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Year 6

Topic 2016-17

Term 1 – The Holiday Show

Subject

NC objective (statutory coverage)

Guidance / topic –linked ideas

Science

Light:

  • recognise that light appears to travel in straight lines
  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

Thinking scientifically

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 different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

 

DT

Design

  • 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
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, pattern pieces

Make

  • select from and use a wider range of tools and equipment to perform practical tasks accurately
  • select from and use a wider range of materials and components, including construction materials, textiles to their functional properties and aesthetic qualities

Evaluate

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 

Textiles - purses

Geography

Geographical skills and field work:

  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

 

Use different types of maps e.g. climate maps and use contours to find different information about various different holiday destinations.

Find places on OS maps and give 6 figure grid references.

Look at the impact tourism has had on an area – physical and human impacts and find out from looking at a range of sources.

Computing

  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  •  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  •  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Use imovie and publisher to create holiday brochures and adverts

 

Term 2 – AD 900

Subject

NC objective (statutory coverage)

Guidance / topic related ideas

Science

Living things and their habitats:

Pupils should be taught to:

  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals
  • give reasons for classifying plants and animals based on specific characteristics

Thinking Scientifically:

  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests

 

History

  • They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • They should understand how our knowledge of the past is constructed from a range of sources.

Pupils should be taught about:

  • a non-European society that provides contrasts with British history – one study chosen from: Mayan civilization c. AD 900
  • The Viking and Anglo-saxon struggle for the Kingdom of England to the time of Edward the Confessor

 

 

Compare the Mayan way of life to that of Britain in AD900

Viking raids and invasion, Edward the Confessor and his death in 1066

Art

Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

Mayan Art – printing on textiles

Spanish artists – Van Gogh

Citizenship

  • To know what democracy is, and about the basic institutions that support it locally and nationally.
  • To know that similarities and differences between people arise from a number of factors, including cultural, ethic, racial and religious diversity, gender and disability.

 

 

 

Term 3 – Space Explorers

Subject

NC objective (statutory coverage)

Guidance / topic –linked ideas

Science

Earth and space:

Pupils should be taught to:

  • describe the movement of the Earth, and other planets, relative to the Sun in the solar system
  • describe the movement of the Moon relative to the Earth
  • describe the Sun, Earth and Moon as approximately spherical bodies
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Light:

Pupils should be taught to:

  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Thinking scientifically:

  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.

 

DT

Design

  • 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
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • 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

 

Wood – moon buggies?

Geography

  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

 

Label and explain what they mean

Citzenship

  • To make real choices and decisions (e.g. about issues affecting their health and wellbeing such as smoking; on the use of scarce resources; how to spend money including pocket money and contributions to charities).
  • To look after their money and realise that future needs and wants may be met by saving.

 

 

Computing

  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Excel and databases – using for a purpose  -not just inputting data, using formula too and using the information they have obtained

 

Term 4 – Making the News

Subject

NC objective (statutory coverage)

Guidance / topic –linked ideas

Science

Thinking scientifically

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 different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

 

History

  • Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
  • They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

Pupils should be taught about:

A study of an aspect or theme in British history that extends pupil’s chronological knowledge beyond 1066 (a significant turning point in British history e.g. The Battle of Britain)

 

DT

Design

  • 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

Make

  • select from and use a wider range of ingredients, according to their functional properties and aesthetic qualities

 

Wartime cooking

Music

Music:

Pupils should be taught to:

  • listen with attention to detail and recall sounds with increasing aural memory
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

 

Citizenship

 

 

 

Term 5 – 3D Designers

Subject

NC objective (statutory coverage)

Guidance / topic –linked ideas

Science

Humans and other animals:

  • describe the changes as humans develop to old age.

Living things and their habitats’:

  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • describe the life process of reproduction in some plants and animals.

Thinking Scientifically:

  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

 

 

(Tie in with SRE)

DT

Design

  • generate, develop, model and communicate their ideas through computer-aided design

Technical knowledge:

  • apply their understanding of computing to program, monitor and control their products.

 

Design a house

 

 

Control through computers – lego kits??

Computing

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

 

Music

Music:

Pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  •  improvise and compose music for a range of purposes using the inter-related dimensions of music
  •  use and understand staff and other musical notations

 

Create compositions using ipad music apps

Begin to write these compositions down using musical notation

 

Term 6 – Out of Africa (Lion King production)

Subject

NC objective (statutory coverage)

Guidance / topic –linked ideas

Science

Evolution and inheritance:

Pupils should be taught to:

  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Thinking Scientifically:

  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments

 

 

Music

Music:

Pupils should be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Sing and perform in year 6 production

Geography

Describe and understand key aspects of:

  • human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Why are there such imbalances in food distribution? Look at MEDCs and LEDCs

Art

Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

African Art – shields, face paints

 

Modern art in S Africa representing apartheid

 

PE taught through providers in PPA

French, RE and PSHE to be taught discretely

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