Curriculum Statement; Our Pledge
At Pinhoe CE VA Primary School the curriculum, underpinned by our Christian foundation, will prepare you for a constantly changing world, providing you with the necessary skills to contribute to society and lead happy, healthy lives. Our Core Values of respect, love, thankfulness, honesty, perseverance and forgiveness permeate all that we do.
We promise that your learning will be exciting and creative; a magical adventure with infinite possibilities!
Pupils will:
- Develop a love of learning that will remain with them throughout their lives
- Learn to value others, their views, cultures and beliefs
- Celebrate the uniqueness of everyone, treating each person with care and respect
- Develop a wide range of skills and the confidence to apply them in a rapidly changing world
- Learn to actively listen and engage effectively
- Become inspired through learning about our wonderful world and make a positive contribution to our school, local and wider communities
- Enjoy the challenge of learning in a variety of ways, making full use of every available resource and opportunity inside and outside school
- Become a reflective learner who has a sense of responsibility for their own learning
- Learn independently, with and from others
Curriculum Map 2016- 2017
Year:6
Autumn 2016 / Spring 2017 / Summer 2017
Theme: / The Evacuation of David Carey (WW2) / India / Monarch - Tudors/Stuarts
Key Questions / What was evacuation like for the children of WW2?
How was Exeter affected by the war?
How did Devon play a role in the D-day landings?
How was war interpreted by people?
What are the similarities and differences between WW2 and previous history topics?
How reliable are the sources that we are using? / What is the climate like in India and how does it compare to other countries?
How does the Indian culture compare to other cultures?
Where is India in comparison to GB and which continent?
What do you know about the history of India? Who governs India? / How did people live?
Who was the monarch and what influence did they have?
How did life compare to now?
Transport, machinery? Engineering? Food? Dress?
Key Outcome shared with parents
- Quality art exhibition
- Multimedia presentation
- Oral presentation
- Website
Lindy-hop exhibition
CC observational drawings – half/half
Literacy – making jam sandwiches for evacuation journey on train
Cobbaton Combat trip
Evacuation to Exmouth / End outcome- children use their learning to create an exhibition for parents and family. Food children have cooked (samosas, chapatti, curry, bhajis etc) Dances. Literacy work, art work, science work / Food sharing afternoon
Year 6 play
Parents evening
Website Update / Website Update / Website Update
Wow moment / Entry moment- children come to school dressed as an evacuee- spend day in a school during the war experiencing black outs, rations etc
Farm wise / Entry moment- immersion morning. Children create large art work in groups representing what they know about India already and using different sources of information. Children to have access to a variety of materials such as clay, paints, charcoal etc. chn present and use to compare as learning develops. / Museum visit? Dress as a Tudor? Present a homework project
Year 6 play
Year 6 prom
Enrichment including Visitors/Visits / Trip to Dartmoor- Friend or foe setting
Evacuation day
Visit to opticians for the eye
Cobbaton combat
Liz Wills contact?
Parent open tea dance
Family/relative from ww2 / Museum trip
Skype calls
Virtual reality tours of Indian points of interest / Year 6 Residential – warren barn
Life Skills
ICE TEAM – Mouse project
Non-negotiables:
- DT project
- Art project
- ICT
- Outdoor learning
Orienteering/treasure hunt
Evacuation to Exmouth (estuary) obs drawings
Exmoor
Internet research -Ipads
OS maps / Elephant art project
Clay work for Indian artefacts
Kodu
Rangoli patterns / Textiles – making an item of Tudor clothing ie apron? Cap? Etc
Pinhoe Learning skills / Independence
Risk Taking / Reflection
Working with Others / Creativity & Curiosity
Problem Solving
Core values / Respect
Love
Forgiveness / Perseverance
Thankfulness / Love
Honesty
Maths / NUMBER / NUMBER
Handling data to be taught in science lessons / NUMBER / NUMBER / NUMBER / NUMBER
Literacy / Diary writing of an evacuee My War Diary by Flossie
Persuasive speech/ formal writing- Churchill.
Read Friend or foe by Michael Murporgo as class read- feed into tracker time activities / The war game by Michael Murpurgo
Poppy poetry
Non-fiction – report writing- Dartmoor trip / Extreme animals- text that teach
Car advert – tourist brochures for india
Survival at 40c- texts that teach / Stories from other cultures – magic carpet
Mirrors- comparing countries- story writing / Report in style of horrible histories
Narrative set in Tudor times with emphasis on Tudor language and setting- bring in historical knowledge
News-paper report reporting on new monarch / Information booklet for Tudor museum
Poetry
Playscript
Science
- Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- Use test results to make predictions to set up further comparative and fair tests
- Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
- Classification, including micro-organisms
- Health & Lifestyles, incl. circulatory system
- Evolution & Adaptation
- Light & Shadows; the eye
- Forces, including gravity
- Electricity: investigating circuits
Light – make torches, how light travels, the eye, travelling in straight lines
Link: Black out, Morse code, The Eye
Handling data – graphs/bar charts / Forces
Identify the effects of air resistance, water resistance and friction that act between moving surfaces.
Recognise that mechanisms, levers, pulleys and gears, allow a smaller force to have a greater effect.
Working scientifically
Design and make a variety of parachutes and carrying out fair tests to determine which designs are the most efficient. Explore resistance in water by making and testing boats of different shapes. Design and make a simple lever and explore its effects. / Living things & their habitats
Animals including humans – heart, lungs and circulation
SRE(allow at least 3 weeks for this after sats due to yr 6 play)
Evolution and inheritance
Working scientifically
Disassemble a torch and research different torches. Investigate light and electricity. Light travels in straight lines. How can you prove / disprove this theory? Investigate where to place rear view mirrors on cars; designing and making a periscope and using the idea that light appears to travel in straight lines to explain how I works. They might investigate the relationship between light sources, objects and shadows by using shadow puppets.
Systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights, a burglar alarm or some other useful circuit / Working scientifically
Look at the classification system in more detail. They should be introduced to the term ‘kingdom’ and learn that most scientists classify things into five kingdoms. Through direct observations where possible they should classify animals into vertebrates and invertebrates.
Devise classification systems and keys to identify some animals and plants in the immediate environment.
Lack of electricity when studying the famous monarch.
Geography
- Locational knowledge
- Place knowledge
- Human & physical
- Skills & fieldwork
Analyse evidence and draw conclusions Suggest questions for investigating
Use primary & secondary sources of evidence in their investigations.
- They select info and sources of evidence in their investigations and present their findings both graphically and in writing.
Place knowledge of Exeter/Exmoor - Use maps, atlases, globes and digital computer mapping
Aerial photographs, mapping linked to WW2 & Exeter.
Orienteering (follow instructions) and observational drawings - Dawlish
Why was it called a world war? Which countries were involved? Basic map work and where the countries are in relation to each other
Decide on an appropriate interviewee.
Prepare and carry out interview, sometimes in a formal situation.Evaluate the quality of the evidence.
Confidently use an atlas.
Recognise world map as a flattened globe.
Identify and explain different views of people including themselves. / Use 4 figure co-ordinates confidently to locate features on a map.
Rivers/earthquakes - Nepal
Begin to use 6 figure grid refs; use latitude and longitude on atlas maps.
Use/recognise OS map symbols;
Follow a short route on an OS map.
Describe features shown on OS map.
Describe and understand key aspects of:
physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
Use OS maps confidently
Investigate places contrasting and distant places / Comparing how some living things are adapted to survive in extreme conditions
human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Select interviewing as an appropriate method for collecting evidence.
Select field sketching from a range of techniques for an investigation.
Annotate sketches to describe and explain geographical processes and patterns.
History
- Chronological understanding
- Historical understanding
- Interpretation
- Enquiry
Significant points in British history (Dunkirk, D- day, Battle of Britain)
A study of an aspect or theme in British history that extends chronological knowledge – Leisure & entertainment in the 20th century
Narrative is history based.
Ethics and morals of war. / India and Gandhi – at the same time.
Lots of opportunities for writing about Gandhi and people’s perspective of him.
Bring knowledge gathered from several sources together in a fluent account.
Place current study on time line in relation to other studies.
Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings.
Know key dates, characters and events of time studied. / Monarch – write an extended piece. A second balanced argument (in addition to one written in literacy unit).
Consider ways of checking the accuracy of interpretations – fact or fiction and opinion.
Confidently use the library and internet for research.
Recognise primary and secondary sources.
Use a range of sources to find out about an aspect of time past.
Write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation.
Art & Design
- Use sketchbooks to collect, record, review, revisit & evaluate ideas
- Improve mastery of techniques such as drawing, painting and sculpture with varied materials
- Learn about great artists, architects & designers through history
Half and half from Cobbaton photos
Aerial photos of Blitz
Design a torch/periscope and plan it
Water colours of landscape and bombings and where the children live after being evacuated
Manipulate and experiment with the elements of art: line, tone, pattern, texture, form, space, colour and shape.
Identify artists who have worked in a similar way to their own work.
Develop ideas using different or mixed media, using a sketchbook.
Choose appropriate paint, paper and implements to adapt and extend their work.
Show an awareness of how paintings are created (composition). / Describe varied techniques.
Be familiar with layering prints - Indian elephants for art project
Be confident with printing on paper and fabric.
Alter and modify work.
Develop skills in using clay inc. slabs, coils, slips, etc.
Make a mould and use plaster safely.
Create sculpture and constructions with increasing independence.
Materials - pique / Awareness of the potential of the uses of material.
Use different techniques, colours and textures
To be expressive and analytical to adapt, extend and justify their work.
RE (USE DISCOVERY RE)
- Learning from religion
- Learning about religion
- Reflection & spiritual understanding
commitment / Christmas / Islam
5 pillars / Christianity
Portrayal of Mary in the bible / Islam
Belief in Akirah (life after death) / Christianity – heaven/hell interview Christians about their beliefs - extended piece of writing
Bible Story
The Greatest Commandment / Bible Story
The Annunciation / Bible Story
The Parable of the Rich fool / Bible Story
Easter / Bible Story
Elijah & God speaking in a whisper / Bible Story
Pentecost
MFL
- Oracy
- Literacy
- Intercultural understanding
- Language knowledge
- Language learning skills
Similarities and differences between places, people and everyday lives
Present information about an aspect of another country
Converse briefly without prompts
Enjoy listening and speaking confidently
Listen to and understand the main points and
some detail from a short spoken passage
Knowledge about Language / People of Mali
Welcome to Mali
and where is Mali?
6 activities
Comparing and contrasting
Read aloud with confidence, enjoyment and expression, in chorus or individually
Knowledge about Language
Language Learning Strategies / Present information about an aspect of another country –Mali
Read aloud with confidence, enjoyment and expression, in chorus or individually
Read and understand the main points and some detail from a short written passage
Demonstrate understanding of and respect for cultural diversity / Read and understand the main points and some detail from a short written passage
Demonstrate understanding of and respect for cultural diversity
Knowledge about Language
Language Learning Strategies / Write several sentences from memory
Read and understand the main points and some detail from a short written passage
Knowledge about Languagse
Language Learning Strategies / Write several sentences from memory
Read and understand the main points and some detail from a short written passage
Knowledge about Language
Language Learning Strategies
Music (use sing up website)
- Perform with control & expression solo & in ensembles
- Improvise & compose using dimensions of music
- Listen to detail and recall aurally
- Use & understand basics of staff notation
- Develop an understanding of the history of music, including great musicians & composers
Listen to longer pieces of music and identify features.
WW2 songs
Singing songs with control and using the voice expressively.
Sing songs with increasing control of breathing, posture and sound projection.
Sing songs in tune and with an awareness of other parts.
Identify phrases through breathing in appropriate places.
Sing with expression and rehearse with others.
Sing a round in two parts and identify the melodic phrases and how they fit together. / Internalise short melodies and play these on pitched percussion (play by ear).
Create dances that reflect musical features. Identify different moods and textures. Identify how a mood is created by music and lyrics.
Controlling pulse and rhythm
Identify different speeds of pulse (tempo) by clapping and moving.
Improvise rhythm patterns.
Perform an independent part keeping to a steady beat.
Identify the pattern of strong and weak beats.
Subdivide the pulse while keeping to a steady beat.
Carols for Christmas service
Sing with expression and rehearse with others. / Composition
Compose a short song to own lyrics based on everyday phrases or a known song.
Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.
Identify different starting points or composing music.
Explore, select combine and exploit a range of different sounds to compose a soundscape. / Composition
Compose a short song to own lyrics based on everyday phrases or a known song.
Compose music individually or in pairs using a range of stimuli and developing their musical ideas into a completed composition.
Identify different starting points or composing music.
Explore, select combine and exploit a range of different sounds to compose a soundscape. / Y6 Play
Reading & Writing notation
Perform using notation as a support.
Sing songs with staff notation as support.
Performance Skills
Present performances effectively with awareness of audience, venue and occasion.
Evaluating and appraising
Improve their work through analysis, evaluation and comparison. / Y6 Play
Performance Skills
Present performances effectively with awareness of audience, venue and occasion.
Evaluating and appraising
Improve their work through analysis, evaluation and comparison.
Computing
- E- Safety
- Programming
- Multi- media
- Technology
- Handling data
Discuss safe use of Ipads in class and link to responsibilities of who looks after them and puts them away.