Eastbury Primary School Wider Curriculum Overview Map for Year … · 2020-06-29 · 1 . Eastbury Primary School Wider Curriculum Overview Map for Year 6: September 2020 . Year: 6

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Eastbury Primary School Wider Curriculum Overview Map for Year 6: September 2020

Year: 6 Autumn 1 8 weeks

Autumn 2 7 weeks

Spring 1 6 weeks

Spring 2 6 weeks

Summer 1 6 weeks

Summer 2 6 weeks

Topic theme title

Term 1: Life and War in the UK. (1914-1945) Term 2: Rise and fall of the Shang Dynasty.

Term 3: Islamic Civilisation: Baghdad c.900

SECTION A: TITLE OVERVIEW RETURN FROM LOCK DOWN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Return from lock down and pupil well-being: At the beginning of each term go over daily expectations and procedures.

Use PHSE sessions to go over topics related to hand-washing, hygiene, safety, family bereavement, worries and anxieties. Go over school and class expectations. Behaviour and learning expectations. Having positive growth mind-set. Discuss any changes to school procedures such timetables and movement around school (playtimes/lunch times). To review topic entry and exit points and school trips.

Continue with PHSE sessions as required for class. See plans on Sharepoint. Deal with any worries or concerns raised by children or parents. Re-inforce positive growth mind-set. Continue to clarify behaviour and learning attitudes and expectations. Remind children about hygiene and movement around school. To review topic entry and exit points and school trips.





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Trips and experiences Entry point Exit point (check at the beginning of the year)

Entry point: Imperial War Museum / London Docklands Museum.

Exit point: Westminster Abbey

Entry point: Britiah Museum Exit point: Calligraphy

Entry point: Arabian Nights with some food.

Southend London Zoo Duxford Kidzania

British values and Votes for Schools (check weekly)

Rule of law: Why do we have a school council? Why does our school have rules? How are these rules decided? Votes for schools

Democracy: How do we decide who is in charge? Why is it important to work together? Votes for schools

Mutual respect and tolerance: Why do we learn about other cultures? How does this change the way we behave towards people who are different from us? Votes for schools

Individual liberty: Why is it important for us to be able to make our own choices? Votes for schools

Rule of law Votes for schools

Mutual respect and tolerance: Votes for schools

Weekly celebration assembly focus: Eastbury values

Respect Enjoyment Teamwork Resilience Aim High Creativity

Year group whole school performance (RE assembly)

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x x x x End of year leavers show

PLEASE NOTE: Curriculum: Schemes and plans below specify what pupils will do each half term. Please note due to COVID-19 closure additional time will be allocated as transition weeks to manage and deal with some of the gaps in subjects such as English and maths. Wider curriculum subjects will start as stated below with the topics. Any knowledge gap for these subjects will be covered during special days or special weeks during the academic year where possible. In most cases missed topics and skills re-occur. Year groups will continue to ensure to create and plan links between subjects where possible to close the knowledge gap. Assessment: Assessment judgements in the wider curriculum will continue to use a triangulation approach, using topic assessment questions, plenary exit questions at the end of lessons, end of topic evaluations and progress check list. These will support the teacher judgements made on SIMS (Spring 1 and Summer 1). SECTION B: MATHS AND ENGLISH OVERVIEW OF TOPICS ENGLISH Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

English (Lit and Lang scheme) (See also Overview chart in the handbook)

Unit 1: Genre: Legends Fiction text:

Unit 2: Genre: Poetry

Unit 3: Genre: Formal/Impersonal writing Fiction text: Brashem’s Tortoise

Unit 4: Genre: Flashbacks

Unit 5: Genre: Narrative/Plays

Unit 6: Genre: Authors and Texts

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Deal with gaps during transition weeks: highlighted during lock down (via intervention, quality first teaching and support)

Robin Hood Genre: Journalistic writing Non- fiction text:

Fiction text: Rabbit in Mixer survives Genre: Balanced Argument Non- fiction text: Should Humans Really Rule The Earth?

Genre: Formal/Impersonal writing Non- fiction text: The Smuggler

Fiction text: Gone Away. Genre: Biography/ Autobiography Non- fiction text: Daniel Radcliffe

Fiction text: The Elephant in the Room Genre: Persuasive Text Non- fiction text:

Fiction text: I believe in Unicorns. Genre: Explanations Non- fiction text:

Main grammar focus (Lit and Lang) Deal with gaps during transition weeks: highlighted during lock down (via intervention, quality first teaching and support)

Noun phrases Semi colon Colon Dashes Synonyms Antonyms

Bullet points Layout devices Structure text

Informal/formal speech Writing subjunctive Passive voice

Formal and informal vocabulary

Hyphens to avoid ambiguity

Linking ideas across paragraphs using a wide range of cohesive devices

MATHS Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Mathematics topics (Inspire scheme) Transition topics: See also topics missed in Year 5 due to Lock down (March to July 2020). (Review any gaps)

Transition: Year 5 Objectives Wk.1/2/3 transition topics (y5 missed topics). Wk4. Fractions Wk5. Problem solving Wk.6. Ratio

Wk.1/2 Percentages Wk3. Algebra Wk4/5. Angles Wk6/. Nets Wk7. Position, direction

Wk1. Circle Wk2. Pie charts Wk3. Area, perimeter Wk4. Volume Wk5/6. Measures

Wk1. Average, mean Wk2. Statistics, line graph Wk3. Timetables Wk4. Factors, multiples Wk5/6. Problem solving

Wk1. Symmetry, reflection Wk2. translation, co ordinates Wk3. Revision Wk4. SATs Wk5/6. Design a maths game

Wk1. Area of a circle Wk2. Speed Wk3. Square and cube routes Wk4. Volume Wk5/6. Trip week TRANSITION

SECTION C: SUBJECTS WITH SCHEMES OVERVIEW OF TOPICS

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SCIENCE Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Science (Collins Snap Science scheme)

Sc6/2.1

NC title: Living Things and their habitats

Collins title: The nature library Key knowledge: Become aware of the types and characteristics of organisms that belong in each of the five kingdoms of living things (animals, plants, fungi, bacteria and Protista) and the major sub-groups the kingdoms include. Although they will devise their own systems of classification, children will Learn about how Linnaeus developed the system for classifying all living things using their observable characteristics. To understand the idea of how scientists use ‘conventions’ in order to ensure that everyone

Sc6/2.2

NC title: Animals including humans

Collins title: Body pump Key knowledge: Learn how the heart works, the main components of blood and the function of the different types of blood vessels. Sc6/2.2c Learn about how water is transported through the body and develop their understanding of the importance of water to human health. This module links closely with Module 3, Body Health, in which children find out how to keep their bodies healthy and about the impact of diet, exercise, drugs and lifestyle. Key skills: Sc6/2.2a identify and name the main parts of

Sc6/2.2

NC title: Animals including humans

Collins title: Body health

Key knowledge:

Learn about how to keep our bodies healthy and how our bodies might be damaged. The focus is on lifestyle choices that humans make, including diet, exercise and drug use, and how these are informed by scientific evidence.

Develop a deeper understanding of what constitutes a healthy diet, through exploring food groups and how the body uses them.

Learn about how drugs help us as well as cause us harm.

Key skills:

Sc6/2.2b recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Investigate food packaging to find out what snacks and drinks contain, and use this information

Sc6/2.3

NC title: Evolution and inheritance

Collins title: Everything changes Key knowledge: Explore the process of selective breeding, through which humans can select particular characteristics in different plants and animals. Learn that it is a combination of inherited characteristics and the effect of environmental variables that ultimately mould the appearance and behaviour of living things through the process of natural selection. Sc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Sc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary

Sc6/4.1

NC title: Light

Collins title: Light up your world Key knowledge: Sc6/4.1a recognise that light appears to travel in straight lines and ray diagrams can be used to represent this. Sc6/4.1b 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 Sc6/4.1c 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 Sc6/4.1d use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them (pinhole camera).

Sc6/4.2

NC title: Electricity

Collins title: Danger! Low voltage Key knowledge: Sc6/4.2a associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Sc6/4.2b give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Key skills: Sc6/4.2c use recognised symbols when representing a simple circuit in a diagram. Carry out illustrative practicals, describe circuits using scientific language.

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means the same thing when they refer to, for example, an organism by its scientific name. Key skills: Sc6/2.1a Identify 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 Sc6/2.1b give reasons for classifying plants and animals based on specific characteristics. Use a range of approaches to present and communicate their findings to others including questioning themselves and their peers, evaluating the strength of evidence used to support arguments. Key vocabulary: identify, identification, classify, classification, division, family, genus, species, reason, common

the human circulatory system, and describe the functions of the heart, blood vessels and blood. Describe how these work together to deliver oxygen and nutrients to every part of the body Use secondary sources in order to find answers to questions about the functions of different parts of the circulatory system that they cannot investigate. Use non-fiction books, web-based material and health education publications. Carry out and illustrate a practical activity in which they make some ‘blood soup’, and, in a drama activity, they will model the transport of blood and gases around the body. Show different parts of a sheep’s heart, which can easily be acquired from a butcher. This can be dissected using scissors to make a demonstration lesson. You can find

to inform their own choices of drinks and snacks. Investigate how the results of scientific enquiries have influenced what we eat. Explore the effects of exercise on the body and develop understanding of the circulatory and respiratory systems. Investigate the effects of exercise on the pulse and its recovery rate. Find out about the training regimes of athletes and learn about special diets and training programmes. Key vocabulary: alcohol, asthma, athlete, balanced diet, beats per minute (bpm), benefits, breathing, caffeine, calories, cancer, carbohydrates (including sugars), cheating, cigarettes, clinical trial, consequences, dairy, diet, doping, drugs, eat well plate, energy, exercise, fat, fibre, heart, heart rate, intensity, illegal, impact, James Lind, legal, lifestyle, long-term effect, lungs, medicine, mental benefits, mineral, motivation, norm, nutrition, oxygen, passive smoking, peer pressure, performance enhancing, persuade, physical benefits, protein, pulse rate, RDA (recommended daily allowance),

and are not identical to their parents Sc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution and maintain population. For example: Camel, polar bear and cactus plant. Key skills: Analyse fossil records, which show that organisms have changed over millions of years. Carry out investigations to measure the variation between individual organisms of the same species. Model the process of dog breeding by selecting parents that have the desired characteristics for producing useful offspring, and design their own animal to suit a specific environment. Key vocabulary: population, variation, environment, inheritance, adaptation, selective breeding, generation, survival, natural selection,

Key skills: They investigate how white light is made up of many colours of light and how these can be split apart by a prism or in a rainbow, as well as how the colours can be joined together to make white again. Carry out a fair test investigation to measure the size of shadows compared to the relative positions of the light sources, the object making the shadow and the screen. To make a periscope. Key vocabulary: light, dark, shadow, mirror, bright, dim, reflect, eye, opaque, transparent, translucent, ultra violet, ray, beam, refraction, periscope, spectrum, dispersion, inverted, medium, question, investigation, fair test, change, measure, predict, prediction, explanation, observations, draw conclusions

Role play the flow of electricity through a basic circuit and one that includes fuse wire. Research how electricity is generated both traditionally using coal and gas, and by renewable resources, and investigate how electricity is transmitted across the country. Key vocabulary: cell, battery, lamp, wire, buzzer, motor, circuit, current, fi lament, electrical insulator, electrical conductor, mains electricity, terminal, switch, toggle switch, push switch, slide switch, tilt switch, trembler switch, pressure switch, reed switch, series circuit, resistance, resistor, current, circuit diagram, recognised symbols, generate, generator, coal, gas, oil, fossil fuels,

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characteristics, distinguishing characteristics, leaves, shape, size, colour, backbone, wings, jointed legs, cased, transparent, antennae, shell, segments, explain, group, small, harmful, beneficial (helpful), colony, colonies, mould, multiply, historically, grouping, Aristotle, Carl Linnaeus, kingdom, Phillip Miller, John Ray, botany, conventions Kingdoms of living things: Animalia, Plantae, Fungi, Protista, and Monera Plant kingdom: flowering plants, conifers, ferns, mosses and algae Animal kingdom: vertebrates, fish, amphibians, mammals, birds, reptiles, invertebrates, molluscs, annelids, arachnids, insects, arthropods Micro-organisms: (3 kingdoms: Fungi, Monera, Protista), micro-organisms (microbes) bacteria

instructions on the CLEAPSS website. Key vocabulary: aorta, artery, atrium, blood, blood vessel, body temperature, capillaries, carbon dioxide, cells, chamber, chest cavity, circulation, circulatory system, deoxygenated blood, digestive system, digestive tract, health, heart, heart valves, humans, hydration, lubricant, lungs, muscular system, nutrients, nutrition, oxygen, oxygenated blood, plasma, platelets, pump, red blood cell, skeletal, system, transport, valve, vein, vena cava, ventricle, vessel, waste, waste gases, white blood cells

recovery rate, resting rate, rickets, roughage, saturated fat, scurvy, short-term effect, smoking, sodium, solvents, steroids, tobacco, training, unsaturated fat, vitamin

evolution, fossils, genes, genetics, DNA, extinct, extinction, speciation, question, investigation, fair test, change, measure, predict, prediction, explanation, observations, draw conclusions

nuclear, biomass fired power stations, wind turbine, wave hub, tidal flow, hydro-electric, grid, pylon, transmission, transformer, solar panels

COMPUTING Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

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Computing (Switched On scheme) Year 6

Topic Title: Introduction to Computing (Autumn 1) Key knowledge: NC objectives: Introduction to Computing (Autumn 1) To use technology safely, respectfully and responsibly. Key Skills: To improve keyboard skills and learn short cuts. Key vocabulary: Input/output QWERTY Keyboard Respect

Topic Title: We are adventure gamers (Autumn 2) Key knowledge: NC objectives: We are adventure gamers (Autumn 2) To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts To use sequence, selection, and repetition in programs; work with variables and various forms of input and output Key Skills: Learn commands of a text based programming language (python) enabling progression from Scratch. Create an adventure game (in Scratch or another software of choice). Solve problems by decomposing them into smaller parts

Topic Title: Internet Safety (Spring 1) Key knowledge: NC objectives: Internet Safety (Spring 1) To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Key Skills: Internet Safety: Know what is appropriate and inappropriate content online Understand how to stay safe and be respectful online. Know where to get help and report problems Understand what personal information is and how to keep it secure To confidently explain the risks of social media and understand the impact of their digital footprint. To be aware of social pressures and targeted marketing online Key vocabulary: Internet safety Online Report problems Appropriate/ inappropriate Reliable/Unreliable Digital footprint

Topic Title: We are network technicians (Spring 2) Key knowledge: NC objectives: We are network technicians (Spring 2) To understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration Key Skills: We are network technicians: Develop an understanding of networks, learning about the domain name system Explore school’s network. Use e-mail. Key vocabulary: Networks

Topic Title: We are publishers (Summer 1) Key knowledge: NC objectives: We are publishers (Summer 1) 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. Key Skills: We are publishers: Produce a class yearbook or school magazine using desktop publishing tools. Source, write edit and combine images and text from ranges of sources. . Key vocabulary: Image Text Video Editing Layout Font

Topic Title: Hour of coding (Summer 2) Key knowledge: NC objectives: Hour of coding (Summer 2) To use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Key Skills: Hour of coding: To understand algorithm and use sequence, select and repetition in programs Write programs to accomplish specific goals. Solve problems by decomposing them into smaller parts Use logical reasoning to debug a program. Key vocabulary: Hour of coding: Algorithm Sequence Select Repeat Debug

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Use logical reasoning to debug a program. Key vocabulary: Programming platforms/languages Scratch Python Algorithm Sequence Select Repeat Decomposing tasks debug

Social media Pressure

Collaboration

RE Y6 Autumn 1/2 (optional religious festivals - to also look at Diwali/Harvest/Guy Fawkes)

Spring 1/2 (optional religious festivals – to look at Chinese New Year/Vaisakhi for Sikhs/St Georges day/Mother’s Day)

Summer 1/2 (optional religious festivals – to look at Ramadan/Eid/Father’s Day)

RE (Discovery RE scheme) RE - topics taken from discovery RE scheme of work -areas of enquiry targets AT1 & AT2 targets or NC – national curriculum targets starting with Re have been selected. Key (T1) term 1 (T2) term 2 Year 6

Topic Title: Islam Beliefs and practices (T1)

RE1b: To recognize and explain the impact of beliefs and ultimate questions on individuals and communities RE1a: To make links and explain connections between beliefs, stories and practices AT1 B Practices and ways of life

Topic Title: Christianity - Christmas (T2)

RE1b: To recognize and explain the impact of beliefs and ultimate questions on individuals and communities RE1a: To make links and explain connections between beliefs, stories and practices AT1 B Practices and ways of life

Topic Title: Christianity - Belief and meaning (T1) Christianity – Easter (T2)

RE1c: To explain the reasons for, and effects of, diversity within and between religions, beliefs and cultures. RE2a: To suggest lines of enquiry to address questions raised by the study of religions and beliefs. AT1 A Beliefs, teachings and sources AT2 E Meaning, purpose and truth Believing Belonging We are learning to evaluate different

Complete topic not done in Spring 1.

Topic Title: for term 1 and 2 – Islam-Beliefs and moral value

RE 2b To suggest answers to questions raised by the study of religions and beliefs, using relevant sources and evidence AT 1 A Beliefs, teachings and sources AT2 D Identity, diversity and belonging. AT 1 A Beliefs, teachings and sources

Complete topic not done in Summer 1.

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AT2 F Values and commitments. AT1 A Beliefs, teachings and sources AT2 E Meaning, purpose and truth

Key knowledge: To use prior knowledge and research what is the best way for a Muslim to show commitment to God?(T1)

Key Skills: To understand some of the ways Muslims show commitment to God and to evaluate whether there is a best way. To use prior knowledge and discuss this comparing to other religions they have learnt about.

Key vocabulary: Muslim, 5 pillars of Islam, mosque, sajda, fasting, Eid, Ramadan

AT2 F Values and commitments. AT1 A Beliefs, teachings and sources AT2 E Meaning, purpose and truth Key knowledge: To discuss and evaluate how significant is it that Mary was Jesus’ mother? (T2)

Key Skills: To analyse the Christian belief in the Virgin Birth and to assess the significance of this to Christians. (T2)

Key vocabulary: Christianity – bible stories, angel, joseph Mary, virgin birth, miracle

Christmas concert performances

beliefs about eternity and to understand AT1 B Practices and ways of life AT2 D Identity, diversity and belonging. AT2 F Values and commitments

Key knowledge: To explore Is anything ever eternal? (T1)

To research Is Christianity still a strong religion 2000 years after Jesus was on Earth? (T2)

Key Skills: To evaluate different beliefs about eternity and to understand the Christian perspective on this. (T1)

To examine the influences Christianity still has in the world and evaluate whether it is still a strong religion. (T2)

Key vocabulary: Christianity, beliefs, church, bible, cross, Easter, crucifixion, eternity, Palm Sunday, resurrection, church.

Whole school Easter hat parade.

AT 2 E Meaning, purpose and truth

Key knowledge: to explore and discuss does belief in Akhirah (life after death) help Muslims lead good lives?

Key Skills: to identify ways in which Muslims try to lead good lives and how their belief in Akhirah influences this. (T1)

To challenge stereotyping through understanding different Muslim interpretations of Jihad and how this links to getting to Heaven. ( T2)

Key vocabulary: Muslim, mosque, 5 pillars, death, burial, heaven, hell, jihad

End of year leavers /summer show celebrations

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MUSIC Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Music (Charanga scheme) Year 6

Topic Title: Happy & Christmas Performance song

Style: Pop/Motown & Festivals

Key knowledge: Mu2/1.1/1.2/1.3

This is a six-week Unit of Work. All the learning in this unit is focused around one song: Happy by Pharell Williams – a Pop song with a Soul influence about being happy.

To listen with attention to detail and recall sounds with increasing aural memory

To improvise and compose music for a range of purposes using the interrelated dimensions of music

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with

Topic Title: Happy & Christmas Performance song

Style: Pop/Motown & Festivals

Key knowledge: Mu2/1.1/1.2/1.3

This is a six-week Unit of Work. All the learning in this unit is focused around one song: Happy by Pharell Williams – a Pop song with a Soul influence about being happy.

To listen with attention to detail and recall sounds with increasing aural memory

To improvise and compose music for a range of purposes using the interrelated dimensions of music

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with

Topic Title: Classroom Jazz 2 & Benjamin Britten – A New Year Carol - One class learning ukuleles and 3 classes learning the other 2 units

Style: Jazz & Western classical, Gospel, Bhangra

Key knowledge: Mu2/1.3/1.4

This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around two tunes and improvising: This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around one song from Benjamin Britten’s Friday Afternoons: A New Year Carol.

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

To use and understand staff and other musical notations

Topic Title: Classroom Jazz 2 & Benjamin Britten – A New Year Carol - One class learning ukuleles and 3 classes learning the other 2 units

Style: Jazz & Western classical, Gospel, Bhangra


This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around two tunes and improvising: This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around one song from Benjamin Britten’s Friday Afternoons: A New Year Carol.

To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy,

Topic Title: You’ve Got A friend & Music and Me (new unit) - One class learning ukuleles and 3 classes learning the other 2 units

Style – The Music of Carole King & Inspirational Women


This unit contains all the classic teaching resources you would expect but with upgrades. These include new Listen & Appraise apps; new progressive Warm-up Games, Flexible Games and improvisation resources, and a new compose tool. Perform with more options too Throughout this series, your students will explore the concept of ‘identity’ – the various elements that shape us. In this unit, we start with gender, with reference to social and cultural differences. To appreciate and understand a wide range of high-quality live and

Topic Title: You’ve Got A friend & Music and Me (new unit) - One class learning ukuleles and 3 classes learning the other 2 units

Style – The Music of Carole King & Inspirational Women


This unit contains all the classic teaching resources you would expect but with upgrades. These include new Listen & Appraise apps; new progressive Warm-up Games, Flexible Games and improvisation resources, and a new compose tool. Perform with more options too Throughout this series, your students will explore the concept of ‘identity’ – the various elements that shape

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increasing accuracy, fluency, control and expression

Topic and cross-curricular links:

What makes us happy? Video/project with musical examples.

Links to other units: Dancing In The Street KS2/ages 7-11 (Scheme Year 5)

Key Skills:

To identify and move to the pulse with ease.

To think about the message of songs.

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.

Listen carefully and respectfully to other people’s thoughts about the music.

increasing accuracy, fluency, control and expression


What makes us happy? Video/project with musical examples.

Links to other units: Dancing In The Street KS2/ages 7-11 (Scheme Year 5)

Key Skills:






History of music - Jazz in its historical context.

Links to other units: Classroom Jazz 1 (Scheme Year 5) Supports improvisation generally in other units.

Literacy and history, www.fridayafternoonsmusic.co.uk. The historical context of Gospel music and Bhangra.

Links to other units: Christmas units Lean On Me - Gospel - KS2/ages 7-11 (Scheme Year 4) In The Groove - Bhangra - KS1/ages 5-7 (Scheme Year 1)

Key Skills:




fluency, control and expression

To use and understand staff and other musical notations


History of music - Jazz in its historical context.

Links to other units: Classroom Jazz 1 (Scheme Year 5) Supports improvisation generally in other units.

Literacy and history, www.fridayafternoonsmusic.co.uk. The historical context of Gospel music and Bhangra.

Links to other units: Christmas units Lean On Me - Gospel - KS2/ages 7-11 (Scheme Year 4) In The Groove - Bhangra - KS1/ages 5-7 (Scheme Year 1)

Key Skills:


recorded music drawn from different traditions and from great composers and musicians To develop an understanding of the history of music. Topic and cross-curricular links: Her importance as a female composer in the world of popular music.

Links to other units: Make You Feel My Love - Adele - KS2/ages 7-11 (Scheme Year 5)

Music and Me – coming soon

Key Skills:




Listen carefully and respectfully to other

us. In this unit, we start with gender, with reference to social and cultural differences. 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. Topic and cross-curricular links: Her importance as a female composer in the world of popular music.

Links to other units: Make You Feel My Love - Adele - KS2/ages 7-11 (Scheme Year 5)

Music and Me – coming soon

Key Skills:


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Use musical words when talking about the songs.

To talk about the musical dimensions working together in the Unit songs.

Talk about the music and how it makes you feel, using musical language to describe the music.

To sing in unison and to sing backing vocals.

To demonstrate a good singing posture.

To follow a leader when singing.

To experience rapping and solo singing.

To listen to each other and be aware of how you fit into the group.

To sing with awareness of being ‘in tune’.

Key vocabulary:










Key vocabulary:











To listen to and follow musical instructions from a leader.










people’s thoughts about the music.



















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Pulse – the regular heartbeat of the music; its steady beat. Rhythm – long and short sounds or patterns that happen over the pulse. Pitch – high and low sounds. Tempo – the speed of the music; fast or slow or in-between. Dynamics – how loud or quiet the music is. Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin. Texture – layers of sound. Layers of sound working together make music very interesting to listen to. Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.

Notation – the link between sound and symbol.



Key vocabulary:







Key vocabulary:

Pulse – the regular heartbeat of the music; its steady beat. Rhythm – long and short sounds or patterns that happen over the pulse. Pitch – high and low sounds. Tempo – the speed of the music; fast or slow or in-between. Dynamics – how loud or quiet the music is. Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin. Texture – layers of sound. Layers of sound working together make music very interesting to listen to.


Key vocabulary:







Key vocabulary:

Pulse – the regular heartbeat of the music; its steady beat. Rhythm – long and short sounds or patterns that happen over the pulse. Pitch – high and low sounds. Tempo – the speed of the music; fast or slow or in-between. Dynamics – how loud or quiet the music is. Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin. Texture – layers of sound. Layers of sound working together make music very interesting to listen to.

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Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.


Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending.


PHSE Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

PHSE Y6 (JigSaw Scheme) (Check also additional sessions to complete due to return from Lock-down) – See Sharepoint for resources (bereavement/anxiety/ mental health) and read notes above. Year 6

Topic Title: Being me in my world

Key knowledge: To identify goals and understand the worries and fears for the year ahead. Understand the universal rights for all children. Know that not all of these are met for everyone. Understand that my actions affect others and the local community. Understand how rewards and consequences feel and know how these relate to rights and responsibilities. Understand how an individual affects a group. Understand democracy. Key Skills: Awareness of others in the world, global citizen, make choices

Topic Title: Celebrating Difference

Key knowledge: Understand the different perceptions of normal. Understand how being different could affect someone’s life. Understand the ways one person can have power over another. Understand why people use bullying behaviours. Know disabled individuals that lead amazing lives. Understand how difference can be a source of conflict and cause of celebration Key Skills: Critical thinking. Assertiveness, appreciating others. Identifying and coping with bullying Key vocabulary:

Topic Title: Dreams and Goals

Key knowledge: Know my learning strengths and know how to set realistic goals. Understand learning steps to reach a goal and understand how to motivate myself. Understand problems in the world and discuss with others. Know how to work with others to make the world a better place. Know that some people in class admire me and accept praise Key Skills: Setting goals, create steps to achieve goals, awareness of world problems, accepting compliments. Key vocabulary: Goals, targets, barriers, challenges, realistic, preserving, ambitious, evaluate, culture, differences, similarities, admiration

Topic Title: Healthy me

Key knowledge: Understand how to take responsibility for my own health. Know about the different types of drugs and their affect on liver and heart. Understand how some people can be exploited and made to do things against the law. Understand why people join gangs. Understand what is meant by being emotional well and explore attitudes to mental illness. Recognise stress and triggers and understand how this can lead to drug and alcohol misuse. Key Skills: Responsibility. Good life style choices, critical, developing a positive attitude to self, developing a positive attitude to mental illness.

Topic Title: Relationships

Key knowledge: Understand know that is it important to look after of our mental health. Understand the different stages of grief and that there are different types of loos. Recognize people who are trying to gain power. Understand whether something online is safe and helpful to me. Use technology positively and safely communicating with my friends and family. Key Skills: Develop self esteem, responsible online actions,, developing hardiness explain how to stay safe when communicating online. Key vocabulary:

Topic Title: Changing me

Key knowledge: Understand why the body changes during puberty, understand physical and emotional relationships. Understand the process of conception and pregnancy. Understand positive and negative ways to communicate in a relationship Key Skills: Self care, empathy towards the opposite gender. Key vocabulary: puberty, hair, voice breaking, breasts menstruation wet dreams, erection,

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about my own behaviour Key vocabulary: Team work, empathy, opinion, democracy, community, roles

Similar, different, culture, hobbies, bullying, friend, friendship, witness, hurtful words, perception

Key vocabulary: Smoking, cigarette, alcohol, lungs, liver, heart, anti-social behavior, drunk, wasted, mental illness, depression, anxiety

Self-esteem, online, internet, screen- time, gaming, facebook, Instagram, snapchat, twitter, fortnite, grief, loss, bereavement

semen, periods tampon, sanitary towels, conception sex, relationship, positive, negative

PE Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

PE Year 6

Topic Title: Sports games and Team games

Key knowledge: To use running, jumping, throwing and catching in isolation and in combination and play competitive games.

Key Skills: Use skills of jumping, throwing, SAQ’s and catching in basketball and netball. Assessing and analysing game play, communicate with others during play to gain advantage. Self-evaluate performance during and after a game and identify areas for improvement. Use game rules to play competitively and use tactical approaches to

Topic Title: Sports games and Team games


Key Skills: Use skills of jumping, throwing, SAQ’s and catching in basketball and netball. Assessing and analysing game play, communicate with others during play to gain advantage. Self-evaluate performance during and after a game and identify areas for improvement. Use game rules to play competitively and use tactical approaches to

Topic Title: Gymnastics and Dance

Key knowledge: To develop flexibility, strength, technique, control and balance. To perform dances using a range of movement patterns. Key Skills: Floor work on mats, improve flexibility, strength and techniques – create routines using different shapes, balances, jumps, counter tension balances, mirroring with varying speed and control. Create a sequenced performance using an apparatus, changing heights, speed and shape. Exaggerate dance movements using expression. Demonstrate a strong imagination when creating sequenced dance movements. Create movements with fluency linking movements and ensuring they flow and begins to show changes of pace and timing.

Topic Title: Gymnastics and Dance

Key knowledge: To develop flexibility, strength, technique, control and balance. To perform dances using a range of movement patterns. Key Skills: Floor work on mats, improve flexibility, strength and techniques – create routines using different shapes, balances, jumps, counter tension balances, mirroring with varying speed and control. Create a sequenced performance using an apparatus, changing heights, speed and shape. Exaggerate dance movements using expression. Demonstrate a strong imagination when creating

Topic Title: Athletics


Key Skills: Use running, jumping and throwing skills to work as a part of a team, apply skills learnt effectively in preparation for sports day at the end the summer term.

Key vocabulary: Catching and throwing, Target throwing, Co-ordination, Position, Passing, communication, athletics, event, track, field, running, jumping, throwing, team work.

Topic Title: OAA (Outdoor Adventurous Activity), Athletics – Sports day preparation

Key knowledge: To take part in outdoor and adventurous activity challenges both individually and within a team. To use running, jumping, throwing and catching in isolation and in combination and play competitive games.

Key Skills: Work together in small groups, develop problem solving skills, confidently follow directions and maps with accuracy.

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gain advantage. Work as part of a team.

Key vocabulary: Analyse, evaluate, tactical, advantage, teamwork, jumping, defending, defence, offence, agility, rapid movements, controlled movements, onside, offside, overhead pass, positions, long pass, short pass, goal, basket, score, record, spatial awareness, attack, forward, marking, intercept, evade

gain advantage. Work as part of a team.

Key vocabulary: Analyse, evaluate, tactical, advantage, teamwork, jumping, defending, defence, offence, agility, rapid movements, controlled movements, onside, offside, overhead pass, positions, long pass, short pass, goal, basket, score, record, spatial awareness, attack, forward, marking, intercept, evade

Begin to assess and critic own performance.

Key vocabulary: Sequence, pattern, team work, group performance and solo performance, evaluate, feedback, assess, emotion, motif, evoke, apparatus, pace, rhythm, movement, flow, expression, link, timed, feedback, participation, enjoyment team work

sequenced dance movements. Create movements with fluency linking movements and ensuring they flow and begins to show changes of pace and timing. Begin to assess and critic own performance.

Key vocabulary: Sequence, pattern, team work, group performance and solo performance, evaluate, feedback, assess, emotion, motif, evoke, apparatus, pace, rhythm, movement, flow, expression, link, timed, feedback, participation, enjoyment team work

Work to a time limit and develop navigational and leadership skills.

Use running, jumping and throwing skills to work as a part of a team, apply skills learnt effectively in preparation for sports day at the end the summer term.

Key vocabulary: Catching and throwing, Target throwing, Co-ordination, Position, Passing, communication, athletics, event, track, field, running, jumping, throwing, team work, equipment, navigate, decision making, leadership, problem solving

Reflect and improve To be able to compare their performances with previous ones and demonstrate improvement to achieve their personal best.

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SPANISH Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Spanish Year 6

Topic Title: Food- Spanish Breakfast Key Knowledge: To understand and say the name of different types of breakfast food/drink with accurate pronunciation and recognise these words in written form To take part in a breakfast role-play situation, offering/asking for/ accepting, refusing items in Spanish Key skills: Consider different types of breakfast here in England and Spain Use spoken language during a breakfast role play Develop accuracy in pronunciation and intonation Key vocabulary:

Topic Title: Food- Spanish Dessert Navidad Key Knowledge: To understand and say the name of ingredients to make a Spanish dessert with accurate pronunciation and recognise these words in written form To learn and understand how Christmas is celebrated in Spain. (El Gordo de Navidad) Key skills: Follow/watch and understand a demonstration in Spanish of the method of making a dessert Participate in making a dessert Order sentence cards to recreate the method Write a simple shopping list of ingredients to make a dessert

Topic Title: Days of the week Months of the year Weather Key Knowledge: To give the date in Spanish To understand and say weather conditions with accurate pronunciation and recognise these words in written form Key skills: Identify the date/weather conditions from an audio recording Use short sentences to give a description of the weather Look and listen for visual and aural clues in an audio recording Recap pronunciation of letters- c and ll in Spanish Key vocabulary: Los días de la semana Lunes, martes, miércoles, jueves, viernes, sábado, domingo Los meses del año

Topic Title: Weather Revision Seasons Semana Santa Key Knowledge: To recap weather vocabulary/phrases To understand and say the name of the seasons of the year with accurate pronunciation and recognise these words in written form To learn and understand how Easter is celebrated in Spain. (Food) Key skills: Use a knowledge of pronunciation to make up a rap about weather conditions Use simple sentences to present a mini weather report Write sentences describing the weather in each season

Topic Title: Say where you live Cardinal Directions Key Knowledge: To say where you live and state your place (town) with the point of the compass Key skills: Pronounce key vocabulary accurately Attempt to write sentences from memory Read and understand a short paragraph with familiar vocabulary and structures Reorder sentences to form a coherent paragraph Scan a more complex text with unknown language for details Key vocabulary: Saying where you live Vivo en + town e.g. Vivo en Londres.

Topic Title: Classroom routines (revision) Classroom objects Key Knowledge: To answer the register/saying, writing the date/following instructions/describing the weather… To understand and say classroom objects with accurate pronunciation and recognise these words in written form To show/express possession of classroom objects Key skills: Reuse previously learned language in a new context Discuss language learning and reflect

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Los cereales con leche, las magdalenas, las galletas María, el chocolate con churros, el zumo de naranja, el chocolate caliente, el café (for adults) ¿Quieres? Quisiera… Por favor Gracias No, gracias

Use a dictionary to find words and check spellings Develop accuracy in pronunciation and intonation Develop an understanding of Spanish traditions and customs Key vocabulary: *Notice the vocabulary can vary depends on the recipe chosen and the ingredients needed e.g. El flan de caramelo La leche, el azúcar, los huevos, el agua *Notice the vocabulary can vary depends on what children find in their research (IPads, books, dictionaries etc.) El gordo de Navidad, la lotería, los niños de San Idelfonso, la suerte, los premios, el primer premio, el segundo premio etc., el bombo, las bolas

Enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre El tiempo Hace calor, hace frío, hace buen tiempo, hace mal tiempo, hace sol, hace viento, hay niebla, está lloviendo, está nevando Quantifiers- mucho, poco

Recognise similarities and differences between places, understand that the climate in Spain is very varied Develop an understanding of Spanish traditions and customs Use books/ computers/ IPads to research, collect and record information about traditional Easter cuisine in Spain. Experimenting with writing (design an advert to promote a typical Spanish Easter food product in England) Key vocabulary: El tiempo Hace calor, hace frío, hace buen tiempo, hace mal tiempo, hace sol, hace viento, hay niebla, está lloviendo, está nevando Quantifiers- mucho, poco Las estaciones del año El otoño, el invierno, la primavera, el verano En + estacion del año + el tiempo e.g. En + verano + hace calor.

Los puntos cardinales En el norte, en el sur, en el oeste, en el este Inglaterra- England Londres- London -Vivo en + town + cardinal directions (points of the compass) + de + Inglaterra E.g. Vivo en Southampton, en el sur de Inglaterra.

on how to memorise and recall language Initiate and sustain conversations Pronounce most of key vocabulary accurately Find words in a dictionary and check spellings Take part in a conversation expressing possession, using strategies as appropriate. Listen to and understand a short text about possession of classroom objects Attempt to write sentences from memory Use the phrase structure to express possession Extend basic sentences using connectives e.g. y (and) pero (but)

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Normalmente- normally En general- generally Llueve- it’s raining Nieva- it’s snowing *Notice the vocabulary can vary depends on what children find in their research (IPads, books, dictionaries etc.) Las torrijas, los pestiños, las monas de Pascua, los buñuelos, las flores fritas, la sopa de ajo, el potaje de Vigilia

Recognise positive and negative statements Read and understand a short paragraph with familiar vocabulary and structures Key vocabulary: Notice the vocabulary can vary depends on what children find in the dictionary Un bolígrafo, un lápiz, una goma, un sacapuntas, unas tijeras, un cuaderno, una cartera, un estuche, una regla, los colores, los rotuladores Tienes? – Do you have? Sí – yes La posesión Tengo… I have No tengo… I don’t have

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SECTION D: HISTORY AND GEOGRAPHY OVERVIEW OF TOPICS HISTORY Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History Year 6

Topic Title: Life during wartime

Key knowledge:

• Outbreak of WW2, the impact of Winston Churchill and Adolf Hitler (Nuremburg Rally, ‘Fight on the beaches’) and significant events (eg. Evacuation, Battle of Britain, D-Day, VE/VJ Day,

• The impact of the Holocaust upon the Jewish community - Britain’s role (eg. Kinder-transports and Windermere Children)

Key Skills:

• Choose reliable sources of information to find out about the past.

• Give reasons why changes may have occurred, backed up by evidence.

Topic Title: Shang Dynasty

Key knowledge:

• Achievements of the Shang dynasty, role of religion and social structure (eg. Oracle bones, Gods and deities, warfare during the Shang (General Lady Fu Hao).

Key Skills:



• Describe similarities and differences between people, events and artefacts studied.

• Describe how the past can influence life in the present.

• Establish links and connections between features of past societies (eg. religion, society)

Chronological understanding • Understand that a timeline can

be divided into BC (before Christ) and AD (Anno Domini)

Topic Title: Islamic civilisation (Baghdad c.900)

Key knowledge:

• Achievements of the early Islamic empire - influence of education and technology. Key events in the Islamic empire - 4 caliphs and establishment of Baghdad, technological, medical and education advancements, the fall of the Islamic empire (Mongol invasion of Baghdad)

Key Skills:



• Describe similarities and differences between people,

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• Describe similarities and differences between people, events and artefacts studied.



Chronological understanding • Understand that a

timeline can be divided into BC (before Christ) and AD (Anno Domini)

• Identify and compare changes within and across different periods.

• Compare achievements of Shang dynasty with another ancient civilisations of around the same period. (eg. Ancient Egypt)

• Understand how historic event occurred concurrently in different locations.

• Order significant events, movements and dates on a timeline.





Key vocabulary:

anachronism, ancient civilisations, Trench warfare, Blitz, conflict, democracy, empire, appeasement, recruit, home front, alliance, morale, Shang, oracle bones, ancestral worship, city state, Emperor, primary source, secondary source, house of wisdom, achievements, legacy, Caliph, astronomy, reliability, propaganda

events and artefacts studied.



Chronological understanding • Understand that a

timeline can be divided into BC (before Christ) and AD (Anno Domini)





Key vocabulary:

anachronism, ancient civilisations, Trench warfare, Blitz, conflict,

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Key vocabulary:

anachronism, ancient civilisations, Trench warfare, Blitz, conflict, democracy, empire, appeasement, recruit, home front, alliance, morale, Shang, oracle bones, ancestral worship, city state, Emperor, primary source, secondary source, house of wisdom, achievements, legacy, Caliph, astronomy, reliability, propaganda

democracy, empire, appeasement, recruit, home front, alliance, morale, Shang, oracle bones, ancestral worship, city state, Emperor, primary source, secondary source, house of wisdom, achievements, legacy, Caliph, astronomy, reliability, propaganda

GEOGRAPHY Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Geography Year 6

Key knowledge: To name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, and land-use patterns; and understand how some of these aspects have changed over time Locational Knowledge Tasks overview: Ge2/1.4 Geographical Skills and Fieldwork Ge2/1.4a

Key knowledge:

To describe and understand key aspects of human geography, including trade links, and the distribution of natural resources including energy, food, minerals and water in the UK and Europe.

Ge2/1.1c To identify the position and significance of the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich

Key knowledge:

To name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, and land-use patterns; and understand how some of these aspects have changed over time

Ge2/1.3b

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To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Ge2/1.4 Geographical Skills and Fieldwork Ge2/1.4b To use Ordnance Survey maps to build their knowledge of the United Kingdom and the wider world. Ge2/1.4c To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Additional tasks: Ge2/1.1b Key Skills:

Suggest questions for investigating

Use primary and secondary sources of evidence in their investigations.

Investigate places with

Meridian and time zones (including day and night). Ge2/1.4a To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Key Skills:



Investigate places with more emphasis on the larger scale; contrasting and distant places

Collect and record evidence unaided

Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it

Use/recognise OS map symbols; Use atlas symbols.

Locate places on a world map

Use a scale to measure distances.

To describe and understand key aspects of human geography, including trade links, and the distribution of natural resources including energy, food, minerals and water in the UK and Europe. Ge2/1.4a To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Key Skills:



Investigate places with more emphasis on the larger scale; contrasting and distant places


Analyse evidence and draw

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more emphasis on the larger scale; contrasting and distant places


Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it




Confidently identify significant places and environments

Use OS maps.

Confidently use an atlas.

Recognise world map as a flattened globe.

Key vocabulary:

See bottom of sheet for list of cities/counties (see progression map)

latitude, longitude, Equator, Northern


Use OS maps.



Use atlases to find out about other features of places

Key vocabulary:

human geography, trade links, the distribution of natural resources: energy, food, minerals and water in the UK and Europe.

latitude, longitude, Equator, Northern Hemisphere and Southern Hemisphere, Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones

maps, atlases, globes, digital/computer mapping, boundaries, scale, aerial/oblique, Topographical, ordnance survey (OS)

coordinates, grid, plot, north, south, east, west,

conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it





Use OS maps.



Use atlases to find out about other features of places

Key vocabulary:

See bottom of sheet for list of cities/counties

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Hemisphere and Southern Hemisphere.


coordinates, grid, plot, north, south, east, west, north-east, south-east, north-west, south-west

north-east, south-east, north-west, south-west

human geography, trade links, the distribution of natural resources: energy, food, minerals and water in the UK and Europe.


SECTION E: ART AND DT ART Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Art and design Year 6

Beginning of the year, all year groups must recap on primary/secondary colours, colour mixing, and teaching techniques to shade and tint. Topic Title: In Flanders Fields (link to history and geography) Key knowledge:

Topic Title: Shang Dynasty (link to history and geography) Key knowledge: Ar2/1.1: To create sketch books to record their observations and use them to review and revisit ideas. Ar2/1.2: To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

By the end of year all pupils must have knowledge of colour, painting, drawing and sculpting. They should also have had the opportunity to study artists’ lives and their work. Topic Title: Art from around the world. Key knowledge:

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Ar2/1.2: To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Key Skills:

• Finding out about WW1 artists.

• Paul Nash paintings.

• WW1 propaganda posters – how art was used in propaganda.

• Paul McRea’s poem – Poppy Art.

• Drawing. • Painting. • Collage. • Sketching

(lightly) before painting to combine line and colour).

• Compare ideas, methods and approaches in their own and others’ work and say what they think

Key Skills: • Drawing/ sketching. • Water colour painting. • Use brush techniques

and the qualities of paint to create texture.

• Shading. • Creating depth. • Bronze art work • Ritual vessels • Oracle bones shaping

and designing using clay and tools.

• Teacher led enquiries, to ask and respond to simple closed questions.

• Use information books/pictures as sources of information.

Key vocabulary: Shang Dynasty, China, history, drawing, sketching, water colour, brush techniques, shading, tinting, depth, Bronze art, oracle bones, sculpture, clay, tools…

Ar2/1.3: To learn about great artists, architects and designers in history. Key Skills:

• Explore artists and their work (Kandinsky, Turner, Monet, Matisse etc.)

• To understand the importance of impressionist artists.

• Develop and imaginatively extend ideas from starting points throughout the curriculum.

• Use the qualities of materials to enhance ideas.

• Spot the potential in unexpected results as work progresses.

• Comment on artworks with a fluent grasp of visual language.

• Islamic patterns (link to History).

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and feel about them.

• Adapt their work according to their views and describe how they might develop it further.

• Annotate work in sketchbook.


Key vocabulary: WW1/WW2, war, artists, Paul Nash, Paul McRae, poem, poppies, paintings, propaganda, drawing, collage, sketching, compare, adapt, annotate…

• Geometric designs (link to maths).


• Use information books/pictures as sources of information.

Key vocabulary: Impressionism, artists, Mone, Turner, Kandinsky, develop, materials, comment, artwork, visual language, Islamic art, geometric design…

DT Y6 Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Design and technology (DT) Year 6

Topic Title: Anderson Shelters Key knowledge: DT2/1.2a: To select from and use a wider range of tools and equipment to perform

Topic Title: Chinese Technology Key knowledge: DT2/1.4a: To apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Topic Title: Food from the Middle East. Cooking & Nutrition Key knowledge: DT2/2.1a: To understand and apply the principles

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practical tasks accurately DT2/1.2b: To 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 DT2/1.3 Evaluate DT2/1.3a: To investigate and analyse a range of existing products DT2/1.3b To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work DT2/1.3c: To understand how key events and individuals in design and technology have helped shape the world Key Skills:

• Researching • Planning • Designing • Building • Evaluating

DT2/1.4b: To understand and use mechanical systems in their products DT2/1.4c: To understand and use electrical systems in their products DT2/1.4d: To apply their understanding of computing to programme, monitor and control their products. DT2/1.1b To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design DT2/1.1a: To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups DT2/1.2b: To 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 DT2/1.3b: To evaluate their ideas and products against their own design criteria and consider the views of

of a healthy and varied diet DT2/2.1b: To cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet DT2/2.1c: To become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; DT2/2.1c: To understand the source, seasonality and characteristics of a broad range of ingredients Key Skills:

• Research middle eastern food

• Annotate • Plan

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Key vocabulary: WW1, Anderson shelters, Great Britain, research, plan, design, build, construct, evaluate, comment…

others to improve their work Key Skills:

• Design • Make • Evaluate • Technological

knowledge Key vocabulary: Shang dynasty, China, research, chariots, engineers, plan, design, construct, test, materials, discuss, comment, evaluate…

• Design • Make • Evaluate • Cooking

and nutrition

Key vocabulary: Middle East, countries, food, culture, nutrition, research, annotate, plan, design, food, ingredients, healthy, eating, cooking, baking, balanced diet…

SPANISH NOTES: *Notes on key knowledge The progression plan incorporates the Four areas of learning a foreign language (half termly) in every topic learnt: speaking, listening, reading and writing in which The National Curriculum objectives are presented in line with the KS2 Languages programmes of study where pupils should be taught to:

• 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 • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help • speak in sentences, using familiar vocabulary, phrases and basic language structures • 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 • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary • write phrases from memory, and adapt these to create new sentences, to express ideas clearly • describe people, places, things and actions orally and in writing • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and

patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

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Cities and counties (Geography y6):

Buckinghamshire Cambridgeshire Cumbria Derbyshire Devon Dorset East Sussex Essex Gloucestershire Hampshire Hertfordshire Kent Lancashire Leicestershire Lincolnshire Norfolk Northamptonshire North Yorkshire Nottinghamshire Oxfordshire Somerset Staffordshire Suffolk Surrey Warwickshire West Sussex Worcestershire

London

Manchester

Bristol

Liverpool

Birmingham

Edinburgh

Glasgow

Leeds

Newcastle-upon-Tyne

Cambridge

Leicester

Plymouth

Bath

Wolverhampton

Stoke-on-Trent

Swansea

Peterborough

Exeter

Milton Keynes

Durham

Preston

D d

Documents

Eastbury Primary School Wider Curriculum Overview Map for Year … · 2020-06-29 · 1 . Eastbury Primary School Wider Curriculum Overview Map for Year 6: September 2020 . Year: 6