Year 6 Curriculum Map

 

Autumn Term 1

Term 2

Spring Term 1

Term 2

Summer Term 1

Term 2

RE

PDF Files
RE Planner 2016/17

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

PDF Files

 

See separate document: English Curriculum Map

MATHEMATICS

PDF files

Overview

See separate document: Mathematics Scheme of Learning

SCIENCE

All living things.

Animals including humans

Evolution and inheritance.

Science revision

Light

Transition unit.

TOPIC THEME

British History

Natural Disasters

 Natural Disasters      The Mayans

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 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

 

 

Revision

Revision

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,

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

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

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

 Revisions

Revision

 

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.

Painting– watercolours

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

 

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.

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.

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.

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.

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.

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

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

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

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

PHSE

See separate document: PHSE Curriculum Map

PE

Borwick Hall

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

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

Games

Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.).

Work alone, or with team mates in order to gain points or possession.

Strike a bowled or volleyball with accuracy.

Use forehand and backhand when playing racket games.

Field, defend and attack tactically by anticipating the direction of play.

Choose the most appropriate tactics for a game.

Uphold the spirit of fair play and respect in all competitive situations.

Lead others when called upon and act as a good role model within a team.

Athletics


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

Athletics

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

Sport4Champions Run by BFC

Games

Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.).
Work alone, or with team mates in order to gain points or possession.
Strike a bowled or volleyball with accuracy.
Use forehand and backhand when playing racket games.
Field, defend and attack tactically by anticipating the direction of play.
Choose the most appropriate tactics for a game.
Uphold the spirit of fair play and respect in all competitive situations.
Lead others when called upon and act as a good role model within a team.

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.

Sport4Champions Run by BFC

MUSIC

Rock music - How Rock music developed from the Beatles onwards.

Listen and appraise:

Livin’ On A Prayer by Bon Jovi

We Will Rock You by Queen

Smoke On The Water by Deep Purple

Rockin’ All Over The World by Status Quo

Johnny B. Goode by Chuck Berry

I Saw Her Standing There by The Beatles

Outcome

Children will have been working towards an end of unit performance with specific vocal arrangements, harmony and solo performances where appropriate.

Benjamin Britten - New Year Carol

Listen and appraise:

A New Year Carol by Benjamin Britten

A New Year Carol - Urban Gospel version

I Mun be Married on Sunday by Benjamin Britten

I Mun be Married on Sunday Britten version and Bhangra version

Fishing Song Britten version and South African version Options to listen to: A New Year Carol by Benjamin Britten and A New Year Carol - Urban Gospel version

Outcome:

Children to perform the song A New Year Carol by Benjamin Britten

Classroom Jazz 2

Listen and appraise:

Bacharach Anorak

Speaking My Peace

Take The A Train

Meet the Blues

Back O’Town Blues

One O’Clock Jump

Create songs with verses and a chorus.

Create rhythmic patterns with an awareness of timbre and duration.

Combine a variety of musical devices, including melody, rhythm and chords.

Outcome:

Play the whole tune including improvisation. Play the composed tune and improvise to finish

Fresh Prince of Bel Air

Listen and appraise:

The Fresh Prince of Bel Air

Ready or Not

Rapper’s Delight

U Can’t Touch This

Outcome: Sing the song and improvise using voices and/or instruments within the song

Make You Feel My Love

Listen and appraise:

So Amazing

Hello

The Way You Look

Tonight

Love Me Tender

Outcome: Sing the song and perform composition(s) within the song.

 

Computing

See separate document for scheme of learning

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.