Year Six Curriculum Maps

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Year Six Curriculum Maps

2020-2021

Key

Geography

Topic/English/

maths

R.E.

ICT

Music

Art

BV Fundamental British Values

History

Science

PSHCE

(Articles)

DT

PE

Spanish

†

Christian Values

Year

6 Autumn 1

_{Autumn 2}

_{Spring 1}

_{Spring 2}

_{Summer 1}

_{Summer 2}

Topic

What are the adventures of Charlie and the

Chocolate Factory?

Celebrating our

community &

Friendship Week

Rebuilding Britain

Online Safety Week 8-12 Feb

Natural Resources

WBD 4th March

My Local area

Crime & Punishment

through the ages

STEM

Week

Subjects

T F

2 3 Ma D

4 C Me

English

_Pr

_S

Trips

Stand Alone

Subjects 1 1 1 1 1 D 2 2 G 2 2 F

3 3 D 3 3

4 4 H 4 4

5 5 5 A 5 6 6 A 6 6 6

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PE (Articles 24, 29 and 31) As dancers we will be:

 Learning the Charleston by developing our expres-sion, comedy and sequencing skills.

Spanish (Article 30)

As linguists we will be learning how to speak, write and hear:

 Geographical features.

English (BV—Individual Liberty) (Article 13)

Year 6 will work towards writing their own story based on the book Charlie & the Chocolate Factory’. In the follow up to that, they will look at other Roald Dahl books like  Matilda: Year 6 will be asked to think of someone in the school or the community

who is a positive role model to them. They will then write their own persuasive speeches to persuade others to vote for their selected role model. They will also l be given the choice of writing a report in the style of Miss Trunchball about either Matilda or Bruce Bogtrotter

 James and the Esio Trot refreshing their comprehension.

Year Six- Autumn One Charlie & the Chocolate Factory

Geography († - Friendship, Justice and Koinonia) (BV—Democracy, The Rule of Law and Mutual Respect) (Articles 2, 3, 13, 14, 17, 19, 24, 27, 28, 29, 30, 31 and 32)

Year 6 will go on a voyage of discovery to South America where chocolate was first invented as they learn about the countries, culture and geography of this fascinating continent. They will learn about the climate, the geographical features, the industries and the people of South America through a range of fun activities, giving them an insight into how life in South America is different to life here in the UK.

RE († - Wisdom and Trust) (BV—The Rule of Law and Individual Liberty) (Articles 12, 13 and 40)

‘How did the belief in God affect the actions of people in the Old Testament?’ As Philosophers we will be:

 Learning what the names of the chapters in the Old Testament are.  Learning to navigate the Bible.

 Debating and finding the ‘best answer’ to a moral dilemma using lessons learnt from the Bible.

 Explaining how did Jonah response to God’s command and what we can learn from this about our own faith.  Learning what we can from David’s faith in God when trying to overcome the doubt of others.

 Explaining how can we apply the idea of self-sacrifice to our own actions.

The Arts: Art & DT (Articles 29 and 31)

Year 6 will explore what makes a successful chocolate packag-ing. They will use drawing techniques to design a successful chocolate packaging design and then design their own choco-late bar wrapper. Finally Year 6 will find out what happens to a design once it has been created and evaluate each other’s work according to the set criteria.

Music: (Articles 29 and 31)

Stand alone units

Maths (Article 29)

As Mathematicians we will be:

Understanding about Number and place value by:

 Learning to read, write and represent numbers to ten millions. Comparing and or-dering any numbers to ten million in different formats. Rounding any numbers with-in ten million and contwith-inuwith-ing to develop our knowledge of negative numbers counting forwards and backwards and finding intervals across zero.

Understanding four operations by:

 Adding and subtracting whole numbers. Multiplying up to a 4-digit number by a 1– digit number. Learning to divide using short division. Dividing using long division. Understanding, finding and identifying: common factors, multi-ples, prime numbers, square and cued numbers. Looking at different operations within calculation and considering how the order of operations affects the answer. Investigating efficient mental calculations and using estimations to check answers. Using known facts to answer similar calculations or reasoning to apply commutative law or the in-verse.

Throughout our learning we will deepen our knowledge by reasoning and problem solving investigations.

PSHE († - Koinonia, Thankfulness, Justice and Compassion) (BV - Democracy, Rule of Law, Individual Liberty, Mu-tual Respect and Tolerance of Those of Different Faiths and Beliefs) (Articles 2, 12, 13, 14, 17, and 30)

Being Me in My World

As good citizens we will be learning about:  Identifying goals for the year.

 Global citizenship and children’s universal rights.

 Feeling welcome and valued and choices, consequences and rewards.

 Group dynamics

 Democracy, having a voice.

 Anti-social behaviour and role-modelling.

Computing (Article 29)

 As app developers we will be:

 Thinking of a problem that a smartphone or tablet app could solve.

Science († - Creation and Wisdom) (BV—Individual Liberty and Mutual Respect) (Articles 17, 24 and 29)

As scientists we will be exploring the Staying Alive by considering life processes that are internal to the body, such as the circulatory system, parts of the digestive system and how they transport fluids around the body. The impact of lifestyle on bodies, particularly of humans, is also considered. Scientists are continually finding out what is good and bad for us, and their ideas do change as more research is carried out.

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PE (Articles 24, 29 and 31) As gymnasts we will be:

 Learning the developing our gymnastic skills by starting, landing and performing a sequence.

 Geographical features.

English

 Eye of the Storm– Sci-Fi/Fantasy narrative. Based on a video, the "Eye of the Storm" tells the story of an anon-ymous airship pilot, whom you see in a very dark, simplified form deciding in his melancholy to steer his air-ship into a massive (and possible ether-driven) storm. Throughout the video we see him preparing his craft, setting it on "autopilot", and saying goodbye to his one companion- a dragon. Year 6 will have turn this video into their own story, focusing on developing these skills: building cohesion; Writing flashbacks; Figurative lan-guage and Pathetic fallacy

 Cinderella. Rashmon Effect– Year 6 will write guard interviews in the search for the owner of the Royal Ball Show– testimonies.

 Cinderella. Year 6 will write a persuasive letter complaining about the noise at the palace.

Year Six- Autumn Two Charlie & the Chocolate Factory

History († - Friendship, Justice and Koinonia) (BV—Democracy, The Rule of Law and Mutual Respect) (Articles 2, 3, 13, 14, 17, 24, 27, 28, 29, 30 and 32)

The Aztecs believed (and perhaps some people still do) that chocolate was a gift from the Gods! Year 6 will learn who the Aztecs were; explore the Aztec city of Tenochtitlan and their daily life and find out how religion was central to their way of life.

RE († - Hope and Reverence) (BV—Tolerance and Mutual Respect) (Articles 13, 14, 29 and 30)

How would Christians advertise Christmas? What does Christmas mean today? As Philosophers we will be:

 Considering how the meaning of Christmas is expressed in a variety of advertisements

 Asking questions about the values that different Christmas advertisements promote and suggest what they might encourage in different people.

 Asking questions about the real meaning of Christmas and suggest what this says to people about the purpose of life.

 Analysing and expressing Christian beliefs about Christmas in a range of styles of Church advertisements and expressing the Christian festival of Christmas to share the meaning, central beliefs and concept of it.

The Arts (Articles 29 and 31)

As artists, Year 6 will explore collage techniques by mixing textures , patterns and colours. They will have fun weaving like the Aztec women did to make their very own looms and weaving artefacts, such as bookmarks or bracelets.

As design technicians, Year 6 will have the chance to taste some of the foods Aztecs would have eaten, follow recipes to make Aztec guacamole, salsa and hot chocolate.

Music (Articles 29 and 31)

As musicians we will be:

 Understanding music and creating their own rhythms.

Stand alone units

As Mathematicians we will be: Understanding about Fractions by:

 Simplifying fractions, placing fractions on a number line. Comparing and ordering fractions by the numerator. Comparing and ordering fractions by the denominator. Adding and subtraction fractions: including mixed fractions. Multiplying fractions by integers. Multiplying fractions by fractions. Dividing fractions by integers. Applying

the rules of the four operations when working with fractions, Finding fractions of an amount. Finding fractions of an amount to find the whole.

Understanding Position and Direction by:

 Recapping reading and plotting co-ordinates. Drawing 2D shapes from given co-ordinates. Applying knowledge of reading and plotting co-ordinates to all four quadrants: including drawing shapes and becoming fluent in which axis is positive or negative. Applying knowledge of co-ordinates to translate shapes in all four quadrants including draw-ing shapes. Extenddraw-ing knowledge of reflection and reflectdraw-ing shapes in all four quadrants.

As app developers we will be:

Thinking of a problem that a smartphone or tablet app could solve.

Science († - Creation) (BV—Mutual Respect) (Articles 13, 17 and 29)

As scientists we will be exploring the Let is Shine. We will be learning everything we need to know about light and how it behaves.

We will explore shadows and how they behave, how our eyes see, reflections and much more! We will carry out lots of practical experiments and link this to our DT learning when we create our very own light and shadow boxes!

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PSHE († - Compassion and Justice) (BV - Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of Those of Different Faiths and Be-liefs) (Articles 2, 12, 13, 14, 19, 23, 28, 29 and 30)

Celebrating Difference As good citizens we will be:

 Understanding there are different perceptions about what normal means.  Understanding how being different could affect someone's life.

 Explaining some of the ways in which one person or a group can have power over another.  Understanding some of the reasons why people use bullying behaviours.

 Learning about examples of people with disabilities who lead amazing lives.

 Explain ways in which difference can be a source of conflict and a cause for celebration.

Year Six- Autumn Two Celebrating Our Community

RE

BV - Individual Liberty, Mutual Respect and Tolerance of Those of Different Faiths and Beliefs) (Articles 2, 12, 13, 14, 29 and 30)

Belief in our Community

Year 6 will think about their own beliefs as well as well as those of others in their local community. Year 6 will discuss a number

of challenging questions and activities to consider and engage with.

To find out about the different

beliefs of religious and

non-religious communities in our

lo-cal area.

Children will consider differences between what it means to have 'faith', and what it means

to have 'beliefs' (including how non-religious people have beliefs). They will go on to find

out about religious and non-religious communities in their local area.

To consider the ways in which

belonging to a religious

commu-nity can help people.

Children will read about a teenager's experiences as a member of a Jewish community, then

consider ways in which being a member might help her in situations outside of that

commu-nity. They will also consider some difficulties she might experience as a consequence of her

beliefs.

To find out about the impact

faith and beliefs have had on the

lives of inspirational figures.

Children will learn about Mo Farah (a Muslim) and Daniel Radcliffe (an atheist) – their

achievements, what they have said about faith and beliefs, and their charity work. They will

consider how their beliefs may have shaped their lives. Following this, children may research

and write about significant and inspirational figures.

To consider the difficulties for

people of different religious

be-liefs living in non-religious

com-munities.

Children will consider how members of religious communities are also a part of many other,

nonreligious communities too. They will suggest reasons why religious people may

experi-ence difficulties in these communities at times, and consider how their beliefs may help

them overcome difficulties. They may also consider how others can support people from

different communities.

To think about what makes it

difficult to live life according to

our own beliefs.

Children will continue to consider ways in which everyday life can make it difficult to live

ac-cording to some religious beliefs, and suggest ways in which people can help themselves,

and each other, in this regard. They may then either create art to show their own sense of

pride as a member of a community, or discuss some given dilemmas.

The Arts

( BV - Democracy, Rule of Law, Individual Liberty, Mutual

Respect and Tolerance of Those of Different Faiths and Beliefs)

(Articles 2, 19, 12, 13, 14, 30)

As design technicians we will be engaging in our whole school

’Celebrating our Community ‘ event and we will be researching and mak-ing a traditional dish.

English

( BV - Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of

Those of Different Faiths and Beliefs)

(Articles 2, 19, 12, 13, 14, 30)

During ‘Celebrating Our Community’ week, English/literacy lessons will be based on a new book

each day, helping the children to learn, grow, discuss, and begin to create a future that resolves

differences which works perfectly alongside the PSHE lessons they will do that week too. The

chil-dren will focus on a range of books with inspiring messages of peace, love and truth to lift others

up with kindness and courage.

The book we will start off with as a whole school is a wonderful book called ‘Let’s

Talk About Race’ by Julius Lester. A springboard for discussions about differences,

this book explores what makes each of us special.

Other book themes include:



Growing and learning from each other's traditions- where diversity is a strength.



The Bindi- its cultural significance.



Personal boundaries and asking for permission – strangers touching black hair.



African-American identity.

Finally, we will end the week with the theme of loving who you are, respecting

others, and being kind to one another.

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PE (Articles 24, 29 and 31) As dancers we will be:

 Learning Bollywood dance—using images as stim-uli.

As linguists we will be learning how to speak, write and hear:

 Raul en Sutton House: una casa Tudor

English (BV—Mutual Respect) (Article 29)

Year 6 will write and produce a nature documentary sharing facts and information about an animal in the wild.

Year Six– Spring One Rebuilding Britain

History(† - Peace and Justice) (BV - Democracy, Rule of Law, Individual Liberty, Mutual Respect)

(Articles 2, 3, 10, 12, 13, 14, 17, 22, 19, 28, 29, 30 and 38)

In the years after the end of WWII, a number of extraordinary changes took place in Britain. As post-war plans for rebuilding Britain were implemented, virtually every aspect of British life was affected. By the mid-1960s, Britain had undergone a transformation; in many ways it was unrec-ognisable when compared to how it had been in the first half of the 20th Century. Year 6 will cover this period of modern British history in-depth, starting with her involvement in the war. Other history will include the reasons for, and effects of, migration from Caribbean countries after the Second World War.

RE († - Trust and Thankfulness) (BV—The Rule of Law, Tolerance and Mutual Respect) (Articles 2, 13, 14, 29 and 30)

What does it mean to be a Jew?

As Philosophers we will be:

 Identifying some promises that have been important to me.

 Understanding why God tested Abraham and how this story relates to trust/faith.  Describing the affirmation of the Jewish faith found in the Shema.

 Identifying why it might be important to Jews to remember the story of Passover and to celebrate it every year.

 Learning the ingredients and the significance of the Sedar Plate.

 Learning why Moses is an important figure in Judaism. I can identify why the 10 commandments help express a relationship with God. I can show what inspires and influences me in the rules I try to live my life by.

As artists we will be focusing on painting techniques such as:

 Using thequalities of watercolours and acrylic paint to create visually interesting pieces.

 Combining colours, tones and tints to enhance the mood of a piece. As design technicians we will be:

 Developing our knowledge of materials to create our own bird houses.

 Focussing on learning about the back-grounds within music.

Stand alone units

As Mathematicians we will be: Understanding about Decimals by:

 Learning about three decimal places. Multiplying by 10, 100 and 1,000. Dividing by 10, 100 and 1,000. Multiplying decimals by integers. Dividing decimals by integers. Using division to solve

prob-lems. Understanding decimals as fractions and fractions to decimals. Understanding Percentages by:

 Converting fractions to percentages. Learning equivalent FDP. Ordering FDP. Find-ing the percentage of an amount. FindFind-ing and identifyFind-ing percentages – with miss-ing values.

Understanding Algebra by:

 Applying the function machine to find both: one step and two step rules. Using simple algebraic inputs to form ex-pressions e.g. y + 4. substituting into simple exex-pressions to find a particular value. Substituting into familiar formu-lae such as those for area and volume. Forming equations. Solving simple one-step equations. Solving two-step equations. Finding pairs of values. Finding enumerate possibilities.

Computing (Articles 17 and 29)

As app researchers we will be:

 Creating online surveys and analysing the data they obtain.

Science († - Friendship and Koinonia) (BV—Tolerance and Mutual Respect) (Articles 13, 14, and 29)

As scientists we will be exploring We are Evolving. This topic will get us thinking all about characteristics passed from one generation to the next. We will be learning how species have adapted over time to suit their environments. We will be understand all about the process of natural selection, and how our understanding o the process of evolution has developed over time thanks to the work of scientists and palaeontologist.

English links:

 Publish a non-chronological report all about Charles Darwin.

 Explain how humans can behaved in a sustainable way to protect our planet.

PSHE († - Endurance and Koinonia) (BV - Democracy, Individual Liberty, Mutual Respect and Tolerance of Those of Different Faiths and Be-liefs) (Articles 2, 3, 12, 13, 14, 15, 28, 29 and 30)

Dreams and Goals

As good citizens we will be:

 Learning about my strengths and setting challenging but realistic goals for myself (e.g. one in-school goal and one out-of-school goal).  Working out the learning steps I need to take to reach my goal and understand how to motivate myself to work on these.

 Identifying problems in the worlds that concern my and talking to other people about them.  Working with other people to help make the world a better place.

 Describing some ways in which I can work with other people to help make the world a better place. Learning some people in my class like or admire me and can accept their praise.

English (BV—Mutual Respect and Individual Liberty) (Article 12, 13, 14)

The Battle Cry. Year 6 will create and deliver a speech that will persuade your audience to follow you into battle- motivate and inspire your

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Year Six- Spring One Online Safety

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PE (Articles 24, 29 and 31) As gymnasts we will be:

 Travelling at different levels and inclines and learning vault work.

As linguists we will be learning how to speak, write and hear: En el café.

English

Year 6 will be focusing on all things SPAG and comprehension as they prepare for their SATs

Year Six– Spring Two Natural Resources

Geography († - Creation) (BV—Individual Liberty, Rule of the Law) (Articles 13, 17 and 29)

Year 6 will learn how we use the land in Britain. What natural resources do we use to produce energy? What renewable natural resources do we use? How are products such as concrete, glass, wood and steel produced and traded? Year 6 will answer these questions and many more.

RE († - Forgiveness and Hope) (BV—The Rule of Law, Tolerance and Mutual Respect) (Articles 13, 14, 29 and 30)

The contemporary Anglican church and Easter hope. As Philosophers we will be:

 Learning how Christians believe the Easter Story helps people when they do wrong.

 Learning how forgiveness, hope and salvation are shown in the Easter Story and what this means for Christians.  Learning how the Easter Story relates to God’s plan of salvation.

 Learning how the accounts of the resurrection of Jesus Christ give hope.

Art (Articles 29 and 31)

As artists we will be focusing on textiles techniques such as:  Using a range of stitching techniques to create pieces.

 Focussing on singing and harmonising, by un-derstanding the staff and internalising the sounds.

Stand alone units

Understanding about Measurement by:

 Reading, writing and recognising metric measures. Converting metric measures. Cal-culating with metric measures. Learning to convert miles and kilometres and the meaning of the symbol ‘≈’ as “is approximately equal to”. Learning to perform relat-ed conversions, both within imperial measures and between imperial and metric. Understanding Perimeter, Area and Volume by:

 Drawing shapes with the same area. Calculating the area and perimeter of shape. Calcualting the area of a triangle. Calculating the area of parallelogram. Calculating the volume – counting cubes. Calculating the volume of a cuboid.  Understanding Ratio by:

 Using ratio language. Comparing ratio and fractions. Introducing the ratio symbol. Calculating ratio. Using scale fac-tors. Calculating scale facfac-tors. Solving ratio and proportion problems.

As app designers we will be:

 Designing the look and feel of their app’s interface.

PSHE († - Creation, Trust and Wisdom) (BV - Rule of Law, Individual Liberty, Mutual Respect, Tolerance of Those of Different Faiths and Beliefs)(Articles 2, 3, 5, 6, 12, 13, 14, 15, 16, 17, 19, 24, 29, 33 and 34)

Healthy Me

 Learning to take responsibility for my health and make choices that benefit my health and well-being.  Learning about different types of drugs and their uses and their effects on the body particularly the liver and

heart.

 Understanding that some people can be exploited and made to do things that are against the law.  Learning why some people join gangs and the risks this involves.

 Understanding what it means to be emotionally well and can explore people’s attitudes towards mental health/ illness.

DT (Articles 29 and 31)

As design technicians we will be focussing on Electrical and Me-chanical components:

 Developing light and shadow boxes by discovering how shadows are formed.

Science († - Creation) (BV—Mutual Respect) (Articles 13, 17 and 29)

As scientists we will be exploring the Electrifying. We will be learning all about the exciting world of electricity! Develop-ing our knowledge of how to construct circuits usDevelop-ing: bulbs, motors, buzzers and switches. RecallDevelop-ing how to present a circuit using the scientific symbols for a: cell, battery, switch, motor and buzzer. We will investigate how different wires can affect a circuit and lots more!

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PE (Articles 24, 29 and 31) As athletes we will be:

 Developing our: skills, technique, agility, accelera-tion, landing and teamwork.

 Un periodico

English

23 degrees 5 minutes - fiction narrative

Based on a video, "23 degrees and 5 minutes" tells the story of an explorer in the frozen arctic. He is looking for someone and it is up to the audience to decide who it is. The film then wanders back in time as the explorer recalls his days at University in Ireland where he studied under Professor Orit. The film then brings us back to the present day and the predicament of the explorer. Who will he meet? Will he find the professor again?

Year 6 will have turn this video into their own story, focusing on developing these skills:

Year Six– Summer One Our Local Area

Geography († - Creation) (BV—Individual Liberty, Rule of the Law) (Articles 13, 17 and 29)

Year 6 will start by finding out about the human and physical features of London. They will look into the UL’s economic activity, land use, settlements, climate, upland areas and England’s longest rivers which they will link to London.

RE († - Reverence, Trust and Service) (BV—Mutual Respect) (Articles 13, 14, 15, 29 and 30)

Understanding faith in: Christianity, Islam, Hinduism. As Philosophers we will be:

 Knowing and considering the school and wider community (boroughs/county) are made up of people who belong to a (wide) range of diverse faith and belief groups.

 Understanding that practices and experiences may have changed over the years within London the borough/county and how they are the same/different in the past 50 years.  Considering any changes in the ways that faith communities show and share their beliefs and faiths in the wider community.

 Knowing about 6 significant places of worship in the wider borough.

 Understanding that communities grow and also sometimes move on out of the area.

 Clarifying similarities and differences between faith and belief communities they have studied in the unit.

 Developing a view on how life in the borough / county has been enriched by the diversity of faiths and beliefs in the borough / county.

Art (Articles 29 and 31)

As artists we will be focusing on techniques linked to print such as:

 Exploring print screen printing ; selecting the appropriate technique for the task.

 Producing a print for a specific purpose using tone within prints to create feelings of distance and movement.

As design technicians we will be engaging in an exciting STEM project alongside the rest of the school!

Stand alone units

As Mathematicians we will be: Understanding about Geometry by:

 Measuring with a protractor. Introducing angles. Calculating angles. Recognising that vertically opposite angles share a vertex. Exploring interior angles of a triangle and understanding that the angles will add up to 180 degrees. Calculating missing

angles in a triangle . Calculating angles in special quadrilaterals. Calculating angles in regular polygons. Drawing shapes accurately. Drawing nets of 3-D shapes.

Understanding Statistics by:

 Reading and interpreting line graphs. Drawing line graphs. Using line graphs to solve problems. Illustrating and naming parts of circles, using the words radius, diameter, centre and circumference confidently. Exploring the rela-tionship between the radius and the diameter and recognising the diameter is twice the length of the radius. Read-ing and interpretRead-ing pie charts. ApplyRead-ing understandRead-ing of calculatRead-ing percentages of amounts to interpret pie charts. Drawing pie charts. Calculating the mean.

 Creating a working app using algorithms and cod-ing.

PSHE († - Creation and Trust) (BV - Democracy, Rule of Law, Individual Liberty, Mutual Respect, and Tolerance of Those of Different Faiths and Beliefs) (Articles 2, 3, 5, 12, 13, 14, 15, 17, 19, 29 and 30)

Relationships

 Learning that it is important to take care of my mental health.  Learning how to take care of my mental health.

 Understanding that there are different stages of grief and that there are different types of loss that cause peo-ple to grieve.

 Recognising when people are trying to gain power or control.  Judging whether something online is safe and helpful for me.

 Using technology positively and safely to communicate with my friends and family.

Science († - Creation) (BV—Mutual Respect) (Articles 24 and 29)

As scientists we will be exploring the Classifying Critters . Children will already have learned that there are two main kingdoms and that the animal kingdom can be subdivided into vertebrates and invertebrates and what this means. There are five kingdoms of living things which will be explored during this unit. Here they will explore the kingdoms not yet encountered, such as fungi and microbes.

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PE (Articles 24, 29 and 31) As athletes we will be:

 Developing our: skills, technique, agility, accelera-tion, landing and teamwork.

Spanish

As linguists we will be learning how to speak, write and hear:

 Un periodico

English

The Hunter and Hunted. Year 6 will write and produce a podcast that tells a story using the technique known as Dual Narrative and to understand its effectiveness when building tension.

Year Six– Summer Two London- Crime and Punishment

History († - Justice ) (BV—Democracy, Rule of Law, Individual Liberty) (Articles 2, 13, 17, 19, 29 and 40)

Year 6 will go on a journey through British history as they discover how crime and punishment has changed throughout the ages. Beginning with the Romans and traveling right through to the present day, your chil-dren will discover how changes in society create changes in the kind of crimes that are committed, as well as that ways in which they are punished.

RE († - Justice) (BV—The Rule of Law, Individual Liberty and Mutual Respect) (Articles 2, 13, 14, 29 and 30)

Rules and Responsibility/Transition to Secondary School As Philosophers we will be:

 Knowing the story of God, the Creator, as told in Genesis.  Understanding why this story is important to Jews/Christians.  Considering the consequences of actions.

 Knowing a different version of the Genesis Creation story.  Realising that there are consequences if rules are broken.  Using art to interpret religious ideas.

 Understanding how rules affect Jewish/Christian lives.

 Understanding that everyone is responsible for taking care of the world and the consequences of not caring. Understanding that everyone is responsible for taking care of the world and the consequences of not caring.

As artists we will be focusing on techniques linked to sculpture and digital media such as: Using tools to carve and add shapes, texture and pattern.

Enhancing digital media by editing (including sound, video, animation, still images and installations). As design technicians we will be engaging in an exciting STEM project alongside the rest of the school!

Stand alone units

Understanding about Problem Solving by:

 Applying all our knowledge of mathematical concepts to various problem solving activites such as those on NRich. Throughout our learning we will deepen our knowledge by reasoning and problem solving investigations.

Computing

 Creating a working app using algorithms and cod-ing.

Science († - Creation) (BV—Individual Liberty and Mutual Respect) (Articles 13, 14, 17, and 29)

As scientists we will be exploring the Dinosaur Hunters. We will be learning all about the world when Dinosaurs roamed the earth! Using films such as: Ice Age and the Land Before Time Series, we will be developing out scientific enquiry skills to study, research and present information based on the children’s own questions about dinosaurs.

PSHE († - Creation) (BV - Individual Liberty, Mutual Respect and Tolerance of Those of Different Beliefs and Faiths)

(Articles 2, 3, 5, 6, 12, 13, 14, 15, 17. 19, 24, 29, 30)

Changing Me

 Understanding my own self-image and how my body image fits into that.

 Explaining how girls’ and boys’ bodies change during puberty and understand the importance of looking after yourself physically and emotionally.

 Describing how a baby develops from conception through the nine months of pregnancy, and how it is born.  Understanding how being physically attracted to someone changes the nature of the relationship and what

that might mean about having a girlfriend/boyfriend.

 Learning the importance of a positive self-esteem and what I can do to develop it.

 Identifying what I am looking forward to and what worries me about the transition to secondary school /or moving to my next class.

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