• Explaining some choices an author has made in structuring and organising their text. Y5
• Exploring characters and adopting Standard and Non-standard language in role-play.
• Making cross-curricular links with our curriculum.
• Reading aloud with fluency and confidence.
• Consolidating our understanding of complex texts and deciphering the meaning of words.
• Explaining understanding of the text by making references to what has been written.
Writing:
• Using knowledge of text types, forms and styles to inform writing.
• Developing thoughtful, lively and interesting writing through the use of openings and word choices.
• Using formal and informal structures and styles appropriate for the reader.
• Affecting the emotions of the reader throughout writing.
• Using speech to advance action and using reported speech accurately. (Y5 and Y6)
• Selecting the parts of writing that need to be developed in detail.
• Using more than one subordinate clause in a complex sentence.
• Proof reading writing for spelling, punctuation and grammatical errors.
• Using a range of devices for cohesion across a text.
• Using punctuation consistently, especially to indicate speech.
• Using semi- colons accurately.


In Maths we will be working on:
• Using formal written methods, multiplying up to 4 digits by one and two digit numbers. (Y5)
• Solving multiplication and division problems, including scaling by simple fractions (Y5)
• Multiplying one-digit numbers with up to two decimal places by whole numbers.
• Multiplying pairs of fractions and writing the answer in its simplest form.
• Multiplying and dividing fractions by whole numbers.
• Recalling the facts that allow us to identify factors, multiples and prime numbers.
• Using long division to divide numbers with up to 4 digits.
• Solving simple problems involving the calculation of percentages.
• Solving problems that involve converting between units of time. (Y5 and Y6)
• Converting related units of measure from smaller to larger and vice versa.
• Comparing and classifying shapes based on their properties and sizes. (Y5 and Y6)
• Matching a net to its 3D shape. (Y5)
• Knowing that shapes with the same areas can have different perimeters.
• Calculating area and perimeter of parallelograms and triangles.
• Drawing and measuring angles in degrees. (Y5)
• Estimating and comparing acute, obtuse and reflex angles. (Y5)
• Finding unknown angles in triangles, quadrilaterals and polygons.
• Solving multi-step problems by identifying steps needed. (Y5 & Y6)
• Solving problems that involve converting between units of time. (Y5)
• Knowing how and when to calculate the mean of a set of data.
• Constructing, interpreting and solving problems involving pie charts and line graphs.
• Describing positions on the full coordinate grid.(Y5 and Y6)

In Science we will be working on:
Investigative science
• Planning different types of scientific enquiry to answer questions.
• Taking measurements using scientific equipment.
• Recording data, using test results to make predictions, reporting and presenting findings, identifying scientific evidence.
Evolution and Inheritance
• Recognising that all living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
• Recognising that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
Interdependence and Adaptation
• Identifying how plants and animals are adapted to their environment in different ways.
• Describing how living things are classified into plants and animals, giving reasons why.
• Describing ways that nutrients and water are transported within animals, including humans.


In Computing we will be learning to:
Be computational thinkers
• Understand that websites can be altered by exploring the code beneath the site.
• Design, write and debug programs that accomplish specific goals.
• Solve problems by decomposing them into smaller parts.
Use ICT to research new information, make cross-curricular links and present information in a variety of ways.


In Geography we are learning to:
• Recognise the physical geography of mountains, coasts, volcanoes and earthquakes.
• Use atlases to describe different features.
• Understand the processes that give rise to key physical and human features of the world.
• Describe and make links between places and features.
• Describe and understand key aspects of earthquakes, hurricanes and tsunamis.


In History we are learning to:
• Understand why World War Two broke out.
• Realise the impact The Blitz had on people.
• Know why children were evacuated and what impact this had on them.
• Appreciate the hardship and the need for rationing of food and clothes.
• Interpret a range of sources, including primary and secondary.
• Recognise that the past is represented and interpreted in different ways.
• Give reasons for differences between time periods.


In Art we will be working on:
• Developing the consideration of colour for purpose.
• Developing the concept of one and introducing the concept of two point perspective.
• Developing an awareness of how paintings are created through composition.
• Developing an awareness of composition, scale and proportion in artwork.
• Improving mastery of art and design techniques with a range of materials.
• Discussing our own and famous artists’ work, drawing comparisons and reflecting on own creations.
• Developing control and experimenting with particular qualities of tone, shades, hue and mood.

In Design and Technology we will be working on:
• Working collaboratively on a larger scale.
• Producing increasingly detailed preparatory sketches.
• Making imaginative use of knowledge of tools, techniques and materials to express ideas and feelings.
• Identifying suitable equipment and material to convey ideas.
• Developing the experience of embellishing.


In Music we will be learning to:
• Organise musical ideas into a musical style.
• Perform and direct a short performance effectively.
• Record music to evaluate and improve.
• Play a rhythmic pattern on tuned and untuned instruments.
• Use informal notation to represent composition.


In P.E. we will be learning to:
Perform Gymnastics
• Perform fluently and with control, even when performing difficult combinations.
• Work well with a partner or small group.
• Make up longer sequences and perform them with fluency and clarity of movement.
• Vary direction, levels and pathways, to improve the look of a sequence.
• Use planned variations and contrasts in actions and speed in sequences.
• Understand what it is important to include in a warm up for gymnastic activity.
• Recognise that a cool down is important.
• Understand how gymnastic activity helps overall health.
• Watch performances and use criteria to make judgements and suggest improvements.
• Explain how a sequence is formed, using appropriate terminology to describe technique and composition.
• Comment on what works well, explaining why.


In French we will be learning to:
• Understand familiar spoken words and phrases.
• Identify and note personal responses.
• Use short phrases and express responses.
• Take part in simple conversations, supported by visual and other cues and express opinions.
• Begin to use knowledge of grammar to adapt and substitute single words and phrases.


In PSHE we will be:
• Consistently reinforcing the rules and standards for our classroom.
• Revisiting our understanding of the key messages of the school’s mission statement.
• Working on the attributes and dispositions identified as being appropriate for Year Six pupils – these will be ongoing throughout the year and will be revisited and reinforced constantly.
• Recognise the importance of mental health.
Respectful behaviour offline and online
• Understand how to use the internet safely.
• Realise the impact natural disasters, such as famine, have on people.
• Comment on how we can reduce our carbon footprint.


An overview of some of the work being carried out in Year 6 during the Summer Term:


In R.E. we will continue to consolidate:
• Using the Bible and locating stories by using Bible references.
• Using references to scripture to explain our opinions.
• Linking our own experiences to the life of Jesus.
In RE our topics are:
Witnesses-We will explore the courage to be a witness and reveal Pentecost, the Holy Spirit enables people to witness to the Easter message.
Healing-We will explore that when people become sick, they need care and reveal the sacrament of the Anointing of the Sick.
Common Good-We will explore justice for the good of all and reveal the work of Christians for the common good of all.


In English we will be:
Reading:
• Reading, ‘Goodnight Mr Tom’ and focusing on Greek myths and legends.
• Reading aloud with fluency, intonation and expression.
• Empathising with characters and identifying feelings.
• Exploring different language used in Shakespeare plays.
• Adopting the role of characters in role-play, understanding and empathising with their actions.
• Explaining the significance of different words in the context of a text.
• Commenting on the effect that the writer’s context has on the meaning of a text (Y5).
Writing:
• Planning and writing for a clear audience and purpose.
• Manipulating word order for effect and formality.
• Use known genres to create writing to suit Power of Reading texts.
• Varying sentence structure to expand ideas and provide emphasis.
• Using speech to convey and develop a character.
• Ensuring that the style and content of writing reflects the purpose (Y5 and Y6).
• Maintain conscious control of formality through manipulating grammar and vocabulary.
• Using passive appropriately in writing.
• Recognising and understanding the subjunctive.
• Knowing how colons are used and using them correctly.
• Using dashes to mark the boundaries between independent clauses.
• Using hyphens in writing.
• Spell all of the words from the Year 5/6 spelling list.


In Maths we will be working on:
• Performing mental calculations that include large numbers and mixed operations.
• Reading, writing, ordering and comparing numbers and knowing the value of each digit.
• Solving measure problems involving decimal notation up to 3 decimal places.
• Matching fractions, decimals and percentages.
• Using estimation to check answers to calculations.
• Solving multi-step problems by identifying steps needed. (Y5 and Y6)
• Recalling the facts that allow us to identify factors, multiples and prime numbers.
• Solving simple problems involving the calculation of percentages.
• Naming parts of circles, including radius, diameter and circumferences.
• Reducing ratios to the simplest forms.
• Translating and reflecting shapes using all four quadrants. (Y5 and Y6)
• Describe the position of a shape following a reflection or translation. (Y5)


In Science we will be working on:
Investigative science
• Planning different types of scientific enquiry to answer questions.
• Taking measurements using scientific equipment.
• Recording data, using test results to make predictions, reporting and presenting findings, identifying scientific evidence.
Understanding how our bodies function
• Understanding the use of micro-organisms.
• Identifying and naming the main parts of the human circulatory system.
• Describing the functions of the heart, blood vessels and blood.
• Recognising the impact of diet, exercise, drugs and lifestyle on the way our bodies function.
• Learning the importance of keeping ourselves clean.
• Appreciation of the changes we are going to experience throughout puberty and to discuss any worries.


In Computing we will be learning to:
Organise data
• Learn how data is collected and stored by exploring barcodes, QR codes and RFID chips.
• Investigate how collecting big data can be used to help people in a variety of different scenarios.
• Learn the difference between mobile data and WiFi and how data is transferred and use understanding of big data to design their own smart school.


In Geography we are learning to:
• Appreciate that aspects of the local area have changed.
• Carry out an in-depth study of the local area, focusing on changes.
• Using and understanding different geographical data.
• Interpreting a range of geographical sources including maps, globes, aerial photographs and ordinance surveys.
• Know how population changed as a result of the war.
• Realise the impact on houses and housing.
• Recognise the city states of Athens and Sparta.


In History we are learning to:
• Recognise similarities and differences between different periods of history.
• Give reasons for differences between ages.
• Recognise the impact Greek culture had on the world.
• Know the reasons why citizens and slaves were different.
• Appreciate the difference in games and leisure.
• Know some plays and understand the importance of theatre.
• Study the significance of soldiers and warfare.
• Know some beliefs and customs.
• Know Gods, Goddesses, myths and legends associated with the Greeks.


In Art we will be working on:
• Using colour to express moods and feelings.
• Applying knowledge of different techniques to express feelings and mood.
• Observing and using a variety of techniques to show the effect of light on people.
• Producing increasingly accurate drawings of people.

In Design and Technology we will be working on:
• Producing increasingly detailed preparatory sketches.
• Planning the order of work, choosing appropriate materials, tools and techniques.
• Exploring, developing and communicating aspects of design proposals by modelling ideas in different ways.
• Selecting appropriate tools, materials, components and techniques.
• Using tools safely and accurately.
• Constructing products using permanent joining techniques.
• Evaluating products, identifying strengths and areas for development.


In Music we will be learning to:
• Compare music from a variety of eras, genres/styles and cultures.
• Analyse the genre, style, time and place of a piece of music using musical vocabulary.
• Perform significant parts from memory or notation.
• Present and direct a short performance effectively.
• Sing songs in harmony, in tune and with expression in Major and Minor keys.
• Play a rhythmic pattern on tuned and un-tuned instruments with increased control.


In P.E. we will be learning to:
Striking and fielding
• Create a warm up and explain how it is organised.
• Bowl underarm accurately.
• Bat effectively, using different types of shot.
• Field with increased accuracy.
• Throw over arm with accuracy and for a good distance.
• Hit the ball from both sides of the body.
• Direct the ball away from fielders, using different angles and speeds.
• Plan to outwit the opposition individually, as a pair or as a team, when they are batting, bowling and fielding.
• Gauge when to run after hitting the ball.
• Use tactics which involve bowlers and fielders working together.


In French we will be learning to:
• Understand familiar spoken words and phrases.
• Identify and note personal responses.
• Use short phrases and express responses.
• Take part in simple conversations, supported by visual cues and express opinions.
• Begin to use knowledge of grammar to adapt and substitute single words and phrases.


In PSHE we will be:
• Embedding the rules and standards for our classroom
• Revisiting our understanding of the key messages of the school’s mission statement.
• Working on the attitudes and dispositions identified as being appropriate for Year Six pupils – these will be ongoing throughout the year and will be revisited and reinforced constantly.
Exploring Relationships and Feelings
• Learning more about our bodies and relationships through our RSE lessons.
• Explore families and committed relationships.
• Understand the impact our choices can have.
• Reviewing our time at Primary School, evaluating what we have achieved.
• Learn about personal safety and how to minimise risk.

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