Primary School Curriculum Map Year Group: 6 Academic Year: 2015-2016 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

World War Two

World War Two

Mountains/Mayans

Survival

Survival

Journeys

Literacy

Goodnight Mr Tom Biography/Autobiogr aphy Recounts

War poetry Non chronological reports Playscripts Persuasive posters – link propaganda

Fantasy – extended writing, writing in chapters Explanationmountain formation, light Non fiction

Journalistic writing Literacy in sets – Biographical writing Letters

Literacy in sets Beowolf Building tension Non fiction

Persuasive writing Diary writing Visual Literacy UP

Maths

Skills involving: Number and place value 4 Calculations Shape and space Fractions Ratio and Proportion Algebra Measurement Position and direction Statistic (through all of these skills we involve using an applying activities)

Skills involving: Number and place value 4 Calculations Shape and space Fractions Ratio and Proportion Algebra Measurement Position and direction Statistic (through all of these skills we involve using an applying activities)

Skills involving: Number and place value 4 Calculations Shape and space Fractions Ratio and Proportion Algebra Measurement Position and direction Statistic (through all of these skills we involve using an applying activities)

Skills involving: Number and place value 4 Calculations Shape and space Fractions Ratio and Proportion Algebra Measurement Position and direction Statistic (through all of these skills we involve using an applying activities)

Maths at the movies

Skills involving: Number and place value 4 Calculations Shape and space Fractions Ratio and Proportion Algebra Measurement Position and direction Statistic (through all of these skills we involve using an applying activities)

Main Theme

Science

Forces in Action– water resistance, balanced forces Science assessment Revision ongoing

Light-recognise that light appears to travel in Electricity: straight lines -associate the -use the idea that brightness of a lamp light travels in or the volume of a straight lines to buzzer with the explain that objects number and voltage are seen because of cells used in the they give out or circuit reflect light into the -compare and give eye reasons for variations -explain that we see in how components things because light function, including the travels from light brightness of bulbs, sources to our eyes the loudness of or from light sources buzzers and the on/off to objects and then position of switches to our eyes -use recognised -use the idea that symbols when light travels in representing a simple straight lines to circuit in a diagram. explain why shadows have the same shape as the objects that cast them.

Evolution -recognise that living things have changed over time and that fossils provide Interdependence information and Adaptation. about living Describe how living things that things are classified inhabited the into broad groups Earth millions of according to years ago common observable -recognise that characteristics and living things based on similarities produce and differences, offspring of the Revision lessons including microsame kind, but organisms, plants normally and animals. offspring vary Give reasons for and are not classifying plants and identical to their animals based on parents specific - identify how characteristics. animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

History

Geography

WWII (include farming – Dig for Victory, Blitz, evacuation and rationing) Effects on the home front -Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Locating world’s countries within Europe -locate the world’s countries, using maps to focus on Europe, key countries and major cities -use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

WW2- effects on the soldiers, weapons and Warcraft. Conflicts that still go on now. Visit Duxford -Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

Study of an ancient civilizationIndus Valley -Pupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared

Mayan civilizationAD900 -Pupils should be taught about a nonEuropean society that provides contrasts with British history

Mountains – South America -describe and understand key aspects of physical geographymountains

Different environments -identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle

Study of Norfolk -understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom -use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital

technologies.

Design Technology

Art

Structures – (Anderson Shelters) -select from and use a wider range of tools and equipment to perform practical tasks accurately -select from and use a Cooking and wider range of nutrition (transition materials and links with the high components, including school) construction -understand the materials, textiles and source, seasonality ingredients, according and characteristics of to their functional a broad range of properties and ingredients aesthetic qualities -understand and apply the principles -investigate and of a healthy and analyse a range of varied diet existing products

Sketching – still life (Henry Moore) -pupils should be taught about artists through history

-evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Pop Art -to create sketch books to record their observations and use them to review and revisit ideas - to improve their

Sewing/textiles (Gloves) -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

Manga faces - to create sketch books to record their observations and use them to review and revisit ideas - to improve their

Cooking and nutrition (transition links with the high school) -understand the source, seasonality and characteristics of a broad range of ingredients -understand and apply the principles of a healthy and varied diet

Control/ mechanism (pulleys and motors – vehicles) Balloon powered car

Sculpture Mod Roc – masks -about great artists, architects and designers in history - to improve their mastery of art and

Printing - about great artists, architects and designers in history

Art from Norfolk, Andy Goldsworthy beach art. Water colours Printing

Computing

Design Technology

mastery of art and design techniques, including drawing and painting with a range of materials

mastery of art and design techniques, including drawing, with a range of materials

design techniques, including sculpture with a range of materials

We are application planners - To discern digital content (be discerning in evaluating digital content) -To collect & present data (collect and analyse data) -To analyse & evaluate systems (analyse potential solutions) -To perform effective searches (understand how engines select & rank results) -To collect, analyse & evaluate information -To present information

We are project managers -To scope a system (determine data organisation to accomplish a goal) -To search effectively (evaluate search results) -To design a system -To evaluate software (analyse use of software) -To combine a variety of software (evaluate software resources)

We are app interface designers We are market -To design an researchers interface for an -To create a survey APP.( Understand to find out how the screens link information together.) (appreciate how -To plan an interface search results are (Know how to ranked) combine these with -To collect and alternative designs.) analyse the results of -To develop the APP the survey interface (To -To plan interviews experiment with or focus groups alternative interface -To run interviews or elements.) focus groups -To consider -To analyse accessibility when information and designing an APP present your findings (Adapt an app for someone with an impairment)

Cooking and nutrition (transition links with the high school) -understand the source, seasonality and characteristics of

Structures – (Anderson Shelters) -select from and use a wider range of tools and equipment to perform practical tasks accurately

Sewing/textiles (Gloves) -use research and develop design criteria to inform the design of innovative, functional, appealing

Cooking and nutrition (transition links with the high school) -understand the source, seasonality and characteristics

We are app developers - To establish and design programs that accomplish specific goal -To identify and write algorithms (Use Logical reasoning to detect errors in their algorithms) -To understand that variables may interrupt coding (Use procedures in their code)

Control/ mechanism (pulleys and motors – vehicles) Balloon powered car

We are marketers. Making year books.

a broad range of ingredients -understand and apply the principles of a healthy and varied diet

-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

products that are fit for purpose, aimed at particular individuals or groups

of a broad range of ingredients -understand and apply the principles of a healthy and varied diet

Islam – The kabah -recognise the importance of Makkah for Muslims and say why it is important - explain how Muhammad’s connection with the Ka’bah has made it a sacred building for Muslims -compare pilgrimage in Islam with pilgrimage in other

Holy Week: Last week of Jesus life -suggest meanings for the Palm Sunday story and its importance -show understanding of religious stories and make links with own experience -describe how the story of Palm Sunday is remembered by Christians today -compare what is

-investigate and analyse a range of existing products

RE

-evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Jewish Home The Synagogue (Judaism) -apply my ideas to my -suggest what places, own and other objects, activities people’s lives and feelings give me - explain the impact of a sense of belonging beliefs on individuals -suggest the objects, and communities activities and feelings -suggest appropriate which give a Jewish meanings for a range family a sense of of artistic and belonging symbolic expression -suggest how some -give simple people eat different explanations of Jewish foods for cultural practices and beliefs reasons - describe the impact

Islam- The 5 Pillars -use the correct religious words to describe the five pillars of Islam -give simple explanations of the way Muslims’ lives are affected by their beliefs -compare some of the things

Humanism – Secular World View -say how the lives of people are affected by what they believe -describe the impact of beliefs/religion on people’s lives -give a simple explanation of Humanist beliefs -describe some of the similarities and

-suggest why some people are vegetarians for moral and religious reasons -explain that Jews eat/do not eat certain foods for religious reasons -describe the beliefs which inspire and influence me - explain Jewish beliefs contained in the Shema - explain how the beliefs contained in the Shema influence Jewish families today -describe some symbols used in the celebration of Shabbat -make links between the Ten Commandments and the reasons why Jews keep Shabbat -make links between Jewish belief in God as Creator and the blessings said at Shabbat - raise questions about and describe the impact of keeping special/holy

of beliefs on individuals and communities -explain the Torah as the source of Jewish beliefs and practices -explain the similarities and differences between Bar/Bat Mitzvah and initiation ceremonies in other religions -describe the impact of religion on the life of a Jewish boy or girl -provide thoughtful answers to questions of belonging, commitment and identity

world religions and describe why pilgrimage is important for believers -describe why a particular person acts as a role model for me and explain the impact they have on my life.

important for me with what is important for others -suggest meanings for the story of the Last Supper and make links with Holy Communion -identify and explain reasons for differences in the way Holy Communion is celebrated in two different Christian denominations -suggest meanings for the story of the end of Jesus’ life and make links with Christian rituals for Good Friday -say how people’s ideas and beliefs affect their lives

that influence me with those that influence others -describe what inspires and influences me and others -describe the impact of the pattern of daily prayer on the lives of Muslims -describe some similarities and differences in the way people pray in different religions -describe some similarities and differences between fasting in Islam and in another world religion -say why Muslims believe they should make the pilgrimage to Makkah

differences between religious and Humanist beliefs -give simple explanations of why Humanists try to follow the Golden Rule -say how people’s ideas and beliefs affect what they do in their lives, applying this

days on people’s lives

Musicimprovise and compose music for a range of purposes using the interrelated di mensions of music -listen with attention to detail and recall sounds with increasing aural memory (New Curriculum)

Living on a Prayerclassic rock! How to listen with understanding and direction Recognising styles of music and their style indicators Developing a context and understanding for the history of music Applying the interrelated dimensions of music in this context eg finding the pulse building to the extended dimensions of rhythm and pitch etc Using correct musical vocabulary linked to the song and general musical vocabulary correctly Learning through repetition and games about the interrelated dimensions of music Sing the song with understanding and musicality Work together in a band/ensemble

Classroom Jazz! How to listen with understanding and direction Recognising styles of music and their style indicators Developing a context and understanding for the history of music Applying the interrelated dimensions of music in this context eg finding the pulse building to the extended dimensions of rhythm and pitch etc Using correct musical vocabulary linked to the song and general musical vocabulary correctly Learning through repetition and games about the interrelated dimensions of music Sing the song with understanding and musicality Work together in a

Fresh Prince of Belair- Old School Hip Hop How to listen with understanding and direction Recognising styles of music and their style indicators Developing a context and understanding for the history of music Applying the interrelated dimensions of music in this context eg finding the pulse building to the extended dimensions of rhythm and pitch etc Using correct musical vocabulary linked to the song and general musical vocabulary correctly Learning through repetition and games about the interrelated

Play instrumental parts with increasing confidence and progression perhaps using the notated scores, a confident sound-before-symbol approach first though Improvise with creativity and understanding Compose melodies with understanding

PE

Swimming -swim competently, confidently and proficiently over a distance of at least 25 metres - use a range of strokes effectively -perform safe selfrescue in different water-based situations.

Swimming -swim competently, confidently and proficiently over a distance of at least 25 metres - use a range of strokes effectively -perform safe selfrescue in different water-based situations.

band/ensemble Play instrumental parts with increasing confidence and progression perhaps using the notated scores, a confident sound-beforesymbol approach first though Improvise with creativity and understanding Compose melodies with understanding

Swimming -swim competently, confidently and proficiently over a distance of at least 25 metres - use a range of strokes effectively -perform safe selfrescue in different water-based situations.

Swimming -swim competently, confidently and proficiently over a distance of at least 25 metres - use a range of strokes effectively -perform safe selfrescue in different water-based situations.

Dance (Production) -perform dances using a range of movement patterns Athletics -use running, jumping, throwing and catching in isolation and in

dimensions of music Sing the song with understanding and musicality Work together in a band/ensemble Play instrumental parts with increasing confidence and progression perhaps using the notated scores, a confident soundbefore-symbol approach first though Improvise with creativity and understanding Compose melodies with understanding Outdoor and Adventurous (Norfolk/local visits) -take part in outdoor and adventurous activity challenges both individually and within a team Athletics -use running,

Outdoor athletics -use running, jumping, throwing and catching in isolation and in combination -compare their performances with previous ones and demonstrate improvement to achieve their personal best.

PSHE

MFL

Me and My Relationships – personality, leadership, resolving tension. Shopping and holidays -listen attentively to spoken language and show understanding by joining in and responding - explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words -speak in sentences,

Tag Rugby -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Body Image

Hockey -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending

Me, growing and changing – changes in appearance, personality and relationships, responsibilities. Sex Ed part 2 Little Red Riding Hood – in depth study -develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* - present ideas and information orally to a range of audiences*

Tennis -develop flexibility, strength, technique, control and balance

Me, medicines and drugs – short and long term hazards of drugs, alcohol and cigarettes, strategies to cope with peer pressure and keeping rules.

combination

Me and keeping safe – being responsible, causes of accidents, crucial crew.

jumping, throwing and catching in isolation and in combination

Me and my healthy lifestyle – improving health, stereotypes and emotional health.

using familiar vocabulary, phrases and basic language structures -describe people, places, things and actions orally* and in writing Special visits and trips.

Grandparents visit

-appreciate stories, songs, poems and rhymes in the language

Visit to Duxford

Travel programme – mountains – recorded and shown to parents.

Survival Day

Crucial crew Open afternoon

Norfolk and local visits