Year 6-Long-Term Curriculum Plan Overview

Transcription

1 Year 6-Long-Term Curriculum Plan Overview Year 6 Term 1a 8week Term 1b 7wk Term 2a 6wk Term 2b 5wk Term 3a 6wk Term 3b 7wk Theme/Topic Dr Beatz & Charles Literature through China & Chinese New China & Chinese New SATS Arch Bishops Award Darwin time Year Year & Performance *Enquiry Focus Dr Beatz Apprentice Culture & History Culture & Community SATS Performance and community First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers Pantomime Crucial Crew Visiting a Chinese New Year festival. Visitors from the Chinese community. Residential JCA English Skills / Text type studied Texts / Authors to be used Mathematics Skills / Focus Enterprise links purpose for the work. Explanation texts Sci-fi fiction Reports Magazine Articles/Eye witness account Write for a medical journal Diary Entry Blood cell Non-Fiction Texts. Sci-fi fictional stories Number & place value Approximation Rounding Estimation Addition Subtraction Multiplication Division Word Problems Expert Trainee Doctor/Rehab Centre Narrative setting, character atmosphere & dialogue Instructions Poems Plays Shakespeare - Macbeth Fractions Decimals Percentages Historical documents/sources Newspapers Persuasive writing Legends Non-Fiction Texts Geometry Position Motion Data Handling 2D & 3D shapes Measure Algebra Chinese Banquet for Staff and Pupils Explanations Argument Recounts Revision Holes REVISION REVISION On-going mathematical investigations to put existing skills into practice. Enterprise linked to Arch Bishops Award RE foci: Come & See Come & See Come & See Come & See Come & See Come & See Science Content and skills: Health & Lifestyles identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood Electricity Associate the brightness of a lamp or the volume of a buzzer with the number & voltage of cells used in the circuit. Compare & give reasons Light & Shadows Understand that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because Forces Classification Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including

2 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 & Adaptation Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. 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. they give out or reflect light into the eye. Explain that we see things because light travels in straight lines 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, and to predict the size of shadows when the position of the light source changes. micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. History Focus and skills Identify how animals and plants are adapted to suit their in different ways and that adaptation may lead to evolution. History of Evolution To investigate and interpret the past Use sources of evidence to deduce information about the past. Seek out and analyse a wide range of evidence in order to justify claims about the past. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. British History To investigate and interpret the past Crime and punishment. Select suitable sources of evidence, giving reasons for choices. Describe the social, ethnic, cultural or religious diversity of past society. To build an overview of world history Describe the characteristic features of the History of Immigration To investigate and interpret the past Use sources of information to form testable hypotheses about the past. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Understand that no single source of evidence gives the full answer to questions

3 To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Use dates and terms accurately in describing events. historically Use literacy, numeracy and computing skills to a exceptional standard in order to communicate information about the past. past, including ideas, beliefs, attitudes and experiences of men, women and children. To understand chronology Use dates and terms accurately in describing events historically Use original ways to present information and ideas. about the past. To build an overview of world history Compare some of the times studied with those of the other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. To understand chronology Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). historically Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade, legacy.

4 Geography Focus and skills Where are the Galapogos? To investigate places Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and landuse patterns; and understand how some of these aspects have changed over time. To investigate patterns Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night). Describe how locations around the world are changing and explain some of the reasons for change. geographically Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. How different is China to Britain? To investigate places Collect and analyse statistics and other information in order to draw clear conclusions about locations. Identify and describe how the physical features affect the human activity within a location. To investigate patterns Understand some of the reasons for geographical similarities and differences between countries. Describe how countries and geographical regions are interconnected and interdependent. geographically Describe and understand key aspects of: human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies. Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land). What is special about our community? To investigate places Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps. geographically Describe and understand key aspects of: Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

5 Art skills observational drawings DT skills PSHE skills and resources Peer Pressure Relaxation & Stress management Make judgements and decisions and list some ways of resisting negative peer pressure around issues affecting their health and well being Identify some factors that affect emotional health and well being Christmas Cards Calendars What makes a good learner? Make choices about how to develop healthy lifestyles Puberty Talks with Mrs Adams Discuss some of the bodily and emotional changes at puberty, and demonstrate some ways of dealing with these in a positive way Painting and sculpture of Chinese articfacts. Sculpture and Painting Chinese sculptures. Friendships & Bullying Respond to, or challenge negative behaviours such as stereotyping and aggression, and realise the consequences of anti-social and aggressive behaviours such as bullying and racism on individuals and communities Describe the nature and consequences of bullying, and express ways of responding to it Identify different types of relationships and show ways to maintain good relationships Mother s Day Easter Food technology (Global Cuisine) Chinese banquet Team Work Co-operation Respect Demonstrate respect and tolerance towards others, and resolve differences by looking at alternatives, making decisions and explaining choices Express their views confidently, and listen to and show respect for the views of others Demonstrate that they recognise their own worth and that of others, and identify positive ways to face new challenges Picasso Converting an image into a Picasso style painting. Enterprise Project Transition Be-frienders Other links to the curriculum e.g. Sustainability Music PE Research, discuss and debate topical issues, problems and events can be allocated in different individuals, communities and the sustainability of the Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the Research, discuss and debate topical issues, problems and events can be allocated in different individuals, communities and the sustainability of the Research, discuss and debate topical issues, problems and events can be allocated in different individuals, communities and the sustainability of the Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different individuals, communities and the sustainability of the Research, discuss and debate topical issues, problems and events can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the

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