Year 6

Religious Education

Our school follows the Come and See RE programme

Autumn	Spring	Summer
Domestic Church LOVING God, who never stops loving	Local Church SOURCES The Bible, the special book for the Church	Pentecost WITNESSES The Holy Spirit enables people to become witnesses
Baptism/Confirmation VOCATION & COMMITMENT The vocation of priesthood and religious life	Eucharist UNITY Eucharist enabling people to live in communion	Reconciliation/Anointing of the sick HEALING Sacrament of the Sick
Judaism Rosh Hashanah, Yom Kippur		Islam Guidance for Muslims
Advent/Christmas EXPECTATIONS Jesus born to show God to the world	Lent/Easter DEATH & NEW LIFE Celebrating Jesus’ death and resurrection	Universal Church COMMON GOOD Work of the worldwide Christian family

Autumn

Spring

Summer

Domestic Church

LOVING

God, who never stops loving

Local Church

SOURCES

The Bible, the special book for the Church

Pentecost

WITNESSES

The Holy Spirit enables people to become witnesses

Baptism/Confirmation

VOCATION & COMMITMENT

The vocation of priesthood and religious life

Eucharist

UNITY

Eucharist enabling people to live in communion

Reconciliation/Anointing of the sick

HEALING

Sacrament of the Sick

Judaism

Rosh Hashanah, Yom Kippur

Islam

Guidance for Muslims

Advent/Christmas

EXPECTATIONS

Jesus born to show God to the world

Lent/Easter

DEATH & NEW LIFE

Celebrating Jesus’ death and resurrection

Universal Church

COMMON GOOD

Work of the worldwide Christian family

English

Spoken Language	Text Types
Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play/improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others. Select and use appropriate registers for effective communication	Myths and legends Traditional stories Modern fiction Fiction from our literary heritage Books from other cultures and traditions Poetry to learn by heart Poems with clear structure, e.g. haiku, sonnet, ballad Poems on a theme Non-fiction Autobiography Novel with a film version

Spoken Language

Text Types

Listen and respond appropriately to adults and their peers
Ask relevant questions to extend their understanding and knowledge
Use relevant strategies to build their vocabulary
Articulate and justify answers, arguments and opinions
Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
Speak audibly and fluently with an increasing command of Standard English
Participate in discussions, presentations, performances, role play/improvisations and debates
Gain, maintain and monitor the interest of the listener(s)
Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Select and use appropriate registers for effective communication

Myths and legends

Traditional stories

Modern fiction

Fiction from our literary heritage

Books from other cultures and traditions

Poetry to learn by heart

Poems with clear structure, e.g. haiku, sonnet, ballad

Poems on a theme

Non-fiction

Autobiography

Novel with a film version

Vocabulary, Grammar and Punctuation	Spelling
Understand the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing, including subjunctive forms Understand how words are related by meaning as synonyms and antonyms Understanding how the use of passive effects the presentation of information in a sentence Link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections. Understand layout devices (headings, subheadings, columns, bullets, tables) Use a semicolon, colon or dash to mark the boundary between independent clauses. Use colons to introduce a list and use semicolons within lists Use bullet points to list information Understand how hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] See appendix 2 Terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semicolon, bullet points	Add suffixes beginning with vowels to words ending in ‘-fer’ Spell words ending ‘-cial’ and ‘-tial’ Spell words ending in ‘ant’, ‘-ance and ‘-ancy’ Spell words ending ‘-ent’, ‘-ence’ and ‘-ency’ Spell words ending in ‘-able’/ ‘-ably’ and ‘-ible’/‘-ibly’ Use of hyphen Homophones & near homophones Antonyms & synonyms See annotated spelling appendix 1 Handwriting Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters. Choose the writing implement that is best suited for a task.

Vocabulary, Grammar and Punctuation

Spelling

Understand the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing, including subjunctive forms
Understand how words are related by meaning as synonyms and antonyms
Understanding how the use of passive effects the presentation of information in a sentence
Link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections.
Understand layout devices (headings, subheadings, columns, bullets, tables)
Use a semicolon, colon or dash to mark the boundary between independent clauses.
Use colons to introduce a list and use semicolons within lists
Use bullet points to list information
Understand how hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] See appendix 2

Terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semicolon, bullet points

Add suffixes beginning with vowels to words ending in ‘-fer’
Spell words ending ‘-cial’ and ‘-tial’
Spell words ending in ‘ant’, ‘-ance and ‘-ancy’
Spell words ending ‘-ent’, ‘-ence’ and ‘-ency’
Spell words ending in ‘-able’/ ‘-ably’ and ‘-ible’/‘-ibly’
Use of hyphen
Homophones & near homophones
Antonyms & synonyms

See annotated spelling appendix 1

Handwriting

Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.
Choose the writing implement that is best suited for a task.

Word Reading	Writing: Composition, Cohesion and Effect
Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet. Reading Comprehension Maintain positive attitudes to reading and an understanding of what they read. Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Read books that are structured in different ways. Read for a range of purposes Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Recommend books that they have read to their peers, giving reasons for their choices Identify and discuss themes and conventions in and across a wide range of writing Make comparisons within and across books Learn a wider range of poetry by heart Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. Ask questions to improve their understanding Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence. Predict what might happen from details stated and implied. Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Identify how language, structure and presentation contribute to meaning Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. Provide reasoned justifications for their views	Write in a range of genres/forms, taking account of different audiences and purposes Planning Identify the audience for and purpose of the writing, selecting the appropriate form and using similar writing as models for their own Note and develop initial ideas, drawing on reading and research where necessary Consider how authors have developed characters and settings Maintain a clear focus when selecting content to plan quickly and effectively Drafting and writing Narrative Précis longer passages Use a wide range of devices to build cohesion within and across paragraphs. Show flexibility in the use of narrative, e.g. ability to experiment with a story opening. Write a well-structured opening and appropriate ending. Understand the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Create vivid imagery through expressive and figurative language consistent with mood/atmosphere and develop these images throughout a narrative. Describe setting, characters and atmosphere Integrate dialogue to convey character and advance the action. Maintain interest for the reader through varied devices, structures and features Develop points of view and 'authorial voice', e.g. asides to the reader Poetry Create vivid imagery through expressive and figurative language consistent with mood/atmosphere and develop these images throughout a poem. Make appropriate use of structure in poetry, according to chosen form, e.g. rhythmic or syllable patterns, taking account of different audiences and purposes. Non-narrative Use organisational and presentational devices to structure text and guide the reader. Write well-structured introductions and appropriate conclusions Use paragraphs purposefully to clearly structure main ideas across the text. Maintain interest for the reader through varied devices, structures and features. Choose appropriate presentational features to organise information and aid understanding Develop points of view and 'authorial voice', e.g. viewpoints in discursive texts Move between standard and non-standard forms of English appropriately Choose register (formal/informal, personal/impersonal) appropriately and for effect. Proofreading, editing and evaluating Assess the effectiveness of their own and other’s writing. Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Ensure a consistent evaluation and edit by being able to: Use of correct tense throughout a piece of writing. Ensure correct subject/verb agreement for singular/plural, distinguish between language of speech and writing and choose the appropriate register. proofread for spelling and punctuation errors. Presenting Perform own compositions, using appropriate intonation, volume and movement, so that meaning is clear.

Word Reading

Writing: Composition, Cohesion and Effect

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.

Reading Comprehension

Maintain positive attitudes to reading and an understanding of what they read.

Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Read books that are structured in different ways.
Read for a range of purposes
Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Recommend books that they have read to their peers, giving reasons for their choices
Identify and discuss themes and conventions in and across a wide range of writing
Make comparisons within and across books
Learn a wider range of poetry by heart
Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
Ask questions to improve their understanding
Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence.
Predict what might happen from details stated and implied.
Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
Identify how language, structure and presentation contribute to meaning
Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
Distinguish between statements of fact and opinion
Retrieve, record and present information from non-fiction
Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.
Provide reasoned justifications for their views

Write in a range of genres/forms, taking account of different audiences and purposes

Planning

Identify the audience for and purpose of the writing, selecting the appropriate form and using similar writing as models for their own
Note and develop initial ideas, drawing on reading and research where necessary
Consider how authors have developed characters and settings
Maintain a clear focus when selecting content to plan quickly and effectively

Drafting and writing

Narrative

Précis longer passages
Use a wide range of devices to build cohesion within and across paragraphs.
Show flexibility in the use of narrative, e.g. ability to experiment with a story opening.
Write a well-structured opening and appropriate ending.
Understand the difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing
Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
Create vivid imagery through expressive and figurative language consistent with mood/atmosphere and develop these images throughout a narrative.
Describe setting, characters and atmosphere
Integrate dialogue to convey character and advance the action.
Maintain interest for the reader through varied devices, structures and features
Develop points of view and 'authorial voice', e.g. asides to the reader

Poetry

Create vivid imagery through expressive and figurative language consistent with mood/atmosphere and develop these images throughout a poem.
Make appropriate use of structure in poetry, according to chosen form, e.g. rhythmic or syllable patterns, taking account of different audiences and purposes.

Non-narrative

Use organisational and presentational devices to structure text and guide the reader.
Write well-structured introductions and appropriate conclusions
Use paragraphs purposefully to clearly structure main ideas across the text.
Maintain interest for the reader through varied devices, structures and features.
Choose appropriate presentational features to organise information and aid understanding
Develop points of view and 'authorial voice', e.g. viewpoints in discursive texts
Move between standard and non-standard forms of English appropriately
Choose register (formal/informal, personal/impersonal) appropriately and for effect.

Proofreading, editing and evaluating

Assess the effectiveness of their own and other’s writing.
Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensure a consistent evaluation and edit by being able to:

Use of correct tense throughout a piece of writing.
Ensure correct subject/verb agreement for singular/plural, distinguish between language of speech and writing and choose the appropriate register.
proofread for spelling and punctuation errors.

Presenting

Perform own compositions, using appropriate intonation, volume and movement, so that meaning is clear.

Maths

Maths
Number: Number & Place Value	Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit. Round any whole number to a required degree of accuracy Use negative numbers in context, and calculate intervals across zero Solve number and practical problems that involve all of the above.
Number: Addition & Subtraction	Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Perform mental calculations, including with mixed operations and large numbers Use their knowledge of the order of operations to carry out calculations involving the four operations Solve problems involving addition, subtraction, multiplication and division Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy. ** Italic objectives are in both addition and subtraction, and multiplication and division.
Number: Multiplication & Division	Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication. Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context. Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context. Identify common factors, common multiples and prime numbers. Perform mental calculations, including with mixed operations and large numbers. Use their knowledge of the order of operations to carry out calculations involving the four operations. Solve problems involving addition, subtraction, multiplication and division. Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy. ** Italic objectives are in both addition and subtraction, and multiplication and division.
Number: Fractions	Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Compare and order fractions, including fractions > 1 Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 x 1/2 = 1/8] Divide proper fractions by whole numbers [for example, 1/3 of 2 = 1/6] Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8] Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000, giving answers up to three decimal places. Multiply one-digit numbers with up to two decimal places by whole numbers. Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places. Multiply one-digit numbers with up to two decimal places by whole numbers. Use written division methods in cases where the answer has up to two decimal places. solve problems which require answers to be rounded to specified degrees of accuracy. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Measurement	Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate. Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places. Convert between miles and kilometres. Recognise that shapes with the same areas can have different perimeters and vice versa. Recognise when it is possible to use formulae for area and volume of shapes. Calculate the area of parallelograms and triangles. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].
Geometry: Properties of Shapes	Draw 2-D shapes using given dimensions and angles. Recognise, describe and build simple 3-D shapes, including making nets Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons. Illustrate and name parts of circles, including radius, diameter and circumference, and know that the diameter is twice the radius. Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
Geometry: Position & Direction	Describe positions on the full coordinate grid (all four quadrants). Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.
Statistics	Interpret and construct pie charts and line graphs and use these to solve problems. Calculate and interpret the mean as an average.
Ration & Proportion	Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving the calculation of percentages [for example, of measures, such as 15% of 360] and the use of percentages for comparison. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
Algebra	Use simple formulae. Generate and describe linear number sequences. Express missing number problems algebraically. Find pairs of numbers that satisfy an equation with two unknowns. Enumerate possibilities of combinations of two variables.

Science

Autumn	Spring	Summer
*All creatures, great and small* To give reasons for classifying plants and animals based on specific characteristics. 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 To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.	*Survival of the fittest!* Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents in the context of inheritance. Identify how animals and plants are adapted to suit their environment in different ways in the context of environmental variation. Identifying scientific evidence that has been used to support or refute ideas or arguments; Identify how adaptation may lead to evolution by examining the theories of evolution constructed by Darwin and Wallace. Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of plants and animals. Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of human beings. Identify how adaptation may lead to evolution by examining the advantages and disadvantages of specific adaptations and the role of human intervention in the process of evolution.	Over the rainbow To recognise that light appears to travel in straight lines. To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. To recognise that light appears to travel in straight lines. To identify scientific evidence that has been used to support or refute ideas or arguments
*Pump it!* Identify and name the main parts of the human circulatory system, and describe the function of the heart, blood vessels and blood. Describe the ways in which nutrients and water are transported within animals, including humans. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; record data and results of increasing complexity using classification keys, tables, scatter graphs, bar and line graphs; report findings from enquiries, including conclusions and degree of trust in results, in written forms by reporting and presenting the findings of their enquiry.	*Buzzing brains* Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the major discoveries made by scientists in the field of electricity. Use recognised symbols when representing a simple circuit in a diagram by observing and explaining the effect of different volts in a circuit. Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit by observing and explaining the effect of different volts in a 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 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary by investigating the relationship between wire length and the brightness of bulbs or the loudness of buzzers. Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Reporting and presenting 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 by conducting an investigation, presenting and report findings on the effect of wire length on the brightness of bulbs or the loudness of buzzers. Using test results to make predictions to set up further comparative and fair tests by planning and conducting a further investigation.	*Sublime scientists* To report and present findings from enquiries, including causal relationships, in oral and written forms such as displays and other presentations in the context of Stephen Hawking and his findings on black holes. To give reasons for classifying plants and animals based on specific characteristics in the context of Libbie Hyman’s work on classifying vertebrates and invertebrates. To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function in the context of exploring Marie Maynard Daly’s findings on diet and heart-health. To record data using scatter graphs in the context of Fleming’s discovery of penicillin. To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood in the context of finding out about Dr Daniel Hale Williams, then labelling the parts and functions of the circulatory system. 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 in the context of Mary Leakey’s fossil findings in the Olduvai Gorge. To use recognised symbols when representing a simple circuit in a diagram in the context of the invention of Apple computers and the life of Steve Jobs

Autumn

Spring

Summer

All creatures, great and small

To give reasons for classifying plants and animals based on specific characteristics.
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
To describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.

Survival of the fittest!

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents in the context of inheritance.
Identify how animals and plants are adapted to suit their environment in different ways in the context of environmental variation.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Identify how adaptation may lead to evolution by examining the theories of evolution constructed by Darwin and Wallace.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of plants and animals.
Identifying scientific evidence that has been used to support or refute ideas or arguments; Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago in the context of the evolution of human beings.
Identify how adaptation may lead to evolution by examining the advantages and disadvantages of specific adaptations and the role of human intervention in the process of evolution.

Over the rainbow

To recognise that light appears to travel in straight lines.
To use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
To explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes.
To recognise that light appears to travel in straight lines.
To identify scientific evidence that has been used to support or refute ideas or arguments

Pump it!

Identify and name the main parts of the human circulatory system, and describe the function of the heart, blood vessels and blood.
Describe the ways in which nutrients and water are transported within animals, including humans.
Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary; record data and results of increasing complexity using classification keys, tables, scatter graphs, bar and line graphs; report findings from enquiries, including conclusions and degree of trust in results, in written forms by reporting and presenting the findings of their enquiry.

Buzzing brains

Identifying scientific evidence that has been used to support or refute ideas or arguments in the context of the major discoveries made by scientists in the field of electricity.
Use recognised symbols when representing a simple circuit in a diagram by observing and explaining the effect of different volts in a circuit.
Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit by observing and explaining the effect of different volts in a 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 Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary by investigating the relationship between wire length and the brightness of bulbs or the loudness of buzzers.
Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Reporting and presenting 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 by conducting an investigation, presenting and report findings on the effect of wire length on the brightness of bulbs or the loudness of buzzers.
Using test results to make predictions to set up further comparative and fair tests by planning and conducting a further investigation.

Sublime scientists

To report and present findings from enquiries, including causal relationships, in oral and written forms such as displays and other presentations in the context of Stephen Hawking and his findings on black holes.
To give reasons for classifying plants and animals based on specific characteristics in the context of Libbie Hyman’s work on classifying vertebrates and invertebrates.
To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function in the context of exploring Marie Maynard Daly’s findings on diet and heart-health.
To record data using scatter graphs in the context of Fleming’s discovery of penicillin.
To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood in the context of finding out about Dr Daniel Hale Williams, then labelling the parts and functions of the circulatory system.
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 in the context of Mary Leakey’s fossil findings in the Olduvai Gorge.
To use recognised symbols when representing a simple circuit in a diagram in the context of the invention of Apple computers and the life of Steve Jobs

Computing

We use the Teach Computing scheme of work to deliver the computing curriculum to ensure full coverage and progression in this specialised area. The children are also given opportunities to use their computing skills in other areas of the curriculum using desktop computers, laptops, chromebooks and tablets.

To find out more about the Teach Computing curriculum, visit www.teachcomputing.org

Computing systems and networks	Creating media	Programming A	Data and information	Creating media	Programming
Communication and collaboration Identifying and exploring how data is transferred and information is shared online.	Webpage creation Designing and creating webpages, giving consideration to copyright, aesthetics, and navigation.	Variables in games Exploring variables when designing and coding a game.	Introduction to spreadsheets Answering questions by using spreadsheets to organise and calculate data.	3D modelling Planning, developing, and evaluating 3D computer models of physical objects.	Sensing Designing and coding a project that captures inputs from a physical device.

PE

Year 6 PE Objectives
Communication	Communicate, collaborate and compete with each other in order to inspire self and others to exceed and excel Evaluate and recognise own and others’ success and identify strategies for improvement
competence	Use a broad range of skills in isolation and in combination to become physically confident Master flexibility, strength, technique, control and balance
Participate	Play competitive games showing good communication and collaboration to demonstrate their sense of sportsmanship Apply a range of principles suitable for attacking and defending Participate in outdoor and adventurous activities
Performance	Perform dances and gymnastics routines on own and with others using a range of movement patterns Evaluate and compare performances with previous ones Begin to demonstrate improvement to achieve personal best

	TERM 1	TERM 2	TERM 3
First half-term	Dodgeball	Dance	Athletics
Second half-term	Gymnastics	Fitness	Rounders

Music

Year 6 Music Objectives
Composition	Improvise and compose music for a range of purposes using the linked dimensions of music, e.g. duration, timbre, texture, structure, tempo, musical notations Use and understand staff and other musical notation
Listen to	Listen with attention to detail and comment on inter-related dimensions of music
Play and performance	Play and perform in solo and ensemble contexts for a range of audience Use voices and musical instruments with increasing accuracy, fluency and expression
Review and evaluate	Make connections across music from different eras, cultures, traditions and genres Develop a secure understanding of the history of music

Art

Autumn Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Henry Moore (WW2 art) The children will create pencil drawings in the style of Henry Moore’s WW2 art, of people in underground shelters. This will then lead the children to the making of 3D sculptures.	Capture artistic process in sketchbook – the children will use sketchbooks to draw and annotate 3d and 2d shapes – consider light and shade. A sequence of sketches will lead to a final piece, inspired by Henry Moore’s artwork In drawing, use a wide range of pencils to begin to develop personal style, drawing on work of other artists for inspiration – the children will explore sketching techniques with a pencil to draw a figure inspired by artwork by Henry Moore. Enhance digital media by editing including sound, video, animation, still images and installations – the children will take photos of each other in positions, similar to the art by Henry Moore. They will then go on to edit them.	Master art / design techniques with a wide range of materials – the children will use different pencils to create reflection, tone, shadows and movement.	Use a range of artistic vocabulary to evaluate own work and communicate ideas /comment on artworks e.g. atmosphere, symbolise, mastery, evocative - this will take place during and after they have completed their art pieces.	Communicate ideas and comment on artworks using artistic language - the children will explore a number of pieces drawn by Henry Moore and they will use previously taught language to discuss the different work of this artist. Over the course of history, understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation – The children will explore the following question: How has the art of Henry Moore contribute to the culture, creativity and wealth of our nation?

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Henry Moore (WW2 art)

The children will create pencil drawings in the style of Henry Moore’s WW2 art, of people in underground shelters.

This will then lead the children to the making of 3D sculptures.

Capture artistic process in sketchbook – the children will use sketchbooks to draw and annotate 3d and 2d shapes – consider light and shade. A sequence of sketches will lead to a final piece, inspired by Henry Moore’s artwork

In drawing, use a wide range of pencils to begin to develop personal style, drawing on work of other artists for inspiration – the children will explore sketching techniques with a pencil to draw a figure inspired by artwork by Henry Moore.

Enhance digital media by editing including sound, video, animation, still images and installations – the children will take photos of each other in positions, similar to the art by Henry Moore. They will then go on to edit them.

Master art / design techniques with a wide range of materials – the children will use different pencils to create reflection, tone, shadows and movement.

Use a range of artistic vocabulary to evaluate own work and communicate ideas /comment on artworks e.g. atmosphere, symbolise, mastery, evocative - this will take place during and after they have completed their art pieces.

Communicate ideas and comment on artworks using artistic language - the children will explore a number of pieces drawn by Henry Moore and they will use previously taught language to discuss the different work of this artist.

Over the course of history, understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation – The children will explore the following question: How has the art of Henry Moore contribute to the culture, creativity and wealth of our nation?

Spring Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Pop art (Amazing Americas topic) Exploring collage through pop art. The children will produce their own collage in the style of Roy Lichtenchstein	Capture artistic process in sketchbook – the children will record their sketches and collage work, which will then contribute to their final pieces. In painting, combine colours, tones and tints to enhance mood. In collage, combine visual and tactile qualities. Master art / design techniques with a wide range of materials - will add collage to a painted background.	Master art / design techniques with a wide range of materials – the children will mix textures (rough, smooth, plain and textured) to produce their own collages, inspired by American pop art.	Use a range of artistic vocabulary to evaluate own work and communicate ideas /comment on artworks e.g. atmosphere, symbolise, mastery, evocative - this will take place during and after they have completed their art pieces.	Communicate ideas and comment on artworks using artistic language - the children will explore a number of pieces by Roy Lichtenstein as well as other pop artists such as Andy Warhol. They will compare the work of these artists. Over the course of history, understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation– The children will explore the following question: How has pop art contribute to the culture, creativity and wealth of our nation?

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Pop art

(Amazing Americas topic)

Exploring collage through pop art. The children will produce their own collage in the style of Roy Lichtenchstein

Capture artistic process in sketchbook – the children will record their sketches and collage work, which will then contribute to their final pieces.

In painting, combine colours, tones and tints to enhance mood.

In collage, combine visual and tactile qualities. Master art / design techniques with a wide range of materials - will add collage to a painted background.

Master art / design techniques with a wide range of materials – the children will mix textures (rough, smooth, plain and textured) to produce their own collages, inspired by American pop art.

Communicate ideas and comment on artworks using artistic language - the children will explore a number of pieces by Roy Lichtenstein as well as other pop artists such as Andy Warhol. They will compare the work of these artists.

Over the course of history, understand how great artists, architects and designers contribute to the culture, creativity and wealth of our nation– The children will explore the following question: How has pop art contribute to the culture, creativity and wealth of our nation?

Summer Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Self-portrait (Year 6 leavers) The children will create a self-portrait using reverse acetate, paint and black markers.	Capture artistic process in sketchbook – the children will record their sketches and paint work, which will then contribute to their final pieces. In painting, combine colours, tones and tints to enhance mood. In collage, combine visual and tactile qualities – paintings layered with acetate.	Master art / design techniques with a wide range of materials – the children will use paint to create tone and layer their painting with acetate to create their self-portrait.	Use a range of artistic vocabulary to evaluate own work and communicate ideas /comment on artworks e.g. atmosphere, symbolise, mastery, evocation – this will take place during and after they have completed their art pieces.	Communicate ideas and comment on artworks using artistic language - the children will explore a number of self-portraits by different artists. They will compare the work of different artists.

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Self-portrait

(Year 6 leavers)

The children will create a self-portrait using reverse acetate, paint and black markers.

Capture artistic process in sketchbook – the children will record their sketches and paint work, which will then contribute to their final pieces.

In painting, combine colours, tones and tints to enhance mood.

In collage, combine visual and tactile qualities – paintings layered with acetate.

Master art / design techniques with a wide range of materials – the children will use paint to create tone and layer their painting with acetate to create their self-portrait.

Use a range of artistic vocabulary to evaluate own work and communicate ideas /comment on artworks e.g. atmosphere, symbolise, mastery, evocation – this will take place during and after they have completed their art pieces.

Communicate ideas and comment on artworks using artistic language - the children will explore a number of self-portraits by different artists. They will compare the work of different artists.

Design Technology

Autumn Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Frame structures (taught through our WW2 topic) Design, make and evaluate an Anderson shelter for protecting civilians from attacks against enemies in the air.	Confidently take calculated risks to become innovative, resourceful and enterprising. Communicate, generate and develop ideas, drawing on their disciplines e.g. science, maths, computing. Use research to inform design and generate own design criteria.	According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high quality prototypes.	Generate own design criteria and evaluate ideas and products against these. Explain and understand how key events and individuals in D&T helped to shape the world.

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Frame structures

(taught through our WW2 topic)

Design, make and evaluate an Anderson shelter for protecting civilians from attacks against enemies in the air.

Confidently take calculated risks to become innovative, resourceful and enterprising.

Communicate, generate and develop ideas, drawing on their disciplines e.g. science, maths, computing.

Use research to inform design and generate own design criteria.

According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high quality prototypes.

Generate own design criteria and evaluate ideas and products against these.

Explain and understand how key events and individuals in D&T helped to shape the world.

Spring Term

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Electrical systems

(taught through our electricity topic in science)

Cross curricular opportunity with science – making an alarm system

Making connections to real and relevant problems, apply understanding of electrical systems (series circuits, switches, bulbs, and motors).

Construct more complex structures by applying a range of strategies in order to solve real/ relevant problems.

Summer Term

Topic (taken from Long Term Plan)	Desinging Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Food technology Afternoon tea preparation					Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Know where and how a variety of ingredients are grown, reared, caught and processed and its impact on meal design. Develop crucial life skill of feeding themselves and others affordably and well.
Mechanical systems (Fairground ride project)	Confidently take calculated risks to become innovative, resourceful and enterprising. Communicate, generate and develop ideas, drawing on their disciplines e.g. science, maths, computing. Use research to inform design and generate own design criteria.	According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high quality prototypes.	Generate own design criteria and evaluate ideas and products against these. Explain and understand how key events and individuals in D&T helped to shape the world.	Making connections to real and relevant problems, apply understanding of wider range of mechanical systems (gears, pulleys, cams, levers, linkages).

Topic (taken from Long Term Plan)

Desinging Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Food technology

Afternoon tea preparation

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Know where and how a variety of ingredients are grown, reared, caught and processed and its impact on meal design.

Develop crucial life skill of feeding themselves and others affordably and well.

Mechanical systems

(Fairground ride project)

Confidently take calculated risks to become innovative, resourceful and enterprising.

Communicate, generate and develop ideas, drawing on their disciplines e.g. science, maths, computing.

Use research to inform design and generate own design criteria.

According to their functional properties and aesthetic qualities, select from and use a wide range of tools, equipment, materials and components accurately to make high quality prototypes.

Generate own design criteria and evaluate ideas and products against these.

Explain and understand how key events and individuals in D&T helped to shape the world.

Making connections to real and relevant problems, apply understanding of wider range of mechanical systems (gears, pulleys, cams, levers, linkages).

History

History
Autumn	World War 2	A significant turning point in British history
Summer	Mayan civilisation	A non-European society that provides contrasts with British history

Geography

Geographical skills and fieldwork to be completed throughout KS2

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
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 United Kingdom and the wider world
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, plan sand graphs, and digital technologies

Autumn	Locational Knowledge	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 – United States of America
Summer	Place Knowledge	Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

RHSE

Year 6 Relationships and Health Education Overview

You can access the parent portal for further information on each session by clicking on the title of the session.

To sign on:

Username: st-george-ss3

Password: red-3

Gifts and talents This lesson looks at differences and similarities between people as they grow and mature. The children will discover that self-confidence arises from being loved from God.	Spots and sleep The children will learn about making good choices which have a positive impact on their health i.e. rest/sleep, avoiding the overuse of electronic entertainment, etc…	Seeing stuff online The children will explore the emotional and mental impact that videos and images of an adult nature can have on children and young people, particularly pornography.	Do you want a piece of cake? The children will learn what consent and bodily autonomy means. They will also explore different scenarios in which it is right to say ‘no’.	Cyberbullying The children will explore how to chat safely online and discuss the impact cyberbullying can have, and what behaviour is acceptable and unacceptable online. They will also learn how they can report and get help if they encounter inappropriate messages or material.
Girls bodies and boys bodies The children will discover the unique growth of the human body and learn about changes that occur during puberty. The children will also discuss how to respect their bodies and the need for modesty and boundaries.	Body image The children are taught to recognise that images in the media do not always reflect reality and can affect how people feel about themselves.	Menstruation and making babies 1 The children will recap menstruation and learn how a baby grows and develops in its mother’s womb.	Self-talk The children will learn about self-talk’ and to consider how our thoughts and feelings not only impact on our well-being but also our friendships and relationships with others.	Types of abuse The children will be introduced to the term ‘abuse’ and discuss the different kinds of abuse, including sexual. They will be asked to think of trusted adults that they can talk to about any issues they may face.
Emotional changes The children will learn about how emotions change as they grow up. They will discover how to deal with feelings that can feel uncontrollable and develop a greater understanding of things that help their emotional well-being.	Peculiar feelings The children will observe and discuss how people behave and react to their feelings and emotions, and how these feelings can change quickly. They will also discover how some behaviour is wrong, unacceptable, unhealthy or risky.	Making babies 2 The children will learn the basic scientific facts about sexual intercourse between a man and woman and the physical, emotional, moral and spiritual implications of sexual intercourse. The will also explore the Christian viewpoint that sexual intercourse should be saved for marriage.	Sharing isn’t always caring The children will learn about making safe and sensible decisions about what content to share or not share, including photos, passwords and other personal information.	Making good choices The children will consider scenarios where people feel pressured to use substances such as drugs, alcohol and tobacco. They will also be encouraged to use their scientific knowledge and religious understanding to cope with pressured situations and make good choices.
Under pressure The children will learn about spoken and unspoken pressure that they might experience, particularly from their peers. They will explore strategies that they can adopt to resist pressure.	Impacted lifestyles The children will learn how substances such as drugs, alcohol and tobacco can impact on people’s lifestyles and inhibit the body’s natural functioning.

Gifts and talents

This lesson looks at differences and similarities between people as they grow and mature. The children will discover that self-confidence arises from being loved from God.

Spots and sleep

The children will learn about making good choices which have a positive impact on their health i.e. rest/sleep, avoiding the overuse of electronic entertainment, etc…

Seeing stuff online

The children will explore the emotional and mental impact that videos and images of an adult nature can have on children and young people, particularly pornography.

Do you want a piece of cake?

The children will learn what consent and bodily autonomy means. They will also

explore different scenarios in which it is right to say ‘no’.

Cyberbullying

The children will explore how to chat safely online and discuss the impact cyberbullying can have, and what behaviour is acceptable and unacceptable online. They will also learn how they can report and get help if they encounter inappropriate messages or

material.

Girls bodies and

boys bodies

The children will discover the unique growth of the human body and learn about changes that occur during puberty. The children will also discuss how to respect their bodies and the need for modesty and boundaries.

Body image

The children are taught to recognise that images in the media do not always reflect reality and can affect how people feel about themselves.

Menstruation and making babies 1

The children will recap menstruation and learn how a baby grows and develops in its mother’s womb.

Self-talk

The children will learn about self-talk’ and to consider how our thoughts and feelings not only impact on our well-being but also our friendships and

relationships with others.

Types of abuse

The children will be introduced to the term ‘abuse’ and discuss the different kinds of abuse, including sexual. They will be asked to think of trusted adults that they can talk to about any issues they may face.

Emotional changes

The children will learn about how emotions change as they grow up. They will discover how to deal with feelings that can feel uncontrollable and develop a greater understanding of things that help their emotional well-being.

Peculiar feelings

The children will observe and discuss how people behave and react to their feelings and emotions, and how these feelings can change quickly. They will also discover how some behaviour is wrong, unacceptable, unhealthy or risky.

Making babies 2

The children will learn the basic scientific facts about sexual intercourse between a man and woman and the physical, emotional, moral and spiritual implications of sexual intercourse. The will also explore the Christian viewpoint that sexual intercourse should be saved for marriage.

Sharing isn’t always caring

The children will learn about making safe and sensible decisions about what content to share or not share, including photos, passwords and other personal information.

Making good choices

The children will consider scenarios where people feel pressured to use substances such as drugs, alcohol and tobacco. They will also be encouraged to use their scientific knowledge and religious understanding to cope with pressured situations and make good choices.

Under pressure

The children will learn about spoken and unspoken pressure that they might experience, particularly from their peers. They will explore strategies that they can adopt to resist pressure.

Impacted lifestyles

The children will learn how substances such as drugs, alcohol and

tobacco can impact on people’s lifestyles and inhibit the body’s natural functioning.

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

Take part in an outdoor activity day/week
Write and perform a speech about an issue that affects the local community
Learn how to access the news
Take part in a World War 2 theme day
Identify the role that Commonwealth countries played in World War 2.
Lead whole school Remembrance Service
Gather friends signatures on a leaving shirt
Become a buddy to a Reception class child
Vote for/be selected to be a House Captain, a member of the Liturgy team or Sports Captain
Lead groups of children in praying the Rosary
Show prospective parents around the school
Visit Southend-on-Sea and enjoy an ice cream
Find out the role of local police and solve a crime!
Lip sync and dance to a pop song
Reserach key scientists during Black History Month
Lead a science fair for British science week
Prepare and serve afternoon tea
Eat marshmallows cooked by an open fire
Learn to play the flute or clarinet
Showcase talents in an end of year performance
Research local charities and plan an event

MFL

French is taught in key stage 2. The skills listed below are taught across the year groups and regularly revisited.

French
Listening & Comprehension	Listen attentively to spoken language and show understanding by joining in and responding. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Speaking	Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences*
Reading & Comprehension	Read carefully and show understanding of words, phrases and simple writing. Appreciate stories, songs, poems and rhymes in the language. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
Writing	Write phrases from memory, and adapt these to create new sentences, to express ideas clearly. Describe people, places, things and actions orally* and in writing. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.