VICTORIANS-Year 6 Science Theme- Changing State National Curriculum Programmes of Study Statutory requirements Pupils should be taught to: compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. demonstrate that dissolving, mixing and changes of state are reversible changes. 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. Non Statutory Requirements Pupils should explore reversible changes, including, evaporating, filtering, sieving, melting and dissolving, recognising that melting and dissolving are different processes. Pupils should explore changes that are difficult to reverse, for example, burning, rusting and others such as vinegar with bicarbonate of soda. They should find out about how chemists create new materials, for example, Spencer Silver, who invented the glue for sticky notes . C.Q. Milestone 3- States of Matter • Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle. • Examine the properties of materials using various tests. • Look at solubility and recovering dissolved substances, demonstrating that dissolving, mixing and changes of state are reversible changes. 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, oxidisation and the action of acid on bicarbonate of soda.
Transcript
VICTORIANS-Year 6
Science Theme- Changing State
National Curriculum Programmes of Study
Statutory requirements
Pupils should be taught to:
compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and
thermal), and response to magnets.
know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
demonstrate that dissolving, mixing and changes of state are reversible changes.
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.
Non Statutory Requirements
Pupils should explore reversible changes, including, evaporating, filtering, sieving, melting and dissolving, recognising that melting and dissolving are different
processes.
Pupils should explore changes that are difficult to reverse, for example, burning, rusting and others such as vinegar with bicarbonate of soda.
They should find out about how chemists create new materials, for example, Spencer Silver, who invented the glue for sticky notes .
C.Q.
Milestone 3- States of Matter
• Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.
• Examine the properties of materials using various tests.
• Look at solubility and recovering dissolved substances, demonstrating that dissolving, mixing and changes of state are reversible changes.
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,
oxidisation and the action of acid on bicarbonate of soda.
VICTORIANS-Year 6
History Theme: Local History/ The Industrial Revolution/Canals
National Curriculum Programmes of study
Pupils should be taught to:
continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the
periods they study.
note connections, contrasts and trends over time and develop the appropriate use of historical terms.
regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed
responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is
constructed from a range of sources.
study a period of time, tracing how several aspects of national history are reflected in the locality. (Canals)
study an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. (Industrial Revolution)
C.Q.
Milestone 3- Local History/ The Industrial Revolution/Canals
Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).
Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
Identify periods of rapid change in history and contrast them with times of relatively little change.
Use sources of evidence to deduce information about the past.
Seek out and analyse a wide range of evidence in order to justify claims about the past.
Refine lines of enquiry as appropriate.
VICTORIANS-Year 6
Geography Theme: Fieldwork
National curriculum programmes of study
Pupils should be taught to:
appreciate 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.
use maps, atlases, globes and digital/computer mapping to locate local features.
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the
local area.
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.
C.Q.
Milestone 3-Local geography and fieldwork
Identify and describe how the physical features affect the human activity within a location.
Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.
Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record
the results in a range of ways, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including
energy, food, minerals, and water supplies.
Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of
the local area.
VICTORIANS-Year 6
Design Technology Theme: Textiles
National curriculum programmes of study
Pupils should be taught to:
work through a variety of creative and practical activities, and should be taught the knowledge, understanding and skills needed to engage in an ongoing process of
designing and making.
work in a range of relevant contexts, through designing, making and evaluating, using their technical knowledge of materials.
C.Q.
Milestone 3-Textiles
Create objects (such as a cushion) that employ a seam allowance.
Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration).
Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion)
Show precision in techniques.
Choose from a range of stitching techniques.
Combine previously learned techniques to create pieces.
VICTORIANS-Year 6
Music Theme: Describing
National Curriculum Programmes of Study
Pupils should be taught to:
listen with attention to detail.
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
C.Q.
Milestone 3-To describe music
Choose from a wide range of musical vocabulary to accurately describe and appraise music including: pitch, dynamics, tempo, timbre, texture, lyrics and melody,
expressive, solo, sense of occasion, rounds, harmonies, accompaniments, drones, cyclic patterns, combination of musical elements, cultural context.
Describe how lyrics often reflect the cultural context of music and have social meaning
VICTORIANS-Year 6
P.E. Themes: Invasion Games (Rugby and Basketball)
National Curriculum Programmes of Study
Pupils should be taught to:
use running, jumping, throwing and catching in isolation and in combination.
play competitive games, modified where appropriate e.g. football and invasion games, and apply basic principles suitable for attacking and defending.
C.Q.
Milestone 3-Games
Embrace both leadership and team roles and gain the commitment and respect of a team.
Empathise with others and offer support without being asked.
Remain positive, even in the most challenging circumstances, rallying others if need be.
Choose and combine techniques in games situations.
Choose the most appropriate tactics for a game.
FAIRGROUNDS-Year 6
Science Theme- Forces and Electricity
National Curriculum Programmes of Study
Statutory requirements- Electricity
Pupils should be taught to:
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.
Non Statutory requirements- Electricity
Pupils should construct simple series circuits, to help them to answer questions about what happens when they try different components, for
example, switches, bulbs, buzzers and motors.
They should learn how to represent a simple circuit in a diagram using recognised symbols.
Note: Pupils are expected to learn only about series circuits, not parallel circuits. Pupils might work scientifically by: 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.
Statutory Requirements- Forces
Pupils should be taught to:
explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
identify the effects 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 greater effect.
Science contd
Non Statutory Requirements-Forces
Pupils should explore falling objects and raise questions about the effects of air resistance.
They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall.
They should experience forces that make things begin to move, get faster or slow down.
Pupils should explore the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a
bicycle wheel.
Pupils should explore the effects of levers, pulleys and simple machines on movement.
Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.
Pupils might work scientifically by: exploring falling paper cones or cup-cake cases, and designing and making a variety of parachutes and carrying out fair tests to
determine which designs are the most effective. They might explore resistance in water by making and testing boats of different shapes. They might design and
make products that use levers, pulleys, gears and/or springs and explore their effects.
C.Q.
Milestone 3- Electricity
• Identify and name the basic parts of a simple electrical circuit, including cells, wires, bulbs, switches and buzzers.
• 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 s
switches.
Milestone 3-Forces
• Predict whether two magnets will attract or repel each other, depending on which poles are facing.
• 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 drag forces, such as air resistance, water resistance and friction that act between moving surfaces.
• Describe, in terms of drag forces, why moving objects that are not driven tend to slow down.
• Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs.
FAIRGROUNDS-Year 6
History Theme: Changes in Leisure in 20th Century
National curriculum programmes of study
Pupils should be taught to:
make a study over time tracing how aspects of history develop
C.Q.
Milestone 3-To build an overview of world history
History of interest to pupils. (Surely not???!!!) Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). Identify periods of rapid change in history and contrast them with times of relatively little change.
FAIRGROUNDS-Year 6
Art Theme: Painting
National curriculum programmes of study
Pupils should be taught to:
develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art,
craft and design.
create sketch books to record their observations and use them to review and revisit ideas.
improve their mastery of art and design techniques, including painting with a range of materials.
C.Q.
Milestone 3-To master techniques (painting)
Sketch (lightly) before painting to combine line and colour.
Create a colour palette based upon colours observed in the natural or built world.
Use the qualities of watercolour and acrylic paints to create visually interesting pieces.
Combine colours, tones and tints to enhance the mood of a piece.
Use brush techniques and the qualities of paint to create texture.
Develop a personal style of painting, drawing upon ideas from other artists.
FAIRGROUNDS-Year 6
Design Technology Themes: Materials and Electronics
National curriculum programmes of study
Pupils should be taught to:
Design
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.
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces
and computer-aided design.
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
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.
Evaluate
investigate and analyse a range of existing products.
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
apply their understanding of computing to program, monitor and control their products.
D.T. contd
C.Q.
Milestone 3-Designing, making and evaluating through materials and electronics
Make products through stages of prototypes, making continual refinements.
Ensure products have a high quality finish, using art skills where appropriate.
Use prototypes, cross-sectional diagrams and computer aided pictures to represent designs.
Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).
Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding).
FAIRGROUNDS-Year 6
Music Theme: Composing
National curriculum programmes of study
Pupils should be taught to:
improvise and compose music for a range of purposes using the inter-related dimensions of music.
C.Q.
Milestone 3-Composing
Create songs with verses and a chorus.
Create rhythmic patterns with an awareness of timbre and duration.
Combine a variety of musical devices, including melody, rhythm and chords.
Thoughtfully select elements for a piece in order to gain a defined effect.
Use drones and melodic ostinati (based on the pentatonic scale).
Convey the relationship between the lyrics and the melody.
Use digital technologies to compose, edit and refine pieces of music.
FAIRGROUNDS-Year 6
P.E. Themes: Gymnastics and Dance
National Curriculum Programmes of Study
Pupils should be taught to:
develop flexibility, strength, technique, control and balance, for example through gymnastics.
perform dances using a range of movement patterns.
Milestone 3-Gymnastics
Create complex, well executed sequences, including: travelling, balancing, swinging, springing, flight, vaults, inversions, rotations, bending, stretching and linking.
Hold shapes that are strong, fluent and expressive.
Perform set pieces with appropriate links.
Vary speed, direction, level and body rotation during floor performances.
Use equipment safely to vault and swing
Milestone 3-Dance
Compose creative and imaginative dance sequences, perform expressively and hold a precise and strong body posture.
Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece.
RAINFORESTS-Year 6
Science Theme-Lifecycle of plants and Adaptation for surroundings, Evolution and Inheritance (point 3)
National Curriculum Programmes of Study
Statutory requirements- Life Cycle of Plants
Pupils should be taught to:
describe the life process of reproduction in some plants
describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences.
give reasons for classifying plants and animals based on specific characteristics.
Non Statutory Requirements
Pupils should look at the classification system in more detail.
They should be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided.
They should discuss reasons why living things are placed in one group and not another.
Pupils might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification.
Pupils might work scientifically by using classification systems and keys to identify plants, and research unfamiliar animals and plants from a broad range of other
habitats and decide where they belong in the classification system.
Statutory requirements-Evolution and Inheritance
Identify how plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Non Statutory Requirements
Pupils should find out more about how living things on earth have changed over time.
They should be introduced to the idea that characteristics are passed from parents to their offspring.
They should also appreciate that variation in offspring over time can make plants more or less able to survive in particular environments.
Pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and Alfred Wallace developed their ideas on
evolution.
Science contd
C.Q.
Milestone 3-Lifecycle of plants
Look at the function of parts of flowering plants, requirements of growth, water and transportation in plants, life cycles and seed dispersal.
Relate knowledge of plants to studies of evolution and inheritance.
Look at classification keys.
Look at the life cycle of plants.
Look at classification of plants.
Look at reproduction in plants.
Milestone 3-Evolution and Inheritance
Relate knowledge of plants to studies of evolution and inheritance.
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human
characteristics, countries, and major cities.
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn.
Understand human geography, including: land use, trade links, and the distribution of natural resources (look at deforestation).
C.Q.
Milestone 3-To investigate places
Name and locate the countries of North and South America and identify their main physical and human characteristics.
Collect and analyse statistics and other information in order to draw clear conclusions about locations.
Identify and describe how the physical features affect the human activity within a location.
Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.
Milestone 3-To investigate patterns
Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn
Describe how locations around the world are changing and explain some of the reasons for change, including: land use, economic activity including trade links,
and the distribution of natural resources (specifically deforestation)
RAINFORESTS-Year 6
Art Theme: Collage (Tactile area)
National curriculum programmes of study
Pupils should be taught to:
develop their techniques, including their control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft
and design.
improve their mastery of art and design techniques, including collage, with a range of materials to enhance their tactile quality.
C.Q.
Milestone 3-To master techniques
Mix textures (rough and smooth, plain and patterned).
Combine visual and tactile qualities.
Use ceramic mosaic materials and techniques.
RAINFORESTS-Year 6
Music Theme: Transcribing
National curriculum programmes of study
Pupils should be taught to:
use and understand staff and other musical notations
C.Q.
Milestone 3-Transcribing
Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.
Read and create notes on the musical stave.
Understand the purpose of the treble and bass clefs and use them in transcribing compositions.
Understand and use the # (sharp) and ♭ (flat) symbols.
Use and understand simple time signatures.
RAINFORESTS-Year 6
P.E. Themes: Net games, Football and Athletics
National Curriculum Programmes of Study
Pupils should be taught to:
play competitive games ( for example football/net games) and apply basic principles suitable for attacking and defending.
field, defend and attack tactically by anticipating the direction of play.
use forehand and back hand when playing racquet games.
use running, jumping, throwing and catching in isolation and in combination.
compare their performances with previous ones and demonstrate improvement to achieve their personal best.
continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
enjoy communicating, collaborating and competing with each other.
develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
develop flexibility, strength, technique, control and balance [for example, through athletics].
compare their performances with previous ones and demonstrate improvement to achieve their personal best
.
Milestone 3- To develop practical skills in order to participate, compete and lead a healthy lifestyle
Combine sprinting with low hurdles over 60m.
Throw accurately and refine performance by analysing technique and body shape.
Show control in take- off and landing when jumping.
Compete with others and keep track of personal best performances, setting targets for improvement.
Milestone 3-Games
Choose and combine techniques in game situations.
Use forehand and backhand in racquet games.
Field, defend and attack tactically by anticipating the direction of play.
CAFÉ/DRUGS/PSHCE-Year 6
Art Theme: Classic Designers
National curriculum programmes of study
Pupils should be taught to:
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
C.Q.
Milestone 3-To take inspiration from the greats
Give details (including own sketches) about the style of some notable artists, artisans and designers.
Show how the work of those studied was influential in both society and to other artists.
Create original pieces that show a range of influences and styles.
CAFÉ/DRUGS/PSHCE-Year 6
Design Technology Theme: Food Technology
National Curriculum Programmes of Study
Pupils should be taught to:
understand and apply the principles of a healthy and varied diet.
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
C.Q.
Milestone 3-To master practical skills
Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms).
Measure accurately and calculate ratios of ingredients to scale, up or down from a recipe.
Demonstrate a range of baking and cooking techniques.
Create and refine recipes, including ingredients, methods, cooking times and temperatures.
CAFÉ/DRUGS/PSHCE-Year 6
Music Theme: Performing
National curriculum programmes of study
Pupils should be taught to:
play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
C.Q.
Milestone 3-Performing
Sing or play from memory with confidence.
Perform solos or as part of an ensemble.
Sing or play expressively and in tune.
Hold a part within a round.
Sing a harmony part confidently and accurately.
Sustain a drone or a melodic ostinato to accompany singing.
Perform with controlled breathing (voice) and skilful playing (instrument).
CAFÉ/DRUGS/PSHCE-Year 6
P.E. Themes: Cricket/Basketball and Athletics
National Curriculum Programmes of Study
Pupils should be taught to:
play competitive games, modified where appropriate e.g. cricket and invasion games and apply basic principles suitable for attacking and defending.
use running, jumping, throwing and catching in isolation and in combination
compare their performances with previous ones and demonstrate improvement to achieve their personal best.
continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
enjoy communicating, collaborating and competing with each other.
develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
develop flexibility, strength, technique, control and balance [for example, through athletics]
compare their performances with previous ones and demonstrate improvement to achieve their personal best.
C.Q.
Milestone 3-Games
Embrace both leadership and team roles and gain the commitment and respect of a team.
Empathise with others and offer support without being asked.
Remain positive, even in the most challenging circumstances, rallying others if need be.
Choose and combine techniques in games situations.
Choose the most appropriate tactics for a game.
C.Q.
Milestone 3-Athletics
Combine sprinting with low hurdles over 60m.
Throw accurately and refine performance by analysing technique and body shape.
Show control in take- off and landing when jumping.
Compete with others and keep track of personal best performances, setting targets for improvement.
CAFÉ/DRUGS/PSHCE-Year 6
P.S.H.C.E. Theme: Drugs Education
Please add whichever scheme of drugs education you wish to follow to the plan once passed by the governors.
