Year 6 Spring Term 2018

Year 6 Spring Term

 At Moorside Community Primary School our approach to our teaching and learning is through a skill based curriculum. Below are the subjects and skills being taught in the Spring term:

 

Science – Evolution and Inheritance

Essential skills and knowledge

  • To recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
  • To identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

Communication skills

  • To report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • To explain the idea that characteristics are passed from parents to their offspring e.g.- consider different breeds of dogs, and what happens when Labradors are crossed with poodles
  • To appreciate that variation in offspring over time can make animals more or less able to survive in particular environments e.g. how giraffes necks got longer or the development of insulating fur on the Arctic fox

Information Technology

  • To use ICT to research the work of famous paleontologists e.g. Mary Anning, Charles Darwin and Alfred Wallace

 

Science – Living things and their habitats

Essential skills and knowledge

  • To 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
  • To give reasons for classifying plants and animals based on specific characteristics

Communication skills

  • To discuss reasons why living things are placed in one group and not another

Problem solving

  • To classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals)

Information Technology

  • To find out about the significance of the work of scientists such as Carl Linnaeus (pioneer of classification)

 

Computing – Programming

Programming and making things work with understanding

  • To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems
  • To design and write programs to answer own questions
  • To test, evaluate and refine
  • To use programs to simulate real world experiences
  • To understand when a variable is needed in a program
  • To use one or more input and predict then test outcomes

 

Physical Education

Invasion Games – developing skills - Football

  • To combine and perform skills with control, adapting them to meet the needs of the situation
  • To perform skills with greater speed

Invasion Games – Making and applying - Football

  • To choose when to pass or dribble, so that I keep possession and make progress towards the goal
  • To use attacking and defending skills appropriately in games
  • To choose and use different formations to suit the needs of the game

Invasion Games – physical and mental - Football

  • To know the importance of being fit, and what types of fitness are most important for games
  • To begin to anticipate what they will feel like after playing games
  • To understand how playing games can contribute to a healthy lifestyle

Invasion Games – evaluate and improve - Football

  • To recognise and describe the best points in an individual's and a team's performance
  • To identify aspects of my own and others' performances that need improvement, and suggest how to improve them

 

Athletics (from National Curriculum)

  • To develop flexibility, strength, technique, control and balance [for example, through athletics].

 

History – Vikings and the Anglo Saxons

Historical knowledge (constructing the past and sequencing the past)

  • To place events, objects, themes and people from my history topic on a timeline  
  • To place a number of events, objects, themes and people from topics I have studied on a timeline
  • To place historical periods I have studied as well as information about my topic on a timeline        
  • To speculate and hypothesise about the past, formulating my own theories and reasons for change

History concepts (change and development, cause and effect, significance and interpretations)

  • To describe some similarities and differences between people (e.g. rich and poor), events and beliefs in the period of history I am studying   
  • To describe similarities and differences between some people, events and beliefs in the period of history I am studying           
  • To describe similarities and differences in society, culture and religion in Britain at local and national levels
  • To describe and suggest some reasons for similarities and differences in society, culture and religion in Britain and the wider world
  • To suggest which people and causes and consequences of change are more important   
  • I can explain which causes and consequences are the most significant

Historical enquiry (planning and carrying out historical enquiry/using sources of evidence)

  • To devise historically valid questions about change, cause, similarity and difference

 

Geography – The Arctic

Location and place knowledge

  • To name and locate key topographical features including hills and mountains
  • To name and locate key topographical features including coasts and rivers, and land-use patterns
  • To name and locate geographical regions and their identifying key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • To identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic circles
  • To locate the world’s countries, using maps to focus on Europe, N and S America concentrating on their environmental regions, key characteristics, countries and major cities
  • To identify the position and significance of latitude, longitude, Equator, Northern Hemisphere and Southern Hemisphere
  • To identify the position and significance of the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • To demonstrate an understanding of geographical similarities and differences through study of human and physical geography of a region of the UK and a region within North or South America

Physical and human geography

  • To discuss, describe and understand key aspects of human geography, including: types of settlement and land use, economic activity
  • To describe and understand human geography, including economic activity, including trade links and the distribution of natural resources including energy, food, minerals and water
  • To give extended descriptions of the physical features of different places around the world
  • To describe how some places are similar and others are different in relation to their human features

Geographical enquiry

  • To make careful measurements and use the data
  • To use maps, aerial photos, plans and web resources to describe what a locality might be like
  • To expand map skills to include non-UK countries

 

Art and design – famous artist – O’Keefe

Developing, planning and communicating ideas

  • To plan and use shading for mood and feelings
  • To annotate my work in my sketch books
  • To give examples of the above using pencil, charcoal, paint, clay and other forms
  • To have developed my own techniques, including my control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design

Working with tools, equipment, materials and components to make quality products

  • To select and use a variety of materials to create mood and feelings in my work
  • To use a sketch book to sort, discuss and compare ideas

Evaluating processes and products

  • To talk about my work and what was successful

Drawing and painting

  • To work with care and precision towards an end point, whilst making adaptions following my own reflections and the comments of others

Printing and sketch books

  • To annotate my sketch book

 

Design and Technology – Viking boats

Developing, planning and communicating ideas

  • To use a range of information to inform my design
  • To follow and refine my plan if necessary
  • To justify my plan to someone else
  • To draw scaled diagrams with increasing use of ratio

Evaluating processes and products

  • To make sure the product is fit for purpose
  • To make a product to meet all design criteria
  • To consider the use of the product when selecting materials

Mechanisms and Structures

  • To justify the selection of certain material
  • To ensure work is precise and accurate
  • To justify why the chosen material was the best for the task
  • To justify design in relation to the audience

 

Music - Vivaldi

Elements of music (listening and understanding)

  • Dynamics: understand how the full range of dynamics can be manipulated for expressive effect             
  • Tempo: understand how the full range of tempi can be manipulated for expressive effect            
  • Texture: distinguish between textures, and how they can be used for expressive effect; understand simple chord structures           
  • Timbre: identify families of instruments, and different ensemble combinations, e.g.: jazz band, orchestra and choir

Applying and understanding

  • To identify how a combination of elements are used in a variety of musical styles and to communicate musical effects
  • To describe what I hear using a wide range of musical vocabulary          
  • To identify instruments within different families of instruments, and electronic sounds                               
  • To identify composers’ intent in music heard and performed       

Responding and reviewing

  • To compare and contrast music heard and performed with an awareness of the music’s context and purpose
  • To use variety of art forms to respond to changes with increased emphasis on changes in metre, textures and structures              

 

Spring 1 RE – The importance of worship

 

Spring 2 RE - Muhammad

 

 

Modern Foreign Languages – French

Oracy

  • To understand the main points in a simple story or song

Literacy

  • To read and understand the main points from a short story
  • To write sentences on a topic using a model

 

PHSE – Health and wellbeing

  • To know that bacteria and viruses can affect health and that following simple routines can reduce their spread
  • To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong
  • To know school rules about health and safety, basic emergency aid procedures, where and how to get help
  • To know what is meant by the term ‘habit’ and why habits can be hard to change
  • To know which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted, and some are illegal to own, use and give to others