Primary School Curriculum Map Year Group: 6

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1 Primary School Curriculum Map Year Group: 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Main Theme World War Two World War Two Mayans in the Mountains Crime and Punishment Survival Survival Literacy Goodnight Mr Tom Comparing texts: Carries s war Biography/Autobiogr aphy Anne Frank and Otto The piano Letters home from Evacuees Light War poetry Non chronological reports Playscripts Persuasive posters link propaganda Fantasy extended writing, writing in chapters Snow Queen Explanationmountain formation, Orcas persuasive letters link science Crime and punishment writing linked to Oliver: Orphanage report Non chronological report Persuasive writing orcas Biography of Survival expert Shipwrecked Persuasive writing Diary writing Transition Unit

2 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)

3 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 -use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Electricity: -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. Living things and their habitats Animals including Humans Evolution -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 Revision lessons

4 History 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 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 Mayan civilization- AD900 -Pupils should be taught about a noneuropean society that provides contrasts with British history ( this will Crime and punishment A study of the changes in Crime and punishment from Tudor times, through Victorian times, the start of the police force and crime and British history that extends pupils chronological knowledge beyond 1066 extends pupils chronological knowledge beyond 1066 punishment today. Geography 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 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

5 Art Sketching still life (Henry Moore) - pupils should be taught about artists through history Guernica by Picasso Manga faces - 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, with a range of materials Sculpture Mod Roc masks - about great artists, architects and designers in history - to improve their mastery of art and design techniques, including sculpture with a Art from Norfolk, Andy Goldsworthy beach art. Water colours Printing range of materials

6 Computing E Safety To highlight to young people that not everything they read or see online is true or trustworthy Cross curricular newspaper report to 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. Film To use a range of computing media to create a short information film Sketch up To design a WWII style Anderson shelter using Sketch Up To use a range of computing media to create a short information film To design a WWII style Anderson shelter using Sketch Up To design an interface for an APP To identify and write algorithms To understand why bugs appear in algorithms To identify the difference between the World Wide Web and the Internet To use Microsoft Publisher to create a brochure To research Holiday destinations in mountain ranges e- safety reminder with research and internet use To use a range of computing media to create a short information film To explore and experiment with Microsoft Excel To apply what I ve learnt to create a spreadsheet To create a quiz using PowerPoint using internal hyperlinks

7 Design Technology 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 Structures (Anderson Shelters) - 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 and ingredients, according to their functional properties and aesthetic qualities -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 Using Pulleys Designing and making a guillotine. To use research to develop design criteria to inform the design of a functional product fit for purpose. To select from and use a wider range of tools and equipment to practice skills and technique. To use select and use a range of tools and techniques to make a guillotine. To evaluate a product and process Children create a guillotine with a pulley system.

8 RE Jewish Home (Judaism) -suggest what places, objects, activities and feelings give me a sense of belonging -suggest the objects, The Synagogue -apply my ideas to my own and other people s lives - explain the impact of beliefs on individuals and communities - suggest appropriate Islam The kabah - recognise the importance of Makkah for Muslims and say why it is important - explain how Muhammad s Holy Week: Last week of Jesus life - suggest meanings for the Palm Sunday story and its importance -show understanding of Islam- The 5 Pillars -use the correct religious words to describe the five pillars of Islam -give simple Humanism Secular World View -say how the lives of people are affected by what they believe - describe the

9 activities and feelings which give a Jewish family a sense of belonging - suggest how some people eat different foods for cultural reasons -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 meanings for a range of artistic and symbolic expression -give simple explanations of Jewish practices and beliefs - describe the impact 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 connection with the Ka bah has made it a sacred building for Muslims -compare pilgrimage in Islam with pilgrimage in other 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. religious stories and make links with own experience - describe how the story of Palm Sunday is remembered by Christians today -compare what is 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 explanations of the way Muslims lives are affected by their beliefs -compare some of the things 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 impact of beliefs/religion on people s lives -give a simple explanation of Humanist beliefs - describe some of the similarities and 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

10 -say why Muslims believe they should

11 -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 days on people s lives make the pilgrimage to Makkah

12 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 Prayer- classic 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 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 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

13 Learning through repetition and games about the interrelated 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 sound-before-symbol approach first though Improvise with creativity and understanding Compose melodies with understanding Learning through repetition and games about the interrelated 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 sound-beforesymbol approach first though Improvise with creativity and understanding Compose melodies with understanding 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 Play instrumental parts with increasing confidence and progression perhaps using the notated scores, a confident soundbeforesymbol approach first though Improvise with creativity and understanding Compose melodies with understanding

14 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 waterbased situations. Hockey -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending 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. Tag Rugby -play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending 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 waterbased situations. Indoor 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. 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 waterbased situations. Tennis - develop flexibility, strength, technique, control and balance Dance (Production) - perform dances using a range of movement patterns Cricket/Rounder s develop flexibility, strength, technique, control and balance play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending Outdoor and Adventurous (Norfolk/local visits) -take part in outdoor and adventurous activity challenges both individually and within a team Athletics -use running, jumping, throwing and catching in isolation and in combination PSHE Me and My Relationships personality, leadership, resolving tension. Body Image Me and my healthy lifestyle improving health, stereotypes and emotional health., growing and changing changes in appearance, personality and relationships, responsibilities. Sex Ed part 2 Me and keeping safe being responsible, causes of accidents, crucial crew.

15 MFL 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, using familiar vocabulary, phrases and basic language structures -describe people, places, things and actions orally* and in writing 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* -appreciate stories, songs, poems and rhymes in the language

16 Special visits and trips. Grandparents visit Visit to Duxford Travel programme mountains recorded and shown to parents at open afternoon Open Afternoon to parents Crucial crew Open afternoon Residential to New Forest