Year 6 Curriculum Overview Spring What impact does North America have on the UK?

Autumn How was Britain changed by the Second World War?

A local history study – Britain and the Second World War Uses a range of sources and evaluates the usefulness and accurateness of different sources of evidence. Knows and understands that some evidence is propaganda, opinion or misinformation and that this affects interpretations of history.

Human geography including: types of settlement, land use and economic activity

Knowledge of the world’s geography – physical characteristics, countries and major cities Compare a region in UK with a region in North America with significant differences and similarities.        Explore

a range of geographical processes that cause change in the physical world in different places including mountains.

Electricity Light

Living Things and Their Habitats

Coding Creating webpages

Blogging Creating Virtual Spaces

French Football, Netball and Basketball Skills

French

Hockey, Yoga/Circuit Training, Cricket/Dance

Summer Can you design a profitable product?

Transition Investigate and understand local issues (multi-national companies v independents) in depth, considering the different interests involved and how decisions are made which affect the environment. Recognise how man can damage, improve, and manage environments sustainably and identify opportunities for their own involvement (i.e. travel and transport links, green and sustainable energy sources, housing/commercial developments, community cohesion and their wants and needs). Animals, including Humans Evolution and Inheritance

Creating films

French Tennis, Badminton, Athletics and Rounders

Science Investigation: Planning, Obtaining and Presenting Evidence, Considering Evidence & Evaluating Locational Knowledge, Place Knowledge, Human and Physical Geography, Geographical Skills & Fieldwork Historical Knowledge & Understanding, Chronological Understanding, Historical Interpretation, Organisation and Communication Design Technology: Understanding Contexts, Users and Purposes, Generating, developing, modelling and communicating ideas, Planning, Evaluating, Making Products Work and Food Computing 2015:Christianity 2016+ Buddhism Spiritual, Moral, Social and Cultural Education Music _____ = Autumn Term suggestions _____ = Spring Term suggestions _____ = Summer Term suggestions These objectives are suggestions based on discussions. There are many other objectives below for different subjects for you to add to your planning. The objectives can be moved and you can cover them in different terms if you prefer. Try to teach as many subject skills as possible (e.g. Scientific Skills) as well as knowledge. Highlight the knowledge and subject skills that you cover each term.

World War II Discussion Blitz – was there a Blitz spirit? Barnes Wallace Crime Evacuation Rationing Nuclear technology – links to now Army – Red Tales film – Black soldiers e.g. Walter Tull – World War I Jewish – Anne Frank Book Once Rationing Woman’s role Economic enterprise – Make do and Mend, reuse, recycle – builders, how London landscape changed Persuasion – Dig for Victory, gardening DT – shelters War food Looking at their ancestors Remembrance Day Arranging something for older people Trip to Lincolnsfield Centre or Chislehurst Caves

North America Discussion British Culture in comparison – NHS, political system Visit/make contact with embassy Rocky mountains, islands, coast, national parks Climate Impact on humans – not part of the Geneva convention Mexico, Canada Native Indians Hollywood Sporting heroes Disney Cars Music Police Health, obesity Vegas Fame – image, appearance, media Political system – Obama Streets Civil Rights Jessy Owen – how are athletes so good?

Enterprise/Transition Discussion Product to sell Consider big brands e.g. Starbucks v local business Birdy Nums Branding Logo Look at corporate advertising e.g. Nike, McDonalds Dragon’s Den

These were ideas based on discussions and they do not have to be included.

Year 6 Curriculum Objectives Curriculum Area Historical Knowledge and Understanding

Historical Chronological understanding

Historical Interpretation

Historical Enquiry

Organisation and Communication

Locational Knowledge

National Curriculum Objectives A local history study – Britain and the Second World War * Can use an increasing depth of factual knowledge and reliable sources to recognise and describe the social, cultural, religious and ethnic diversity of societies and begin make links between features of past societies and periods. (These could include: the ideas, beliefs, attitudes and experiences of men, women and children, houses and settlements, culture and leisure activities, clothes, way of life and actions of people, what was important to peoples lives, rich and poor, ethnic diversity of the societies, role of monarch/rulers, technology, use of weapons, science, art etc.) *Can identify, describe and explain reasons for change backed up with evidence and results of historical events, situations and make links between relevant causes and consequences. * Understand how some of the events of the past affect the UK today. * Consolidate an understanding that the past can be divided into different periods of time and that a timeline can be divided into periods i.e. BC and AD. Before Christ (Ancient Civilizations such as Ancient Greeks, Egyptians or Maya), Romans, AngloSaxons, Tudors, Stuarts, Victorians, 21st century *Can use dates and vocabulary relating to the passing of time, including: ancient, modern, BC, AD, BCE, ACE, century, decade and era to place individuals and events on a timeline. *Can place events, people and changes studied into correct periods of time on a time line for local, national and international history. *Divides recent history into present, using 21st century, and the past using 19th and 20th centuries. Round up time differences into centuries and decades. *Uses timelines to demonstrate changes and developments in culture, technology, religion and society. *Describes main changes in a period in history using words such as: social, religious, political, technological and cultural * Begin to give reasons for why there might be different versions of historical events. * Look at more than 2 different versions of the same event in history, identifying differences in the accounts and give possible reasons why they are different * Know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this. * Understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history. * Know that archaeological evidence from the distant past is subjective and open to interpretation * Understand the difference between primary and secondary sources of evidence. * Use a range of different sources of information, including ICT, documents, printed sources (e.g. archive materials), the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to collect information about the past. * Ask and answer questions about the past using observations from historical sources such as ‘How did people ….? What did people do for ….?’ ‘What was it like for a…. during….?’ * Evaluate the usefulness and accurateness of different sources of evidence. Select, organise and communicate findings about past using speaking, writing, maths (data handling), ICT, drama and drawing skills Uses dates and terms correctly. *Discuss most appropriate way to present information, realising that it is for an audience. *Uses subject specific words such as monarch, settlement, invader. * Use atlases, globes, maps and plans at a range of scales to identify the location and characteristics of a range of the world’s most significant human and physical features. * Recognise key features and locations on world scale. Locate the world’s countries using maps, with focus on North and South America, concentrating on their

Place Knowledge Human and Physical Geography

Geographical Skills and Fieldwork

Religious Education Christianity (To be covered across the year)

Science Electricity

environmental regions, key physical and human characteristics, countries and major cities (countries, rivers, major settlements, capital cities, mountain ranges, major seas) and understand links and geographical similarities and differences between places/ * Can identify the position and significance of latitude, longitude. The Equator, Northern Hemisphere, southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones * Compare a region in UK with a region in North America with significant differences and similarities. *  Explore a range of geographical processes that cause change in the physical world in different places including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, climate change and global warming and the water cycle and comparing different locations. *Understand that communities and people are diverse, changing and interconnected with their environment (migration, change of land use, social and economic change) and how they change and adapt to their environment and each other. * Recognise how man can damage, improve, and manage environments sustainably and identify opportunities for their own involvement (i.e. travel and transport links, green and sustainable energy sources, housing/commercial developments, community cohesion and their wants and needs). * Study human and physical geography of North America. *Human geography including: types of settlement (villages, towns, cities) and land use, economic activity including trade links, distribution of natural resources including energy, food, minerals *Formulate enquiry questions, describe and explain geographical patterns, similarities, differences and physical and human processes using appropriate geographical vocabulary *Use fieldwork to collect, record & present data in a variety of ways (annotated pictures, photos, field sketches, pie charts). *Use and draw thematic maps (climate, rainfall, vegetation, population maps). * Investigate and understand local, national and global issues (global warming, pollution) in depth, considering the different interests involved and how decisions are made which affect the environment. * Use a wide range of secondary sources of information & data (climate maps, population data, climate charts & data). * Consolidate, select and use appropriate fieldwork techniques, instruments & ICT to collect, analyse and present data, reach conclusions and present findings (annotated pictures, photos, field sketches, pie charts, flow diagrams, river measurements, sketch maps, transects). *Explain different views of different people and justify own views using appropriate vocabulary. *Recognise and use standard map symbols, use 6 figure grid references to follow directions and locate features on a map. * Know and use 16 points of the compass *Concept of God * Role of Church and Religious Leaders * Expressions of Worship and Spirituality * Ethics and Relationships * Rights and Responsibilities/ Global Issues/ Interfaith Dialogue * Religion and Science (See Lewisham Religious Syllabus for ideas http://webfronter.com/lewisham/religiouseducationcommunity) * Identify and name the basic part of a simple electric series circuit (cell, wires, bulbs, switches, buzzers) * Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers, the on/off position of switches * Use recognised symbols when representing a simple circuit diagram Challenges: *Make their own traffic light system

Science Light

Science Living Things and their Habitats

Science Evolution and Inheritance

Science Animals, including humans

Science Investigations

* Explain the danger of short circuits * Explain what a fuse is * Explain how make changes in a circuit * Explain the impact of changes in a circuit * Explain the effect of changing voltage in a battery * Recognise that light appears to travel in straight lines * Use the idea the light travels in straight lines to explain that objects are seen because they reflect light into the eye * Use the idea that light travels in straight lines to explain why shadows have the same shape Challenging: * Explain how different colours of light can be created * Use and explain how simple optical instruments work (periscope, telescope, binoculars, mirror, magnifying glass, Newton’s first reflecting telescope) * Explore a range of phenomena, including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters * Describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds * Can talk with knowledge about birth, reproduction and death of familiar animals or plants * Can classify a group of animals and plants from a chosen environment * Consider why some animals and plants might be endangered * Understand what micro-organisms are and how they can be classified * Can discover attributes that some animals and plants need to help survive * Can observe their local environment and draw conclusions about life cycles (for example, the vegetable garden or flower bed) * Can classify plants and animals in their local environment with those around the world e.g. rainforest * Find a pattern from data and explain what it shows *Give reasons for why living things produce offspring of the same kind * Give reasons why offspring are not identical with each other or their parents * Explain the process of evolution and describe the evidence for this * Consider have we evolved from apes, monkeys or primates * Begin to appreciate that variation in offspring over time can make animals more or less able to survive in particular environments * Learn about and understand the importance of Charles Darwin * Consider what fossil tell us about how things have changed Challenging: *Explain how some living things adapt to survive in extreme conditions e.g. in the cold, around the equator, under the ground, up a tree * Analyse the advantages and disadvantages of specific adaptations, such as being on two rather than four feet * Begin to understand what is meant by DNA *Identify and name the main parts of the human circulatory system and describe the function of the heart, blood vessels and blood * Understand what the pulse is and the function of it. * Name and locate major organs and explain their function * Recognise the impact of diet, exercise, drugs and lifestyle on the way the body functions * Describe the ways in which nutrients are transported within animals, including humans Challenging: *Explore the medical pioneers, for example, William Harvey and Galen and recognise how much we have learnt about our bodies * Compare organ systems of humans to animals Planning: Obtaining and Presenting Evidence *Explore different ways to test an idea, choose the best way, and give reasons * Vary one factor whilst keeping the others the same in an experiment

Computing

Design Technology

* Plan and carry out an investigation controlling variables fairly and accurately * Make a prediction with reasons * Use information to help make a prediction * Use test results to make further predictions and set up further comparative tests * Explain, in simple terms, a scientific idea and use evidence to support it * Present a report of findings through writing, display and presentation * Make predictions linked to their scientific knowledge * Identify key factors when planning a fair test Obtaining and Presenting Evidence *Explain why they have chose specific equipment * Decide which units of measurement they need to use * Explain why a measurement needs to be repeated * Record their measurements in different ways (inch bar charts, tables and line graphs) * Take measurements using a range of scientific equipment with increasing accuracy and precision * Plan in advance which equipment they will need * Make precise measurements * Record their measurements and observations systematically * Explain qualitative and quantities data Considering evidence and evaluating * Find a pattern from data and explain what it shows * Use a graph to answer scientific questions * Suggest how to improve their work * Record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models * Report findings from investigations through written explanations and conclusions * Identify scientific evidence used to support or refute ideas * Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as display and presentations 5.2 We are Code Crackers – coding 5.4 We are Web Developers – website design 5.5 We are Bloggers - blogging We are Film Makers – creating a film 5.8 We are Architects – creating a virtual space (See Switched on Computing (SOC) for ideas on Shared) Understanding Contexts, Users and Purposes *Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment * Describe the purpose of their products * Indicate the design features of their products that will appeal to intended users * Explain how particular parts of their products work * Carry out research, using surveys, interviews, questionnaires and web-based resources * Identify the needs, wants, preferences and values of particular individuals and groups * Develop a simple design specification to guide their thinking Generating, developing, modelling and communicating ideas * Share and clarify ideas through discussion * Model ideas using prototypes and pattern pieces * Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas * Generate innovative ideas based on research * Make design decisions taking account of constraints such as time, resources and cost Planning *Select tools and equipment suitable for the task * Explain their choice of tools and equipment in relation to the skills and techniques they will be using * Select materials and components suitable for the task * Explain their choice of materials and components according to functional properties and aesthetic qualities

PSHE Health (These objectives do not include your weekly PSHE/Circle Time sessions) Economic Wellbeing and Being a Responsible Citizen

* Produce appropriate lists of tools, equipment and materials that they need * Formulate step-by-step plans as a guide to making Skills and Techniques *Use a wider range of materials including construction materials and kits, textiles, food ingredients, mechanical components and electrical components * Produce appropriate lists of tools, equipment and materials that they need * Formulate step-by-step plans as a guide to making Evaluation *Identify strengths and areas for development in their ideas and products * Consider views of others, included intended users, to improve their work * Use design criteria to evaluate their work * Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make * Evaluate their ideas and products against their original design specification Existing Products * How much products cost to make * How innovative products are * How sustainable the materials in products are * What impact products have beyond their intended purpose * Know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products Making Products Work *Mechanical systems such as cams or pulleys or gears create movement * How more complex electrical circuits and components can be used to create functional products * How to program a computer to monitor changes in the environment and control their products * How to reinforce and strengthen a 3D framework * That a 3D textiles product can be made from a combination of fabric shapes Food * That food available depends on the season * That different food and drinks contain different nutrients needed for health * That a recipe can be adapted by adding or substituting one or more ingredients *To consider puberty and reproduction * To consider physical and emotional behaviour in relationships * To explore the process of conception and pregnancy * To understand the effects, risks and law relating to cannabis * To understand the risk of volatile substance abuse * To be aware of the options of getting help, advice and support *Understand that standards of living vary across time and place e.g. compare earnings and prices nowadays with another period of history *Why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules * Understand about different types of employment and how people get paid. *Further develop understanding of how global trade works * Recognise and discuss the variety of household expenses e.g. rent, utility bills, credit card bills, insurance etc * Begin to understand why money, such as tax and pension contributions, is deducted from earnings e.g. discuss how money deducted as tax is used to pay for things like schools

*Why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules * To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child *That there are different kinds of responsibilities, rights and duties at home, at school, in

SMSC Across the Curriculum:

the community and towards the environment *To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices *Understand the difference between ‘good’ debt (planned and manageable) and ‘bad’ debt (unplanned and unmanageable) e.g. investigate mobile phone charge – which deal would be easiest to manage spending *Continue to assess best buys in a range of circumstances e.g. biggest box always best value, buy one get one free *Discuss how spending money and satisfaction from our purchase can vary e.g. how long things last, how well they perform, whether they are just a craze *Understand that there is an ethical dimension to financial decisions e.g. discuss the environmental implications of different products. Is it worth paying more for a product that does less environmental damage? *To research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people *Recognise and discuss the variety of household expenses e.g. rent, utility bills, credit card bills, insurance etc * Be able to make a plan for a budget of a set amount of money. Develop methods for keeping records of budgets, spending (including interest on borrowed money), income, expenditure and profit * Develop understanding of the principles of probability and insurance – weighing up likelihoods of risks   Spiritual: *To appreciate the values of the school and know how to conduct ourselves in our new environment. *To explore, have confidence in, and enjoy our own talents and interests, recognising our value and sense of belonging in our school and community. * To show empathy, concern and compassion for and make a positive contribution towards the lives of people less fortunate than us. * To explore how people’s faith, beliefs and community can help them when faced with challenging situations. * To recognise the need to have the courage of our convictions to achieve what we believe, learning from and reflecting on the actions of people in the past. Moral: *To show respect for other people’s talents and interests, even if different from our own. *To be secure in our rights, respect and responsibility within Kender and understand that our actions and behaviours have consequences, both positive and negative * To demonstrate respect for other’s needs, interests and feelings as well as our own. * To make a difference in the lives of people less fortunate than ourselves. * To express and commit to live by our personal values, even when something could be considered right by some and wrong by others. * To demonstrate an ability to think through the consequences of our own and other’s actions. Social: *To understand and exercise new responsibilities within our school context. *To consider our impact on the world and understand the importance of ensuring our footprints have a positive mark on our own and others’ lives. * To participate in activities that have a positive impact on our local community. * To understand and consider how we can be effective learners and work well as a team. * To understand how our behaviour and attitude has an impact on the successfulness of a group task and adjust our behaviour accordingly. * To investigate and discuss moral issues and appreciate diverse viewpoints. Cultural: *To appreciate and show respect for the background and culture of others in our class, asking questions of each other to aid understanding. *To discover the impact that people living in the past had on our lives today, appreciating how our idea of ‘needs and wants’ today are different to those times.

Foreign Languages Music

* To appreciate the role of law and Britain’s parliamentary system in society. * To improve our understanding of faiths and how beliefs influence the lives people lead. * To be aware of significant personalities, events and turning points in our history and the impact they have on the lives of people living in the UK today. Review Bonjour and then move on to En Classe www.http://rigolo.lgfl.org.uk/ All the objectives are below and music is an area we are going to develop. Try to do the ones in blue but you can also try others across the year! *Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians (music can link well to different topics) *Develop an understanding of the history of music *Sing or play from memory with confidence. *Compose and perform melodies using five or more notes. (Could use instruments, Garage Band on the computers, children’s voices, things in the classroom e.g. to make sounds for a setting or a character) Controlling Sounds through Singing or Playing *Take turns to lead a group. *Maintain own part in a round/ sing a harmony/ play accurately with awareness of what others are playing. *Play more complex instrumental parts. *Improvise using 5 notes of the pentatonic scale. Creating and Developing Musical Melodies *Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea. *Create music reflecting given intentions and record using standard notation. *Use ICT to organise musical ideas (where appropriate). Listening and Applying Knowledge and Understanding *Use increased aural memory to recall sounds accurately. *Use knowledge of musical dimensions to know how to best combine them. Know and use standard musical notation to perform and record own music (adding dotted quavers). *Use different venues and occasions to vary performances. (Combining all musical dimensions). Responding and Reviewing (Appraising) *Know how the other dimensions of music are sprinkled through songs and pieces of music. *Use musical vocabulary confidently to describe music. *Work out how harmonies are used and how drones and melodic ostinato (riffs) are used to accompany singing. *Use knowledge of how lyrics reflect cultural context and have social meaning to enhance own compositions. *Refine and improve own/ others’ work.