Year 6 Curriculum Coverage Document

Transcription

1 English Fictional / non fictional focus Letter writing : Letters home imagining they have been evacuated to the country Diary entries: Children write in role as Anne Frank retelling the last days of her life. Persuasion : Pupils look at the declaration of war and write a speech to encourage men to join up. Narrative: Based on the story of I believe in unicorns Explanations: Children write an explanation based upon the question How does a story become a Manga graphic novel Speech : Children retell part of the Robin Hood legend from Sir Guy of Gisborne s point of view. Journalistic texts: Children examine bias, and balance, formal and informal building up to writing their own TV news report. Focuses dependent on children s emergent needs in preparation for their KS2 tests. Focuses dependent on children s emergent needs in preparation for their KS2 tests. Play scripts: Children build a character and explore the stages of development of a script to then go away and write an extra scene of a play. Persuasive texts: Pupils try and persuade the class to vote either for or against the use of a brain boosting memory aid in school. Journalist texts: Based upon the start of the Blitz, children write their own news reports. Explanations: Pupils look at the features to then help them write an explanation entitled How to escape Nazi Germany safely? Wider reading Goodnight Mr Tom- Michelle Magorian The boy in the striped pyjamas- John Boyne Anne Frank- the diary of a young girl. The Silver Sword- Ian Serraillier Carries War- Nina Bawden When Hitler stole Pink Rabbit- Judith Kerr Private Peaceful- Michael Morpurgo Just Henry- Michelle Magorian. The adventures of Robin Hood- Marica Williams Outlaw: the story of Robin Hood- Michael Morpurgo Arthur High king of Britain- Michael Morpurgo The king Arthur Trilogy Rosemary Sutcliff Zelah Green Queen of Clean- Vanessa Curtis Shine- Kate Maryon The Hunger games- Suzanne Collins Grammar focus Using a wide range of devices to build cohesion within and across paragraphs. Linking ideas across a paragraph using a range of cohesive devices. Expanded noun phrases, semi colons and dashes. Hyphens to avoid ambiguity.

2 Science Light Recognise that light travels in straight lines Objects can be seen because they give out or reflect light into the eye We see things because light travels from light sources to our eye or from light sources to objects and then our eyes. Electricity Evolution and Inheritancehow animals are adapted to living in their habitats Describe how things are classified into broad groups according to common observable characteristics based on similarities and differences including microorganisms, plants and animals. Record data and results of increasing complexity using scientific diagrams and labels. Working scientifically. Darwin s Delights: Give reasons for classifying plants and animals. Use test results to make predictions to set up comparative tests. Identify how animals and plants are adapted to suit their environment in different ways Record data and results of increasingly complexity Recognise that living things have changed over time and fossils provide information about living things that inhabited. Blood Heart: Identify and name the main parts of the human circulatory system and describe the function of the heart, blood vessels and blood. Record data and results of increasingly complexity Report and present findings from enquiries. Take measurements, including a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate. Use the idea that light travels in straight lines to explain why shadows have the same shape as the object that cast them. Recoginse that living things produce offspring of the same kind, but normally offspring vary Plan different types of scientific enquiry. Report and present findings from enquires Identify scientific evidence that has been used to support of refute an idea or argument. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans. Identify scientific evidence that has been used to support or refute idea or arguments.

3 ICT We are App Planners We are Project Managers We are Market Researchers We are Interface Designers We are Mobile App Developers We are Marketers Use search engines effectively To select, use and combine a variety of software on a range of Digital devices. To select, use and combine a variety of software, on a range of digital devices to design and create a range of programmes. Select and combine a variety of software on a range of digital devices to design and create a range of programs. Use search engines effectively Understand computer networks Select and combine a variety of software on a range of digital devices to design and create a range of programs. Use search engines effectively Understand computer networks Use search engines effectively Use sequence, selection and repetition in programmes. Select and combine a variety of software on a range of digital devices to design and create a range of programs. Use search engines effectively Select and combine a variety of software on a range of digital devices to design and create a range of programs.

4 History A Child s War: Study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Revolution: Study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Study an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 Learn about a non- European society that provides contrasts with British History Learn about an aspect or theme in British history that extends pupils chronological knowledge beyond 1066.

5 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. Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics. Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics. Use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied. Frozen Kingdom: Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern hemisphere, the tropics of cancer and Capricorn, Arctic and Antartic circle, the Greenwich Meridian and time zones. Use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied. Use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied. Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, and a region in Europe or North or South America. Locate the world s countries, using maps to focus on Europe and North and South America. Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, and a region in Europe or North or South America Use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied. Use the eight points of the compass, four and six grid references to build their knowledge of the wider world. Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, and a region within North of South America. Describe and understand human geography including the types of settlement and land use, economic activity and distribution of natural resources.

6 Art Find out about great artists, architects and designers in history. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Creating their own abstract forms choosing the appropriate materials when creating their own Inuit art work. Using paint techniques of a specific genre when creating their own Northern Light images. Create sketch books to record their observations and use them to review and revisit ideas. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials Find out about great artists, architects and designers in history.

7 DT Prepare and cook a variety of predominately savoury dishes using a range of cooking techniques. Select from and use a wide range of materials and components, including construction of materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Select from and use a wider range of materials. Generate, develop, model and communicate their ideas through discussions, annotated sketches, cross sectional and exploded diagrams. Select from and use a wide range of tools and equipment to perform practical tasks. Select from and use a wide range of tools and equipment to perform practical tasks. Prepare and cook a variety of predominately savoury dishes using a range of cooking techniques. Investigate and analyse a range of existing products. Generate, develop, model and communicate their ideas through discussions, annotated sketches, cross sectional and exploded diagrams Build structures exploring how they can be made stronger, stiffer and more stable. Hola Mexico: Evaluate their ideas and products against their own design criteria and consider the views of others to improve their own work. Prepare and cook a variety of predominately savoury dishes using a range of cooking techniques. Understand and apply the principles of a healthy and varied diet. Investigate and analyse a range of existing products. Use research and develop design criteria to inform the design innovative functional, appealing products that are fit for purpose. Select from and use a wide range of materials and components, including construction of materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

8 RE Why do people have ceremonies and use rituals in their lives? What do the gospels tell us about the birth of Jesus? Why should people with a religious faith care about the environment? Why are Good Friday and Easter Day the most important days for Christians? So, what do we now know about Christianity? ( exploration through the concepts)

9 PSHCE (core) Health and Wellbeing about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others Relationships to recognise ways in which a relationship can be unhealthy and who to talk to if they need support that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see protected characteristics in the Equality Act 2010) to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, how to respond and ask for help) to recognise and challenge stereotypes Economic Wellbeing to develop an initial understanding of the concepts of interest, loan, debt, and tax (e.g. their contribution to society through the payment of VAT) that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment about enterprise and the skills that make someone enterprising to explore and critique how the media present information how their body will change as they approach and move through puberty about human reproduction strategies for keeping physically and emotionally safe including road safety, safety in the environment and safety online (including social media, the responsible use of ICT and mobile phones)

10 PSHCE (core) Personal development Personal development Personal development To try new things Enjoy new things and take opportunities wherever possible Find things to do that give energy Become fully involved in clubs or groups Meet up with others who share interests in a safe environment To understand others Listen first to others before trying to be understood Change behaviours to suit different situations Describe and understand others points of view To not give up Show a determination to keep going, despite failures or set backs Reflect upon the reasons for failures and find ways to bounce back Stick at an activity even in the most challenging of circumstances See possibilities and opportunities even after a disappointment Consider oneself to be lucky and understand the need to look for luck To improve Clearly identify own strengths Identify areas for improvement Seek the opinions of others to help identify improvements Show effort and commitment in refining and adjusting work To push themselves Find ways to push past doubts, fears, or a drop in motivation even in challenging circumstances Push oneself in areas that are not so enjoyable Listen to others who encourage and help, thanking them for their advice Reflect upon how pushing past doubts, fears or a drop in motivation leads to a different outlook To work hard Have fun working hard Understand the benefits of effort and commitment Continue to practise even when accomplished Encourage others by pointing out how their efforts gain results To concentrate Give full concentration Tune out most distractions Understand techniques and methods that aid concentration To imagine Generate lots of ideas Show a willingness to be wrong Know which ideas are useful and have value Act on ideas Ask lots of questions

11 PSHE (additional) Think about the lives of people living in other places and times, and people with different values and customs. Know what a democracy is, and the basic institutions that support it locally and nationally. Reflect on spiritual, moral, social and cultural issues, using imagination to understand other people s experiences. Recognise resources that can allocated n different ways and the these economic choices affect individual communities and the sustainability of the environment Recognise their worth as an individual by identifying positive things about themselves and their achievements, seeing their mistakes, making amendments and setting personal goals. Reflect on spiritual, moral, social and cultural issues, using imagination to understand other people s experiences. Talk and write about their opinions and explain their views on issues that affect themselves and society. Take responsibility Know where individuals, families and groups can get help and support. Participate (e.g. in the schools decision making process, relating to democratic structures and processes such as councils, parliaments and governments) Recognise that their actions affect themselves and others, to care for others feelings and to see things from other points of view.

12 PE (core) Indoor Athletics Football. Gymnastics Dance Fielding and Striking Outdoor games. (additional) Play competitive games Perform dances using a range of movement patterns. Develop flexibility, strength, technique control and balance. Take part in outdoor and adventurous activity. Compare their performances with previous ones and demonstrate improvement. Use running, jumping, throwing and catching in isolation and in combination. Perform dances using a range of movement patterns.

13 French Classroom routines Recap of phrases from Y4,5 On va rester dans As tu? Recap of adjectives FROM y4 Un hotel, un appartment, un gite, un campin Recap of clothes vocabulary Une Fenetre On va aller, prendre Recap of expressing opinions from Y3,4,5 Une Piscine Recap of means of transport Justifying opinions Recap of prepositions from Y5 On va visiter, regarder C est+ adjective Recap of family members from Y4 Recap of quantifiers from Y3,4,5 Recap of repetition requests from Y3 Furniture vocabulary Recap of stalling strategies from Y5 Names of places to visit ( prepare a presentation in relation to holiday plans ) Perform these to an audience. Recap of adjectives from Y4 Recap of verbs Recap of the days of the week and months of the year. Recap of family members

14 Music (core) Livin' on a Prayer Benjamin Britten - A New Year Carol Classroom Jazz 2 Fresh Prince of Bel Air Make You Feel My Love Reflect, Rewind and Replay (additional) Listen with attention to detail and recall sounds with increasing aural memory. Play and perform in solo and ensemble contexts Improvise and compose music for a range of purposes. Appreciate and understand a range of high quality live and recorded music. Improve and compose music for a range of purposes. Improve and compose music for a range of purposes. Play and perform in solo and ensemble contexts Use and understand staff and other musical notation. Play and perform in solo and ensemble contexts Appreciate and understand a range of high quality live and recorded music. Listen with attention to detail and recall sounds with increasing aural memory. Improve and compose music for a range of purposes.