Year 6 Curriculum Map

 

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

RE

Progression in RE (PDF)

Autumn 1 PDF
Autumn 2 PDF
Spring 1 PDF

The ways in which love of neighbour can be shown at home, at church, locally and globally

The gift of the Holy Spirit which are given to individuals and groups for the service of the whole community

The Christian values which inform love of neighbour and oneself.

Key imagery that speaks of Jesus in Old and New Testament Holy Orders Be able to name the Sacraments of Holy Orders and Matrimony and to explain their significance in their own words

Matrimony

The Eucharist

Confirmation

The Resurrection (Easter Sunday) as a sign of love, sacrifice and the source of new life 

Gospel accounts of the coming of the Holy Spirit and the transformation of the Apostles

The life and growth of the first Christian communities – Responsibility to do good.

Use of Scripture in prayer

Lectio Divina-

-what does it say

-what is the passage saying to you? What phrase will you remember?

-what do I want to say to God based on this?

-Contemplation- see as God sees

Consciousness Examen (or ‘Examen’)

Our relationship with God to be developed through the practice of the Examen

Ways of taking part in the life and worship of the domestic and local Church

Ongoing

A variety of prayers and prayer forms, formal and informal used for personal and community prayer.

English

See separate document: English Curriculum Map

Reading Scheme of Learning PDF

Writing Scheme of Learning PDF

Mathematics

See separate document: Mathematics Scheme of Learning

Science

All living things

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

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

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.

This is the only time in the science curriculum that Evolution and inheritance is studied

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

Science Revision

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.

Science Transition Unit

TOPIC Theme

World War 2 The New World Extreme Earth

History

Continue to develop chronologically secure knowledge of history Note connections, contrasts and trends over time. Develop the appropriate use of historical terms Understand that different versions of the past may exist and give reasons for this. Describe social, cultural, religious and ethnic diversity in Britain and the wider world Children should be taught the above skills through study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 e.g WWII Continue to develop chronologically secure knowledge of history Note connections, contrasts and trends over time. Develop the appropriate use of historical terms Understand that different versions of the past may exist and give reasons for this. Describe social, cultural, religious and ethnic diversity in Britain and the wider world Children in year 6 should be taught the above skills through the study of Mayan civilization c. AD 900. Architecture across multiple civilisations a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization,

Geography

   Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Art

Painting – watercolours Improve and develop mastery of art techniques. Assessing and reviewing work against criteria. Artists, architects and designers in history Look at art, craft and design work from different times and cultures and use this to help develop own work. Sculpture Independently plan and create sculpture incorporating form, pattern and texture. Use a wide range of tools and refine skills. Use imagination and experience to influence work. Evaluate own work using artistic language. Drawing Further develop the use of a sketch book to record observations and use them to review and revisit ideas. Develop techniques in the use of media and experiment with the effect it has on the texture, form shape and space.

DT

Planning, Practical skills and techniques With greater independence select tools and equipment suitable for the task. Select materials and components suitable for the task. Explain and justify the choice of materials and components according to functional properties and aesthetic quality. Accurately measure, mark out, cut and shape materials and components. Generate innovate ideas drawing on research. Planning, Practical skills and techniques With greater independence select tools and equipment suitable for the task. Select materials and components suitable for the task. Explain and justify the choice of materials and components according to functional properties and aesthetic quality. Accurately measure, mark out, cut and shape materials and components. Generate innovate ideas drawing on research. Own ideas and products Identify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work. Evaluate their ideas and products against their original design specification. Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make. Technical knowledge Making products work Apply understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products. For example gears, pulleys, cams, leavers and linkages. How to reinforce and strengthen a 3D framework. Generating, developing, modelling and communicating ideas Share and clarify ideas through discussions and presenting ideas. Model ideas using prototypes and pattern pieces. Use annotated sketches, cross section drawings and exploded diagrams to develop and communicate their ideas. Use computer aided design to develop and communicate their ideas.

Modern

Foreign

Languages

Our School

  • Places around the school
  • Everyday school routines
  • School subjects
  • Telling the time

Making statements (about the school environment and everyday school routines)

  • Making statements about break time activities, with reference to the past
  • Telling the time using half hours, quarter-hours and 24-hour clock notation

Then and Now

  • Comparison of modern day settlements with those from a period in the past
  • Descriptions (of a town) 
  • Writing a guide for tourists 
  • Making statements (about places in a town)
  • Asking questions (about places in a town)
  • Giving a description (of a town)
  • Saying the year,

Creating a Café 

  • Drinks, snacks and ice creams Quantities (of food and drink)
  • Transactional language for a café
  • Seeking clarification of meaning

At the theme park

  • Entertainment
  • Money
  • Making statements about a visit to a theme park, referring to the past
  • Expressing an opinion about what a theme park ride was like
  • Using adjectives to add interest and detail to a description

What is in the news?

  • Celebration and consolidation of learning
  • Looking at Spanish newspapers
  • Writing a newspaper article 
  • Making statements (about columns in a newspaper)
  • Expressing and justifying opinions

Our World

  • Continents and rivers of the world
  • Study of a non-fiction text
  • Understanding and naming continents
  • Making statements (about rivers and their geographical features)
  • Making a weather forecast

PHSE

See separate document: PHSE Curriculum Map

PE

Games
Rugby

Games
Rugby

Dance

Reteach time

Gymnastics

Reteach time

Games

Tennis

O&A

Games
Cricket

Reteach time

Music

To use and understand stave and other musical notations

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Outcome - to combine musical symbols and dynamics to create melodies. To record standard notation on a blank stave (treble clef and bass cleff) using 5 or more notes.

To use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Outcome - to show confidence, thoughtfulness and imagination in selecting sounds and dynamics to convey an idea.

To use and understand stave and other musical notations.

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression.

Outcome - to read/ interpret dynamics and play songs with confidence.

Create music reflecting given stimulus and record using standard notation and chords.

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music.

Classical –Vivaldi Swing – Frank Sinatra Rock n roll - Elvis Modern - Adele

Outcome - to use musical vocabulary confidently to describe music.

Use knowledge of how lyrics reflect cultural context and have social meaning to enhance own compositions.

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Outcome - to sing in tune with accurate phrasing, breathing and range of dynamics in order to sing in time with others. (unison, rounds and 2 part harmony)

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression

Outcome - to Perform in solo/ ensemble contexts using a variety of techniques, confidently, expressively and in tune. Improvise using 5 notes of the pentatonic scale, experimenting with tempo, duration and texture.

Educational

Visits and

Showcase

World War 2 blitz watercolours Mayan masks Volcano models

Ongoing Themes

RE

Learn about the value of sharing, showing respect and care for others. A variety of prayers and prayer forms, formal and informal used for personal and community prayer.

Science 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 enquiries, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models
  • reporting findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions
  • presenting findings in written form, displays and other Presentations
  • using test results to make predictions to set up further comparative and fair tests
  • using simple models to describe scientific ideas identifying scientific evidence that has been used to support or refute ideas or arguments.

Music

To develop and understanding of dynamics and begin to use terminology to describe a range of music styles. To perform with confidence

Design and Technology

pupils should know:

About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products.