Year 6

Subject

Autumn Term

Spring Term

Summer Term

Science

Living Things & habitats   

Give reasons for classifications of plants & animals based on specific characteristics.

Compare similarities & differences.

(OPAL website for classification resources).

Evolution & Variation

Explorebiological classification in more detail. 

Know living things have changed over time. Fossils provide evidence for this.

Know that offspring are similar but not identical to parents.

Identify things adapt and how this may lead to evolution. Over time the characteristics that are most suited to the environment become increasingly common. Know that organisms best adapted to reproduce are more likely to do so and that competition exists for resources & mates.

 

 

Electricity

Associate brightness of lamp or volume of buzzer with number and voltage of cells.

Compare and give reasons for variations in how circuit components function (e.g. the greater the current flowing through a device the harder it works).

Draw circuit diagrams using recognised symbols.

 

Sound (Working scientifically)

Describe how sound moves. Know that it travels from a source and we hear it when it travels to our ears. Sound spreads out as it travels. Sound can be blocked.

Know that sound moves through all materials by making it vibrate. Investigate the effects of changing the vibration (bigger, faster) and changing the shape , size and material of an object will change the sound it produces.

 

 

 

Light

Explore how light behaves (travelling in straight lines, reflection, refraction,  shadow formation).

Light travels form a source into eyes.

Animals (including Humans)

Identify main parts of the human circulatory system.

Explore the impact of diet, exercise, drugs & lifestyle on health.

Describe how water and nutrients are transported in humans and other animals. 

 

 

 

 

DT

Understand and apply principles of a healthy diet.

Prepare and cook savoury dishes.

Research a variety of Greek food.

Eat a range of different Greek foods.

Create own version of Tzatsiki. Compare own with shop bought.

Evaluate flavour and taste.

 

 

Evaluate existing products and improve own products.

Use electrical systems in own products.

Build and strengthen more complex structures.

Look at a variety of different fairground rides and investigate how they rotate using motors.

Use electrical circuits to create moving parts on fairground rides, including the use of belt and pulley systems to transfer motion. 

Demonstrate different ways of creating strong and stable structures.

Investigate different ways of making frameworks for some familiar fairground rides.

Design their own fairground rides. Use Raspberry Pi to control on and off switch for ride.

Evaluate products and make improvements based upon their evaluations.

 

 

Develop products fit for purpose.

Communicate design ideas in various ways.

Use a wider range of tools and materials.

Understand how to construct a model turbine.

Using understanding, design own wind turbine.

Understand how a turbine is used to create electricity.

Build a model based on their own design.

Test success of turbine, making changes to increase electricity generated.

Create a belt and pulley system to increase the speed of generator rotation in the model turbine.Evaluate their wind turbine model and compare with other designs.

To suggest some ways their model could be improved.

 

 

PE

Develop flexibility and control through dance.

Listen to a variety of traditional Greek music.

Watch videos relating to Greek dance, analyse music.

Battle of Troy.pdf

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

Play competitive games, modified if needed.

Tag Rugby - passing, receiving, scoring, team play.

 

 

Develop flexibility and control through gym.

Practice and develop sequences using Key Step gymnastics.

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

Play competitive games, modified if needed.

Basketball—passing, receiving, scoring, team play.

Handball - passing, receiving, scoring, team play.

 

 

Take part in outdoor Adventurous Activity.

Range of OAA and teambuilding challenges. Use the OAA pack to develop a range of team challenges.

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

Compare performances to achieve personal bests.

Athletics -

 

 

Geography

Greece

Locate the European countries

Identify position and significance of lines and zones on a globe

Focus on Greece concentrating on environmental regions, key human and physical characteristics, countries and major cities

Understand geographical similarities and differences through the study of human and physical geography of a region in a European country

Use maps, atlases and globes to locate countries and describe features

Use 8 points of a compass, 4 and 6 figure grid references

On a map of Europe locate European countries. On the map add Equator, Poles, Tropics, Time zones, Lines of latitude and longitude.

Using You Tube clip, Flying over Greece, chn to identify the features/places on a map. Describe the places using grid references.  Use compass points to describe how to get from one place to another.

How do the Islands of Greece compare to mainland Greece.  Discuss and look at google earth to find features. Label images from google earth explaining the differences.

Promote Greece as a holiday resort– include information on different areas, weather, sights etc.  Chn to choose how they want to present it eg brochure, talk, piece of writing etc

Compare Greece as a holiday resort to the IOW

 

 

USA– hazardous geography

Locate North American countries

Use maps to focus on North America, concentrating on key human and physical characteristics, countries and major cities

Identify position and significance of lines and zones on a globe including plate tectonics.

Understand geographical similarities and differences through the study of human and physical geography of a region within North America

Describe and understand key aspects of volcanoes and earthquakes, hurricanes, tornadoes, geysers etc.

Use maps, atlases and globes to locate countries and describe features

Use 8 points of a compass, 4 and 6 figure grid references

 

 

Renewable energy

Name and locate counties and cities of the UK, key topographical features and land use patterns

Understand geographical similarities and differences through the study of human and physical geography of the UK

Describe and understand key aspects of the distribution of natural resources including energy.

Use fieldwork to observe, measure and record and present the human and physical features in the local area.

Give chn a blank map of counties.  Give names of counties and chn to label where they might be.  Give map  for chn to check and correct. 

Using a relief, population and landuse map of the UK. Chn to compare places in the UK in terms of relief, landuse and population. 

Discuss the different renewable energy sources. 

Show a map of the UK. Chn to predict where they think solar, wind farms are.  Chn to explain why they think they are there.  Look at http://www.renewables-map.co.uk/default.asp.  Chn to mark renewable energy farms on UK map and give explanations for their location.

Visitor from Vestas??

Fieldwork– visit a possible site for a wind/solar farm??

 

 

History

An overview of an ancient civilisation

Ancient Greece - What did they do for us?

What’s so special about Greece now and in  ancient times?

What can we learn about Ancient Greece from what has been left behind?

Pupils understand that our knowledge of the climate and geography of Greece today helps us understand the important of long coastlines, mountainous interior, abundant islands. These feature frequently in Greek legends.

Discuss the term civilisation and how a civilisation rises up. Use a globe and maps to identify Greece and the UK . Why would they be different societies due to the climate.  (Warmer climate—more time to form a social structure)

Use a timeline to show the period of time

Ancient Greece existed and in context to the

period occurring in Britain.

Grasp the diversity of life style depending on position within society and know the influence that the large slave population had on Ancient Greeks’ ability to have time to think. (Rights and Responsibilities)

Ideas of democracy (Should we build the Parthenon?)

That there was a clear distinction between life in

Athens and Sparta for both men and women.

Grasp an understanding of the political system and democracy.

What can we tell about the Ancient Greeks from their interest in the theatre and festivals like the Olympics?

Pupils understand that the Olympics were not just athletic events.

Children use primary and secondary sources to make a hypothesis. From the evidence presented I think…

That sometimes books disagree, e.g.: did women do

the shopping. That we need to cross-refer between a number of sources to be able to answer the questions

historians pose. That it is often difficult to be certain so we have to use tentative language.

 

 

Local Study -  defence of the realm

Focus on the Tudor ships and the Mary Rose.

Why was the Armada defeated?

 

 

An in depth study: Bagdad

A non-European Society (early Islamic)

Read the children the beginning of ‘The house of

Wisdom’ Use maps and atlases to locate Bagdad and look at the geographical structure of the country.

Why do you think it is important to study Islam in this period, c.900?

Pupils can locate this topic in time and place. They deduce from source clues the importance of Arab Muslims’ contribution to the world of mathematics and science, books, geography, astronomy, medicine etc. They know Baghdad was a major city of

learning and printing. Over 100 booksellers and was 10 x size of London at the time. By middle of 8th century Islam spread from Arabia to as far as Spain in the west and India in the east, larger area than that of the Roman Empire, covering almost a third of the world’s population.

Bagdad was the centre of Islamic civilisation –Roman empire collapsed and Britain in the dark ages. Discuss the notion of civilisation. (Building upon previous topics) What makes a civilisation?

How were the Arabs able to spread so far, so quickly, within just a century of the Prophet Muhammad’s death?

They are able to give several reasons why it spread so quickly e.g. weakness of surrounding empires, exhausted by war; divisions among rivals; zeal of their faith; better fighting tactics and weapons and can classify under different types of reasons e.g. military.

What can we learn about Islam from the way they set up

the capital at Baghdad?They are able to creatively construct an image of what Baghdad would have looked like as a team working collaboratively.

Pupils grasp that workers came from every city in the empire to build the city and that the network of canals supplied water to farms and allowed food and other goods to be brought into the city by boat.

In its Golden Age, ten times more people lived in Baghdad than in London. So what was so special about it and how

can we possibly know?

Pupils grasp the importance of Trade to enriching life there.

Just how amazing was daily life for rich people in

Islamic cities?

 

 

Computing

We are app planners

Understand computer networks.

Use search technologies effectively.

Select, use and combine a variety of software.

Recognise and explain the capabilities of a smart phone.

Use photographs taken on location, to upload and develop understanding of GPS.

Brainstorm ideas for a phone app.

Research what other apps are available to solve their identified problem.

Develop a pitch to present the key ideas behind their app.

Deliver pitch presentation to a selected panel.

We are project managers

Select, use and combine a variety of software.

Use technology safely, respectfully and responsibly.

Use logical reasoning.

Explore and understand the app interface to share with class.

Identify and develop the skills in the team.

Plan stages of development through a series of tasks.

Choose and create resources for their project.

 

 

We are market researchers

Select, use and combine a variety of software.

Use technology safely, respectfully and responsibly.

Create a survey to find out a range of different information.

Collect and analyse results of the survey carried out.

Plan interviews for customers.

Undertake the interviews with customers.

Analyse and present information they have discovered.

We are interface designers

Design, write and debug programs.

Use sequence, selection and repetition in programs.

Use logical reasoning.

Sketch out ideas for own app interface.

Develop and create own planning screen.

Develop app interface.

Ensure that App is accessible and change according to evaluations.

Source own media assets, and export into own files for use in own App.

 

 

We are app developers

Design, write and debug programs.

Use sequence, selection and repetition in programs.

Select, use and combine a variety of software.

Introduce and use the app development platform.

Assemble assets required to create own app.

Establish the algorithms to run the app.

Support children to code their own apps.

Debug and refine how their app algorithms work through trialling.

Test and review App.

We are marketers

Understand computer networks.

Use technology safely, respectfully and responsibly.

Use technology safely, respectfully and responsibly.

Create a sales slogan/message for the App.

Create a flyer for their App.

Develop, evaluate and refine website for their App.

Create a video to advertise their App.

Evaluate and refine their video.

Present their video.

 

 

Art

Use sketchbooks to collect, record and evaluate.

Improve skills in sculpture using clay.

Record their ideas and collect evidence of Greek art/ clay pots from imagination and exploring the different patterns and techniques.

Ask and answer questions and make observations about Indian designs.

Collect examples of Greek artwork and design. Compare them including a design of their own using colour and patterns.

Investigate Greek art using a variety of line, symbol and drawing techniques.

Children to develop their use of pencil and drawing techniques developing their control and accuracy to produce their own piece of work.

Design and make their own piece of Greek artwork/ pots (decided by class – class teacherbased on their own ideas and observations.

Compare methods and ideas used in their own piece of Indian piece of work and say what they think about it and how they make them feel

From their evaluation adapt their final piece of work and describe how they would develop their piece further.

 

 

Learn about great artists.

Improve skills in drawing and painting using various materials.

Record different ideas from Liechenstein’s and explore different ideas and examples of his paintings.

Question and make thoughtful observations about Liechenstein’s style and paintings.

Develop ideas and collect information about Liechenstein in the form of sketches and keep in a sketchbook.

 Investigate the colour and shape used to represent the images observed in Liechenstein’s paintings.

Select the appropriate brushes and pencils to recreate Liechenstein’s techniques.

Design and make their own piece of art using Liechenstein techniques which can be communicated through colour and mood.

Make comments on the ideas, methods and approaches used in my own and others’ work, relating these to Liechenstein’s style work saying how they think and feel.

Adapt work to views and ideas and explain how they would develop it further.

Use their observations of Liechenstein’s paintings to include the colour, line and tone to convey an impression of his work.

Use the correct paint and drawing techniques to match their own ideas and work

Understand the context and culture of when Liechenstein produced his paintings.

 

 

 Use sketchbooks to collect, record and evaluate.

Improve skills in textiles using wool to create a tapestry.

Explore historical, cultural and religious reasons for the use of sewing

Ask and answer questions about the historical, cultural and religious purpose of using sewing.

Investigate the different types stitches and techniques to sew fabric.

Apply techniques to develop their use of cross stitch and sewing fabric.

Design and sew for a purpose ( to be decided by class/ class teacher)

Compare the methods they have used with the work of others and comment on similarities and differences.

Practice using different cross stitch techniques and designs, adapt their own work in the process before producing their final piece.

Understand how colour pattern and shape can be combined

Understand how materials can be combined to produce a piece of sewing

 Understand how and why different cultures, religions and people in the past used sewing.

 

French

Understand and respond to spoken and written language from a variety of authentic sources

Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation 

Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

Discover and develop an appreciation of a range of writing in the language studied.

Music

Can I appreciate a range of live and recorded music?

Can I  use instruments and voice with increasing accuracy and control?

Can I listen with attention to detail?

 

Can I  use instruments and voice with increasing accuracy and control?

Can I develop understanding of musical history?

Can I listen with attention to detail?

 

Can I  use instruments and voice with increasing accuracy and control?

Can I improvise and compose my own music?

Can I develop understanding  of musical notation?

 

RE/PSHE/RRR

 Understand the  principles and purpose of 5 pillars of Islam—relate principles to other religions they have studied.

Relate key features of Islam to faith of people and compare with version that is preached by other arms of Islam. Children to recognise how original Islam has been distorted.

Investigate symbolism within Islamic art - significance of pattern.

Children to understand that Islamic art is about understanding the meaning and essence of things.

Understand that different jobs have different salaries and that salaries have deductions taken from them (My Money Unit 1 Yr 6)

Understand how and why the body changes as it prepares for reproduction.

Understand that all children have a right to a healthy diet and the reasons why.

Understand what events could affect a child receiving a healthy diet. (Make links to refugees)

 

Read and recognise how different gospels have different versions of the same event.

Why may they be different? What is the religious meaning of these accounts? Where do we find bibles?  (Relate to significance in church.)

Introduce children to idea of Lent (close as possible to Lent beginning.) What do they think is the meaning behind it? Why is this important?

Why is it difficult to overcome temptation? Make links to Lent and strength of mind. To make own decisions. Link to Easter through Judas and his decision.

Last Supper - investigate if accounts differ in different gospels. Significance of bread and wine. How is this used as a symbolic act in churches  (communion) today?

What is confirmation? What does it mean to be confirmed?

Understand importance of both crucifixion and resurrection in Christianity.

Understand degrees of financial risk and consequences if financial risks go wrong. (My Money Unit 2 Yr 6)

Understand different types of adult relationships, including how babies are made.

Understand that all children have the right to a safe, secure home.

Recognise reasons why some children may not have this, how has this changed over time. (Make links to Tudor children.)

 

 

 

Revisit work on the bible  from last term. Develop understanding of bibles purpose.  Why do they think the bible was written?

Introduce the Quran—what do they think they will find in this holy book? Will it be different or the same?

Understand prayer, holy books, religious leaders and religious buildings hold significance in every religion.

What religious buildings can they list? How are they important?

Discuss and understand the significance of Hajj and the pilgrimage to Mecca. Why is it important in Islam? Relate to Lent in Christianity.

What does religion try to show us as humans?

Understand that choices have to be made with money due to limited resources. (My Money Unit 3 Yr 6)

Understand how life can be changed by babies and the need to consider these. Have a basic understanding of pregnancy and contraception.

Understand that all children have the right to be warm at home. Understand the different ways that this can be achieved.

Recognise how they have a responsibility to protect the earth that they live on. (Link to Renewable energy)

 

 

 

2011 Year 6. Create and maintained by Sam Newson (ICT Facilitator)
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