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Year 6

As part of our journey towards the implementation of our own ‘Mastery’ curriculum in September 2017, we will be moving away from using the International Primary curriculum (IPC) this year.
Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
For further information, contact Jill Gosbee: AHT for the curriculum

National curriculum CONTENT coverage – Year 6 - 2016 to 2017

 

Subject

Science

Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

  • Questioning and enquiring
  • Planning
  • Observing and measuring
  • Pattern seeking
  • Investigating
  • Recording and reporting findings
  • Identifying, grouping and classifying
  • Research
  • Conclusions
  • Vocabulary
  • Understanding

Animals including humans

  • Identify and name the main parts of the human circulatory system, and explain 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.

Living things and their habitat

  • 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

Evolution and inheritance

  • 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.

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.

Geography:

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  •  On a world map locate the main countries in Africa, Asia and Australasia/Oceania. Identify their main environmental regions, key physical and human characteristics, and major cities.
  • Linking with local History, map how land use has changed in local area over time.
  • Name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers. Understand how these features have changed over time.

Place knowledge

  • Compare a region in UK with a region in N. or S. America with significant differences and similarities. E.g. Link to Fairtrade of bananas in St Lucia (see Geography.org etc for free and commercially available packs on St Lucia focussing on Geography). Understand some of the reasons for similarities and differences.

Human and physical geography

Describe and understand key aspects of: Physical geography including

  • Volcanoes and earthquakes, looking at plate tectonics and the ring of fire.
  • Distribution of natural resources focussing on energy (link with coal mining past History and eco-power in D&T)

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied
  • Extend to 6 figure grid references with teaching of latitude and longitude in depth.
  • Expand map skills to include non-UK countries.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

 

History: Refer to  National curriculum pages attached to progression document for more specific content guidance

Areas of study: A Study of an Aspect or Theme in British History Beyond 1066 & A Non-European Society (Islamic civilization, Mayan or Benin)

Chronological understanding

  • Uses timelines to place events, periods and cultural movements from around the world.
  • Uses timelines to demonstrate changes and developments in culture, technology, religion and society.
  • Names date of any significant event studied from past and place it correctly on a timeline.
  • Describes main changes in a period in history using words such as: social, religious, political, technological and cultural.
  • Uses these key periods as reference points: BC, AD Romans, Anglo-Saxons, Tudors, Stuarts, Georgians, Victorians and Today.

Knowledge and understanding of past events, people and changes in the past

  • Chooses reliable sources of factual evidence to describe: houses and settlements; culture and leisure activities; clothes, way of life and actions of people; buildings and their uses; people’s beliefs, religion and attitudes; things of importance to people; differences between lives of rich and poor.
  • Identifies how any of above may have changed during a time period.
  • Makes links between some features of past societies.
  • Gives own reasons why changes may have occurred, backed up with evidence.
  • Describes how some changes affect life today.
  • Describes similarities and differences between some people, events and objects studied.
  • Shows identified changes on a timeline.

.Historical interpretation

  • Understands that the past has been represented in different ways.
  • Suggests accurate and plausible reasons for how/why aspects of the past have been represented and interpreted in different ways.
  • Knows and understands that some evidence is propaganda, opinion or misinformation and that this affects interpretations of history.

Historical enquiry

  • Identifies and uses different sources of information and artefacts.
  • Evaluates the usefulness and accurateness of different sources of evidence.
  • Selects the most appropriate source of evidence for particular tasks.
  • Forms own opinions about historical events from a range of sources.

Organisation and communication

  • Presents information in an organised and clearly structured way.
  • Makes use of different ways of presenting information.
  • Presents information in the most appropriate way (e.g. written explanation/tables and charts/labelled diagram).
  • Makes accurate use of specific dates and terms.

Computing

Computer science

  • Design, write and debug programs that accomplish specific goals.
  • Controlling or simulating physical systems
  • Solve problems by decomposing them into smaller parts
  • Use sequence, selection and repetition in programs; work with variables.
  • Work with various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work.
  • Use logical reasoning to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet
  • Understand how networks can provide multiple services, such as the world wide web.             

Information technology

  • Select, use and combine a variety of software (including internet services) on a range of digital devices
  • Design and create a range of programs, systems and content that accomplish given goals
  • Collecting, analysing, evaluating and presenting data and information
  • Use search technologies effectively
  • Appreciate how search results are selected and ranked

Digital Literacy

  • Use technology safely, respectfully and responsibly
  • Recognise acceptable/unacceptable behaviour
  • Know a range of ways to report concerns and inappropriate behaviour
  • Be discerning in evaluating digital content
  • Understand the opportunities networks offer for communication and collaboration

Latin

Listening

  • Demonstrate understanding of main points and some details in short passages which include reference to the present (including some grammar up to and including the 4th Step). Transcribe short phrases.

Speaking

  • Take part in simple conversations, referring to the present. Exchange opinions and give simple reasons. Describe and give information in short dialogues using familiar vocabulary and common grammatical structures (including some grammar up to and including the 4th Step). Begin to speak spontaneously (e.g. by giving an unsolicited opinion).

Reading

  • Demonstrate understanding of main points, opinions, overall message and some detail in short written texts, referring to the present. Understand short texts written for target-language learners (e.g. menus, short adverts, songs, simple poems). Use a bilingual dictionary or glossary to look up unfamiliar words. Translate simple sentences containing familiar vocabulary and grammar (including some grammar up to and including the 4th Step) into English.

Writing

  • Write short texts for different purposes using mainly memorised language, referring to the present. Translate simple sentences (including some grammar up to and including the 4th Step) containing familiar words and structures into the target language. Generally accurate in using straightforward language and meaning is clear, but there may be errors with verbs.

Grammar

Understand and use:

  • Conjunctions
  • The present tense
  • Demonstrative adjectives
  • More common prepositions
  • Time

Music: These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

•                     Sing a round in two parts and identify the melodic phrases and how they fit together

Listening and movement

•                     Listen to longer pieces of music and identify features

Pulse and rhythm

•                     Perform an independent part keeping to a steady beat

Exploring sounds

•                     Select different melodic patterns

  •  

•                     Create different effects using combinations of pitched sounds

  •  

•                     Explore, select and combine a variety of different sounds to compose a soundscape

Reading and writing notation

•                     Sing songs using staff notation

Performance skills

•                     Show an awareness of audience, venue and occasion

Art

KS2: Exploring and developing ideas

Select and record from first hand observations, experiences and imagination, explore idea for different purposes.

Question and make thoughtful observations about starting points and select ideas to use in their work.

Explore the role and purposes of artists/ designers and craftspeople working in different times and cultures.

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they think and feel about them.

Adapt their work according to their views and describe what they might do to develop it further.

Annotate work in art books.

Drawing

  • To work in a sustained and independent way to create a detailed drawing.
  • To start to develop their own style using tonal contrast and mixed media.
  • To develop an awareness of composition, scale and proportion in their drawings e.g. foreground middle ground and background.

Painting

  • To explore the effects of light, colour, texture and tone on natural and man- made objects.
  • To create a painting from a variety of sources e.g. themes, poetry, music.

Collage

  • To use different techniques, colours and textures when designing and making pieces of work.
  • To use collage as a means of extending work from an initial idea.

Printing

  • To design prints for (but not restricted to) fabrics, book covers and wallpaper.
  • To carry out screen printing.
  • To experiment with approached used by other artists.

Photography

  • To present recorded visual images using PowerPoint/ Photostory etc.
  • To superimpose images using a variety of techniques and photographs.

Design and technology

When designing and making, pupils should be taught to:

Design

  • I can use a range of information to inform my design.
  • I can use market researche.g.g surveys and interviews) to identify users’ needs, wants and preferences, to inform my plans.
  • I can work within given constraints when my design is aimed at particular individuals and groups, and know if it is realistic.
  • I can develop a detailed design specification to guide my thinking and planning.
  • I can use prototypes, pattern pieces, annotated sketches, cross-sectional drawings, exploded diagrams and computer-aided design packages, to develop and communicate ideas.

Make

  •  I can show that I am conscience of the need to produce something that will appeal to an audience, explaining my choices.
  • I can show a good level of expertise when using a range of tools and equipment, chosen suitably for the task.
  • I can use an extensive range of materials and components, e.g. textiles, mechanical, construction kits, electrical and food ingredients.
  • I can measure, mark out, cut and shape materials and components with accuracy.
  • I can assemble, join and combine materials accurately.

Evaluate

  • I can test and evaluate my final product.
  • I can say if my product is fit for purpose.
  • I can evaluate what would improve it.
  • I can evaluate if different resources would have improved it.
  • I can say if I would need more or different information to make it even better.

Technical knowledge

  • I can use mechanical systems and electrical circuits to create a functional product.
  • I can use program computer systems and devices to control my product.
  • I can use a single fabric shape to make a 3D textile product.
  • I know that 3D textile products can be made from a combination of shapes.

Cooking and Nutrition

  • I know that food is farmed, reared, grown elsewhere (e.g. home, allotments), exported, imported or caught. This can be on a local, regional and international scale.
  • I know that the seasons and weather will affect the food availability.
  • I know that food is processed into ingredients that can be eaten or used in cooking.
  • I know how to prepare and cook a variety of savoury and sweet dishes safely and hygienically, using a heat source.
  • I know that recipes can be adapted to change the taste, texture, aroma and appearance.
  • I know that different foods contain substances that are needed for health e.g. water, fibre, vitamins and nutrients.

Religious education

Key religions: Christianity, Islam and Sikhism

Term 1

Islam: Beliefs and Moral values

Term 2                                                    

Christianity: Christmas: How significant was it that Mary was Jesus’ mother?

Term 3

Christianity: Belief and Meaning: Is anything ever eternal?

Term 4

Christianity: Easter: Is Christianity still a strong religion after 2000 years?

Term 5:

Sikhism: Belief

Term 6

Sikhism: Belief and teaching

School health and Physical education

by end of key stage 2:

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

•                     use running, jumping, throwing and catching in isolation and in combination

•                     play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

•                     develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

•                     perform dances using a range of movement patterns

•                     take part in outdoor and adventurous activity challenges both individually and within a team

•                     Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 6

Physical

Pupils should be able to:

Cognitive

Pupils should be able to:

Socio-emotional

Pupils should be able to:

Key Vocab

Games

  • Apply skills, confidently, in a range of sport specific contexts. 
  • Make judgements on quality of performance against set of criteria.
  • Identify key strengths/weaknesses in own and others’ performances.
  • Choreograph simple sequences/dance for themselves and others to follow.
  • Compare complexities of different compositional elements, skills and tactics, along with how they affect performance.
  • Change tactics in response to oppositions’ actions. 
  • Lead a group to a successful outcome in range of activities.
  • Involve and motivate others to perform better.
  • Create own learning plan and revise.
  • Explain how different individuals need different types of fitness to be more effective in their activity/role/event. 

 

Dance

  • Combine complex sequences of actions with quality and fluency. 
  • Show confidence in adapting movements and skills to meet a specific outcome.

Gymnastics

  • Show confidence in adapting movements and skills to meet a specific outcome.
  • Combine complex sequences of actions with quality and fluency. 

OAA and Swimming

Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]; perform safe self-rescue in different water-based situations

 

Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness

 

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