Long Term Plan Year 6 The New Curriculum. See Separate Document

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1 Long Term Plan Year 6 The New Curriculum Year 6 Topic Maths and Literacy Science Working Scientifically See Separate Document 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: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Observing: taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Recording: recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Concluding: 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 Evaluating: using test results to make predictions to set up further comparative and fair tests - identifying scientific evidence that has been used to support or refute ideas or arguments. Light (physics) Thomas Young and Thomas Edison Pupils should be taught to (Y3): recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by a solid object - find patterns in the way that the size of shadows change. 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 - use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

2 Living Things and their Habitats (biology) Carl Linnaeus describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals - give reasons for classifying plants and animals based on specific characteristics. Animals, including Humans (biology) identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood 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. Evolution and Inheritance (biology) Charles Darwin, Alfred Wallace and Mary Anning 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. Electricity (physics) Michael Faraday Pupils should be taught to: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches - use recognised symbols when representing a simple circuit in a diagram. History Mayan civilization c. AD 900; a non-european society that provides contrasts with British history World War Two- a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066/Local history study-focus on Norfolk Geography - Volcanoes and Earthquakes (Europe/N/S America), human/physical geog aspects - UK topography; physical features, how land use has changed (historic digimap compared to modern) recap cities. (OS map skills, compass

3 points, grid reference, symbols and keys) Computing Whole school coverage P.E. Music D & T Art During the year children should given the opportunity to: Play and perform - link with the WW2 topic. Wartime songs. Improvise and compose - end of year performance. Using Garageband and ipads to record backing tracks and sound effects for performance. Listening - being able to recognise and explain the musical terms; tempo, dynamic, timbre, pitch. Use and understand History Soup Making. Make do and Mend. Cams - moving toys. 3D Suggested Artist Henri Moore, Craftspeople and designers from different times and cultures. Suggested Skills record first hand observations directly into clay, develop forming skills, researching and designing, modify and refine work as it progresses, develop casting techniques, select and assemble cast forms. Suggested Outcomes Clay-reclining figure based on Moore, Mother and child based on family photo, clay pendants based on cultures/family history, masks from brown gummed tape based on topic? Drawing Suggested Artist Portrait artists e.g. Matisse, Picasso, Gainsborough, Modigliani, Schnabel, Bacon, Rembrandt, Van Gogh, Holbein, Leonardo Da Vinci, Arcimboldo. Suggested Skills Detailed observational drawings, half a face next to a photograph of the other half, enlarging drawings and develop using selected media, review and modify work, understand the importance of tone in portraits, explore methods and media used by portrait artists (drawing outline of head, mark half way down for eyes, another half way down for nose, and another half way down for the mouth). Suggested Outcomes Drawing fruit/vegetables, scaled up drawings, portrait of a famous person, portrait based on artists studied, self-portraits Painting

4 Suggested Artist Patrick Heron, Patrick Caulfield, Cubist artists e.g. Pablo Picasso, Georges Braque. Suggested Skills Understand Heron s use of natural forms as a starting point for his images, understand colour shape and space, concentrate on outlines of objects to produce simple linear drawings. Suggested Outcomes Painting in response to Heron, Caulfield and Cubist artists, link paintings to work on magic. Textiles Suggested Artist Jean Davywinter, Batik artists Suggested Skills Develop understanding of materials and processes, develop understanding of wax resist and control of tjanting tools. Suggested Outcomes Wall hanging- based on flags of the world, fabric relief panels, Batik design in response to Davywinter. Collage Suggested Artist Gustav Klimt, Pablo Picasso. Suggested Skills develop use of simple geometric shapes, develop control of tools and techniques, select suitable materials, describe 3D form on a 2D surface, apply knowledge of Cubists, and make modifications as work progresses. Suggested Outcomes Collaged response to Klimt, develop design, build up designs, Cubist figurative images based on Picasso. Printing Suggested Artist Chinwe Chukwuogo Roy, Ancient Egyptian art. Suggested Skills Select and record from observation, explore ideas as starting point for further work, transfer work into another medium, develop unique state prints using reduction blocks and coloured tissue, compare ideas and adapt work, understand the batik process. Suggested Outcomes Drawings of natural forms, unique state press prints based on Ancient Egyptian tomb paintings/cartouche, batik design based on modern African artist Roy. PSHE Class council should highlight issues to address within class. Class rules, managing change, anti-bullying, about the importance of respecting and protecting the environment, about where money comes from, keeping it safe and the importance of managing it effectively, how money plays an important part in people s lives, a basic understanding of enterprise, how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco. The role and influences of the media on lifestyle. SRE (summer term) puberty and reproduction, relationships and reproduction, conception and pregnancy, your questions answered, being a parent and HIV transmission. R.E. MFL In all areas phonics and grammar should be introduced and revisited in the context of the language being learned. Revise: Greetings/ Social conventions, Asking and answering questions (What s your name?), Numbers to 10, Classroom objects (Notion of gender), Classroom instructions, Age, Colours (Basic word order), New language: Parts of the body, describing physical characteristics (hair and eyes), describing personality(adjective agreements), days of the week, animals and pets (negative form), numbers to 20, using 3rd person to give someone else s name, describing someone using 3rd person and adjective agreements, family members, learn and use French alphabet to spell, household objects (revision of gender),

5 prepositions of place.