Teacher: / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2
Religion / The Kingdom of God. / Justice / Jesus, the Bread of Life. / Jesus, the Son of God. / The Work of the Apostles. / Called to Serve.
Through these topics we will focus on showing an understanding and engaging and responding
Theme? / World War / United Kingdom / South America / Ancient Greek Civilisation / Local History
History/Geography / History:
WW2 – a study of British history that extends pupil’s chronological knowledge beyond 1066.
skills
show factual knowledge and understanding of aspects of the history of Britain and the wider world.
Describe characteristic features of past societies and periods, and to identify changes within and across different periods. / Geography:
United Kingdom
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
Skills
Name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers.
Understand how these features have changed over time. / History:
Ancient Greece- a study of the achievements and influence of this civilisation on the western world.
Skills
Pupils demonstrate their knowledge and understanding of aspects of the history of wider world.
They use this to recognise the characteristic features of past societies and periods, and to understand their influence on the world. / Geography:
South America-locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
Skills
Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied
Pupils can locate and identify major cities, population and basic economics of the UK, and a country in South America / History:
Manchester- Local history topic.
Skills
Know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this.
Evaluate sources of information and identify those that are useful for particular tasks.
Select and organise information to produce structured work, making appropriate use of dates and terms / Geography:
Science / Materials changing
Skills
Demonstrate that dissolving, mixing and changes of state are reversible changes.
Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. / Electricity
Skills
Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
Use recognised symbols when representing a simple circuit in a diagram / Ourselves and other animals
Skills
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Describe the life process of reproduction in some animals
Describe the changes as humans develop to old age / Habitats
Skills
describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
give reasons for classifying plants and animals based on specific characteristics
describe the difference in the life cycles of a mammal, an amphibian an insect and a bird
identify how animals and plants are adapted to suit their environment in different ways and adaption leads to evolution / Forces and Movement
Skills
explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
identify the effect of air resistance, water resistance and friction, that act between moving surfaces
recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect / By this half term the children will have covered all of the objectives but will use this time to revise and complete relevant objectives. They will also design, plan and carry out experiments.
Art/DT / D&T Design, make and evaluate an Aderson shelter.
Look at war time propaganda posters- design one for a particular cause eg, dig for victory.
Skills
Pupils explore ideas and select visual and other information. They use this in developing their work, taking account of the purpose / D&TThe Tin Forest
The children design, plan and create their own models related to the dreams of the old man and the reality that was the tin yard.
Skills
They manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions. / D&T Ancient Greek pottery
Study examples of ancient Greek pottery and create their own pot from clay.
Skills
They analyse and comment on ideas, methods and approaches used in their own and others' work, relating these to its context. / ARTMonet and Impressionists
Discover what Impressionism is, and where and why it began, before exploring the works of some of the great Impressionists.
Skills
To independently adapt and refine their work to reflect their own view of its purpose and meaning / ART A Sense of Place
Use a viewfinder to find interesting features and views of the local area. A study of the work of some of the most famous landscape artists and how they use perspective to give a sense of depth to their work.
Skills
With greater independence analyse and comment on ideas, methods and approaches used in their own and others' work, relating these to its context. / Enterprise Project
Year 6 will design, plan and create their own enterprise scheme in order to raise money for their preferred trip.
Music / Livin on a Prayer-Rock
Skills
Listen and appreciate a wide variety of music.
Learn to find the pulse whilst using movement.
Understand that rhythm is long and short sounds that happen over the pulse. / Benjamin Britten- A New Year Carol.
Skills
Understand that pitch is high and low sounds.
Understand how pitch, rhythm and pulse work together. / Classroom Jazz
Skills
Understand that rhythm is long and short sounds.
Explore and create musical sounds through their voices or instruments. / Fresh Prince of Bel Air
Skills
Continue to make up their own melodies and rhythms to create own rhythmic melodies that lead to melodies. / Make you feel my love
Skills
Practise, rehearse and perform with an awareness of audience. / Summer performance Year 5/6
PE / COGNITIVE- Coordination-Ball Skills
Agility-Reaction/Response
Skills
-Review, analyse and evaluate my own and others’ strengths and weakness.
-Recognise how to develop my own and others’ work.
-Understand ways to judge performance and identify specific parts to continue to work upon. / CREATIVE-
Static Balance-Seated
Static Balance-Floor work
Skills
-Use variety and creativity to engage an audience.
-respond imaginatively to different situations, adapting and adjusting skills, movements or tactics so they are different from others.
-link actions and develop sequences of movements that express my own ideas. / SOCIAL-
Dynamic Balance
Skills
-involve others and motivate those around me.
-Give sensitive feedback to improve myself and others. Negotiate and collaborate effectively.
-cooperate with others and give helpful feedback to improve the performance of peers. / PHYSICAL-
Static Balance-One Leg Standing
Dynamic Balance to Agility
Skills
-effectively transfer skills and movements across a range of activities and sports.
-perform a range of skills consistently and effectively in challenging or competitive situations. / HEALTH/FITNESS
Static Balance-Small Base
Skills
Self-select and perform appropriate warm up and cool down activities.
-Describe the basic fitness components and explain how often and how long I should exercise to be healthy. Record and monitor how hard I am working. / PERSONAL-
Coordination with Equipment
Skills
-Accept critical feedback and make changes to their performance.
-set appropriate targets based on strengths and weaknesses.
-have perseverance with a task and improve by regular practice.
Languages / Everyday life
Daily routine
Revisit times and days
Eating a meal
Skills
Begin to engage in conversations; ask and answer questions; express opinions and respond to those of others. / My house/your house
What can we do in town/near you?
Christmas celebrations
Skills
Speak in sentences, using familiar vocabulary, phrases and basic language structures. / Sports and hobbies
Opinions
Likes and dislikes
Complex sentences
Skills
Develop accurate pronunciation and intonation. / Music and sports stars
Games and music to enjoy
Skills
Present ideas information orally to a range of audiences. / Going to the restaurant
Skills
Write phrases from memory, and adapt these to create new sentences, to express ideas clearly. / Role plays and performances
Skills
Present ideas information orally to a range of audiences.
Computing / Design and create programs that accomplish specific goals, including controlling or simulating physical systems
Use selection in programs
Work with variables and various forms of input and output
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs / Use logical reasoning to explain how some simple algorithms work and detect and correct errors in programs. / Understand computer networks including the internet. / Use search technologies effectively. / Select, use and combine a variety of software on a range of digital devices to design and create a range of programs.
Incidental
English
Maths / Writing an eye witness account of an air raid.
Writing poems to express experiences of the Blitz.
Debating the arguments for and against sending children the country as evacuees.
Writing letters to describe the experience and feelings of an evacuee.
Translating Morse Code messages. / Writing a description of a setting eg; a busy place. / Write in the role of a person involved in the slave trade-diary writing. / Fact file related to a choice of country.
Non chronological report. / Using role play to demonstrate the differences between life in Athens and life in Sparta.
Creating a story in the style of a Greek myth.
Write a newspaper article about a Greek myth, discovery or story. / Newspaper report on a key event from WW2.
Timeline- chronological order of key events in that period. / Coordinates/map work. / Data collection of those involved in the slave trade. / Data handling to present temperature and rainfall in different countries. / Working with temperatures and sizes (km and m) to explore what Greece is like. / Measure time and distance.
Possible trips / Warrington museum / Warrington museum
Long Term Non-Core Curriculum Plan.
Year Group:6Teacher: Miss Buckley