WANSDYKE SCHOOL’S CURRICULUM
SUBJECT CONTRIBUTIONS
YEAR 6
Year 6 is the final year in a child’s primary
curriculum. Their learning should set them up both
academically and as young citizens in the
community whilst continuing their love of learning
ready for the next phase in their education.
Concepts
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pride, teamwork
Vocabulary books
School-wide responsibilities
Transition to secondary phase
KS2 test preparation and practice (inc.
Boosters and Breakfast Club)
Revision guides: develop self-motivation, selfassessment
Post-test challenges
Youth Speaks competition
WOW MOMENTS
 Residential visit: develop teamwork, self
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reliance
Leavers’ Play
ENGLISH
Resources
• Somerset Literacy Network resources
• Sue Palmer
• Ros Wilson
• Skeletons for Teaching English Grammar
• Big Write
• Clicker
MATHEMATICS
Resources
• Abacus
• Mathletics
• Numicon
• Dienes
• Wansdyke Counting Progression
HISTORY
situations, and changes in the periods studied
 Social, cultural, religious and ethnic diversity
 Links between main events, situations,
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History beyond 1066 i.e. Battle of Britain, World
War 1, Civil War
Non-European society that provides contrast to
British History: Mayan civilization OR c.
AD900/Benin (West Africa) c. AD 900-1300
Skills
 Place events, people, changes into correct
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periods
How to find out about events, people and
changes from a range of sources
Use dates
Seek out and analyse a wide range of
evidence in order to justify claims about the
past.
Show an awareness of the concept of
propaganda and how historians must
understand the social context of evidence
studied.
Understand that no single source of
evidence gives the full answer to questions
about the past.
Refine lines of enquiry as appropriate.
Use literacy, numeracy and computing skills to
an exceptional standard in order to
communicate information about the past.
Use original ways to present information and
ideas.
changes, within and across periods and
societies
The past is represented and interpreted in
different ways and why this is so
Evidence (e.g. documents, printed sources,
databases, pictures, photographs, music,
artefacts, historic buildings, visits to sites)
Knowledge
Resources
Residential visit: outdoor and adventurous
activities, inc. orienteering in unfamiliar terrain
WSLR as required
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SCIENCE
Skills
Working Scientifically
 planning different types of scientific enquiries
 Dates and vocabulary relating to the passing
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of time, (inc. ancient, modern, BC, AD,
century, decade)
Characteristic features of periods and societies
studied (e.g. ideas, beliefs, attitudes,
experiences of men, women and children in
the past)
Describe the social, ethnic, cultural or religious
diversity of past society.
Describe the characteristic features of the
past, including ideas, beliefs, attitudes and
experiences of men, women and children.
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.
Resources
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‘Goodnight Mr Tom’ text and DVD
‘How we used to live’ DV
History KS folder on Staff Share
WSLR as required
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Locational Knowledge
 Locate North and South America,
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concentrating on their environmental regions,
key physical and human characteristics,
countries, and major cities.
UK: recap geographical regions and their
identifying human and physical characteristics,
key topographical features, mainly rivers, hill,
mountains, coasts and land use patterns; and
understand how some of these aspects have
changed over time.
Identify position and significance of the
Prime/Greenwich Meridian and time zones
(including day and night).
Recap latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, Tropics of
Cancer and Capricorn, Arctic and Antarctic
circles.
Place knowledge
 Understand geographical similarities and
differences through the study of human and
physical geography of a region within North or
South America.
 Describe how living things are classified into
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Human and physical geography
 Describe and understand key aspects of:
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physical geography, including: climate zones,
biomes and vegetation belts, rivers, mountains,
volcanoes and earthquakes, and the water
cycle with a Year 6 specific focus on rivers
Human geography, including: types of
settlement and land use, economic activity
including trade links.
Describe how countries and geographical
regions are interconnected and
interdependent.
Geographical skills and fieldwork
Skills
 Fieldwork: inc. surveys, field sketches,
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photographs, measurements (e.g. rain
gauge)and digital technologies
Use atlases, globes, maps and plans at a range
of scales (e.g. contents, keys, grids); and
digital/computer mapping, Draw plans and
maps at a range of scales (e.g. sketch map)
Use secondary sources, inc. aerial photographs
Revising using a compass, use eight compass
points, 4 and 6 figure grid references, symbols
and key (including using OS maps) to build
their knowledge of the UK and a year 6 focus
on using these skills within the wider world
to answer questions, including recognising and
controlling variables where necessary
taking measurements, using a range of
scientific equipment, with increasing accuracy
and precision, taking repeat readings when
appropriate
recording data and results of increasing
complexity using scientific diagrams and
labels, classification keys, tables, scatter
graphs, bar and line graphs
using test results to make predictions to set up
further comparative and fair tests
reporting and presenting 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
identifying scientific evidence that has been
used to support or refute ideas or arguments
Knowledge:
‘Human and Life Processes’ (Living things and
their habitats/animals including humans)
GEOGRAPHY
Context
 “War” theme; significant turning point in British
(such as: land use, climate zones, population
densities, height of land).
 Reasons for, and results of, historical events,
KEY LEARNING
 Homework diary: promote independence
 Sports tournaments: encourage confidence,
 Create maps of locations identifying patterns
broad groups according to common
observable characteristics and based on
similarities and differences, including microorganisms, plants and animals.
Give reasons for classifying plants and animals
based on specific characteristics.
Identify and name the main parts of the
human circulatory system, and describe the
functions of the heart, blood vessels and
blood.
Recognise the impact of diet, exercise, drugs
and lifestyle on the way their bodies function.
Describe the ways in which nutrients and water
are transported within animals, including
humans.
, ‘Life the Universe and all Living Things’
(Evolution and inheritance NB shared unit),
Recognise that living things have changed
over time and that fossils provide information
about living things that inhabited the Earth
millions of years ago.
Recognise that living things produce offspring
of the same kind, but normally offspring vary
and are not identical to their parents.
Identify how animals and plants are adapted
to suit their environment in different ways and
that adaptation may lead to evolution.
‘Light’
 Recognise that light appears to travel in
straight lines.
 Use the idea that light travels in straight lines to
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explain that objects are seen because they
give out or reflect light into the eye.
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.
Use the idea that light travels in straight lines to
explain why shadows have the same shape as
the objects that cast them.
‘Electricity’
 Associate the brightness of a lamp or the
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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 recognized symbols when representing a
simple circuit in a diagram.
Resources
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WSLR as required
ART & DESIGN
 Use experiences, other subjects across the
 Create original pieces that show a range of
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Context
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curriculum and ideas as inspiration for artwork.
Develop and share ideas in a sketchbook and
in finished products.
Improve mastery of techniques.
Learn about the great artists, architects and
designers in history.
To develop ideas
 Use the qualities of materials to enhance ideas.
 Spot the potential in unexpected results as work
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progress.
Comment on artworks with a fluent grasp of
visual language
Drawing
 To be able to adapt a technique observed to
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create their own images in that style.
To draw accurately with pen and/or pencil a
series of pictures in same style.
To be able to make a mini book or storyboard
using drawing as the main medium but also
incorporating
colour in some way.
Use the qualities of materials to enhance ideas.
Spot the potential in unexpected results as
work progress.
Comment on artworks with a fluent grasp of
visual language
influences and styles.
 Themselves, their experiences, stories, natural
and made objects, the local environment
observational starting point.
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others
Two and three dimensions
Work in a variety of scales
In the locality, in original and reproduction,
during visits to museums, galleries and sites, on
the internet
Skills
 Use a sketchbook to collect visual and other
Creating
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 Improvise melodic and rhythmic phrases as
experience and imagination
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information (e.g. images, materials)
Represent observations, ideas and feelings
Explore and investigate ideas, materials, tools,
techniques, processes; Develop control of tools
and techniques; Select for use in own work
Design and make images and artefacts
Review and compare what they and others
have done (e.g. ‘Gallery’) and say what they
think and feel about different ideas, methods
and approaches
Identify what they might change or add in
their current work, or develop in their future
work
Concepts
 Show creativity in ideas when applying paint
Knowledge
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Printing
 To be able to produce a collagraph
 To be able to produce a printed
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 Colour, pattern and texture, line and tone,
and talk about how they used influence of
certain work they have studied and why.
Combine colour, 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.
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 Record from first-hand observation, and
 To use acrylic paint in an increasingly
controlled way to suit the purpose they intend.
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 Work on their own, and in collaboration with
Painting
 To be able to create an abstract work from an
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interpretation through control of elements
when singing
Sing with confidence in two parts (descants,
etc.)
Use a wide range of instruments with
confidence demonstrating knowledge of
correct technique
Control irregular rhythmic groupings, such as
fives, sevens II Maintain ostinati patterns and
sequences in all metres
Rehearse and present performances in
independent groups, commenting on how
intentions have been achieved
Maintain own part with awareness of how the
different parts fit together.
 Improvise in a variety of styles, using scales as a
base
part of a group performance
 Vary and refine ideas
 Develop ideas within musical structures
 Use simple chord sequences to structure
pieces
 Capture, change and combine sounds for a
specific musical purpose
Responding and reviewing
 Compare and contrast music heard and
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shape, form and space
 Differences and similarities in the work of artists,
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craftspeople, designers in different times,
cultures
Materials and processes used in art and
design; How these are matched to ideas and
intentions
Roles and purposes of artists, craftspeople and
designers working in different times and
cultures
Artist focus
 St Ives group
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performed with an awareness of the music's
context and purpose
Use a variety of art forms to respond to
character, mood and other elements of music,
with increased emphasis on changes in metre,
textures and structures
Express and justify ideas and opinions about
music heard and performed using an
appropriate and extended musical vocabulary
Improve their own and others' work with an
awareness of music's context and purpose
Focus Composers and Genres
 GENRES: 20th Century (comparing composers),
Hip-Hop, folk and country
 COMPOSERS: Gershwin, Britten and Bernstein
(comparatively)
 Use a range of visual elements to reflect the
Resources
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WSLR as required
 Continue to develop understanding of the
Mixed Media & Digital Media
MUSIC
Resources
 To cut shapes and transfer them using a limited
Pupils should be taught:
word/message using chosen print technique.
purpose of work.
colour palette.
 To use text in a variety of interesting ways.
 To show considered choice in use of collage
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materials, and drawing/collage work is
overlapped in one image.
Use the qualities of materials to enhance ideas.
Combine visual and tactile qualities.
Use ceramic mosaic materials and techniques.
Enhance digital media by editing (including
sound, video, animation, still images and
installations).
Textiles
 To be able to use textile knowledge to build a
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panel incorporating two textile skill elements
i.e. weaving, knitting, creative stitching,
printing, stuffing, embellishment, collage,
dyeing
To be able to cut fabric accurately.
To be able to loose knit and/or weave a
section of work to be incorporated into
another piece of work.
Combine previously learned techniques to
create pieces.
Sculpture
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To be able to make a 3D vessel from clay
To make a clay tile with a painted design.
To use found materials to make an artwork.
To record the artwork using digital imagery and
drawing.
To be able to discuss what constitutes art with
some reasoned ideas.
Combine visual and tactile qualities.
Use frameworks (such as wire or moulds) to
provide stability and form.
To take inspiration from the greats (classic
and modern)
 Show how the work of those studied was
influential in both society and to other artists.
Pitch: recognise and identify different scale
patterns: major, minor, pentatonic and raga
Duration: understand irregular rhythmic groupings,
such as fives, sevens
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, eg: jazz bane!
orchestra, choir Structure: understand and identify
contrasting style arrangements, theme and
variations
history of music and great composers and their
work.
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D&T
See Chris Quigley for Mastery of Practical Skills
Concepts
 Design and make process: develop ideas→
plan→ make product→ evaluate
 Product ‘fit-for-purpose’ (user, purpose,
appearance)
Context
 Investigating and evaluating a range of
familiar products
 Focused practical tasks that develop a range
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Context
 Identify how a combination of elements are
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used in a variety of musical styles and to
communicate musical effects
Identify instruments within different families of
instruments, and electronic sounds
Use and explore notations which are linked to
understanding of elements to communicate
own musical ideas, including performance
instructions
Identify composers' intent in music heard and
performed
Identify how music is produced in different
ways including the use of ICT
Continuation of learning to playing a tuned
instrument: weekly recorder tuition by class
teacher, developing understanding and use of
staff and other notation
Skills
 Extend accuracy of vocal range to include
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pitching of the chromatic range
Increase awareness of expression and
Application of learning to sharing assemblies
and other performances, inc. Christmas
production and Y6 leavers’ play
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of techniques, skills, processes and knowledge
Design and make assignments using a range of
materials, including food, items that can be
put together to make products, and textiles
‘Structures’, ‘Textiles’, ‘Control: electrical’
Skills
 Generate, develop, plan and communicate
ideas, inc. use of models
 Select tools, techniques, materials to make
product
 Explore the qualities of materials
 Create innovative designs that improve upon
existing products.
 Evaluate the design of products so as to
suggest improvements to the user experience.
 Measure, mark out, cut, shape a range of
materials accurately
 Assemble, join and combine materials and
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components accurately. Ensure products have
a high quality finish, using art skills where
appropriate.
Use simple finishing techniques to strengthen
and improve appearance, using a range of
equipment
Follow safe procedures for food safety and
hygiene
 Reflect on the progress of work; Identify ways
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to improve it, carrying out appropriate tests
before making improvements
Evaluate by saying what they like and dislike,
what they could have done differently or how
they could improve in the future
Knowledge
 The working characteristics of materials inc.
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how they can be combined to make more
useful properties (e.g. reinforcing card triangles
on a wooden structure)
How mechanisms can be used in different
ways, inc. ICT control
How electrical circuits, inc. those with simple
switches, can be used to achieve results that
work.
Combine elements of design from a range of
inspirational designers throughout history,
giving reasons for choices.
Topic areas
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Masks, Electric cars, Food
COMPUTING
Concepts & Context
Pupils should be taught to:
 design, write and debug programs that
accomplish specific goals, including controlling
or simulating physical systems; solve problems
by decomposing them into smaller parts
 use sequence, selection, and repetition in
programs; work with variables and various
forms of input and output
 use logical reasoning to explain how some
simple algorithms work and to detect and
correct errors in algorithms and programs
 understand computer networks including the
internet; how they can provide multiple
services, such as the world wide web; and the
opportunities they offer for communication
and collaboration
 use search technologies effectively,
appreciate how results are selected and
ranked, and be discerning in evaluating digital
content
 select, use and combine a variety of software
(including internet services) on a range of
digital devices to design and create a range
of programs, systems and content that
accomplish given goals, including collecting,
analysing, evaluating and presenting data and
information
 use technology safely, respectfully and
responsibly; recognise
acceptable/unacceptable behaviour; identify
a range of ways to report concerns about
content and contact
Knowledge
 Copyright; how to acknowledge this in work
 Need to restrict personal information when on
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line
How choice of words alters effectiveness of
search engine
Understand there are different types of
information for fields in a database (e.g. text,
numeric, dates)
Resources
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RE
animations, sound, videos in documents
 Christianity and Islam
 Local religious communities: visiting places of
Skills
 Use a range of religious vocabulary
 Reflect on and consider religious/spiritual
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feelings, experiences, concepts (e.g. worship,
wonder, praise, thanks, concern, joy, sadness)
Ask and respond imaginatively to puzzling
questions
Identify what matters to them and others
Reflect on how values relate to their own
behaviour
Develop the attitudes of: self-awareness,
respect for all, open mindedness, curiosity,
empathy and appreciation
Recognise diversity of the religions studied,
comparing similarities and differences
between religions and beliefs
Concepts
 Optional Term 5&6 Unit: Buddhism
Knowledge
 Beliefs, celebrations, worship and rituals of the
religions studies
Resources
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‘Discovery RE’: ‘Islam – Beliefs and Practices’,
‘Christmas’, ‘Christianity – Belief and Meaning’,
‘Easter’, ‘Islam – Beliefs and Moral Values’
PE
Real PE- One unit equivalent to one lesson per
week for one term.
Context
term; Why physical activity is good for health
and well-being
How to warm up and prepare appropriately
Why wearing appropriate clothing and being
hygienic is good for their health and safety
Real PE
‘Devizes Schools’ Sports Network’
Application of athletic and games skills to intraschool and inter-school tournaments and
competitions, and dance skills to sharing
assemblies and other performances, including
Christmas production and Y6 leavers’ play
PSHE
Context
 Discussions, day-to-day school experience
Skills
 Maintain personal hygiene
Concepts
 Likes and dislikes, fair and unfair, right and
wrong
 Feelings, opinions, rules, choices (good and
bad)
 Communities, contributing
Knowledge
 Growing up, body parts, medicines, road
safety
Resources
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SEAL
Real PE
Anti-bullying Week
Living and Growing
Kindness Cup
House Points
School Council
5 Rs Learnability Wheels
Wiltshire Learning for Life
Jigsaw
KS2 Fire safety training (Fire Brigade)
Junior ‘Good Citizen’ event
‘Bikeability’ training
Sex and Relationships Education resources
 Each stated unit equivalent to one lesson per
LANGUAGES
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 Broaden vocabulary and develop ability to
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independently
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worship, listening and responding to visitors
 Databases: help design, enter data, check,
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 A range of religious stories and sacred writings
 Times of quiet reflection
 Send and receive emails, attachments
filter, search; question plausibility of data,
findings
Spreadsheets: enter data, formulae; copy cells,
formats
Control: Write procedures, procedures within
procedures, inc. use of variables
Choose the most suitable applications and
devices for the purposes of communication.
Use many of the advanced features in order to
create high quality, professional or efficient
communications.
Select appropriate applications to devise,
construct and manipulate data and present it
in an effective and professional manner.
See Chris Quigley for Coding skills
 How exercise affects the body in the short
Resources
Context
Skills
 Edit text: justify text
 Incorporate text, images, tables, graphs,
Year 2 Skills Wall
iPads
Website Blog
E-safety Week
week for one term
All children complete in intra-school
competition(s)
Most children compete in inter-school
competition(s)/tournament(s)
Individual, pair, small-group and small-team
activities
Games (play and make up small-sided and
modified competitive net, striking/fielding and
invasion games): Units of Hockey (x3), Rugby
(x3), Cricket (x3)
Gymnastics (create and perform fluent
sequences on the floor and using apparatus,
inc. variations in level, speed, direction)
Dance (create and perform using range of
movement patterns, inc. from different times,
places, cultures): individual pieces to support
other curriculum areas and performances
Swimming (25m): 2 units
‘Athletics’ (take part in and design challenges
and competitions that call for precision, speed,
power, stamina; use running, jumping, throwing
skills; pace themselves): 1 unit
‘Outdoor and adventurous activities’ (inc.
following trails, in familiar, unfamiliar and
changing environments; use orienteering and
problem solving skills; work with others):
opportunities during residential visit
Skills
 Perform actions and skills with more consistent
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control and quality
Plan, use and adapt strategies, tactics and
compositional ideas
Develop and use knowledge of principles
behind strategies, tactics and ideas to improve
effectiveness
Apply rules and conventions for different
activities
Evaluate and improve performance
Knowledge
 School’s own vocabulary to describe core skills
 Rules, conventions and tactics for different
activities
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understand new words that are introduced
into familiar written material, including using a
dictionary.
Describe people, places, things, actions orally
and in writing.
Understand basic grammar appropriate the
language being studies (see NC for
terminology)
Describe, with interesting detail, some
similarities and differences between countries
and communities where the language is
spoken and this country.
Listening
 Listen to spoken language and show
understanding by: responding, using rhymes,
songs, meanings, conversations.
Speaking
 Understand the main points and opinions in
spoken passages.
 Give a short prepared talk that includes
opinions.
 Take part in conversations to seek and give
information.
 Refer to recent experiences or future plans,
everyday activities and interests.
 Vary language and produce extended
responses.
 Be understood with little or no difficulty.
Reading and writing
 • Read and understand the main points and
some of the detail in short written texts.
 • Use the context of a sentence or a
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translation dictionary to work out the meaning
of unfamiliar words.
• Read and understand the main points and
opinions in written texts from various contexts,
including present, past or future events.
• Show confidence in reading aloud, and in
using reference materials.
• Write short texts on familiar topics.
• Use knowledge of grammar (or pitch in
Mandarin)
 to enhance or change the meaning of
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phrases.
• Use dictionaries or glossaries to check words.
• Refer to recent experiences or future plans,
as well as to everyday activities.
• Include imaginative and adventurous word
choices.
• Convey meaning (although there may be
some mistakes, the meaning can be
understood with little or no difficulty).
• Use dictionaries or glossaries to check words.
Resources
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Southend Sow: ‘Les vêtements’, ‘En Ville’, ‘Un
pays francophone’
OUTDOOR LEARNING
 Residential trip in Summer term
 Bikeability
 Science classification in wild area and welly
walk
POSSIBLE TOPICS
No content listed here is compulsory. It is always
your responsibility to teach in imaginative and
motivating ways, adapting content to match your
own enthusiasms and those of the children you
teach.
 Latin America/The Americas
 The Blitz
 How did the World Wars change Britain?
Post-test challenges:
 Application of learning (dance, drama) to Y6
leavers’ play
KEY TEXTS
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Journey to the River Sea TERM 1
Alice in Wonderland
TERM 2
Goodnight Mr Tom
TERM 3
Giant’s Necklace
TERM 3
Lion, the Witch and the Wardrobe
TERM
4
Holes
TERM 5
Boy in a Girls Bathroom
TERM 6
OPTIONAL TEXTS STREET CHILD/ANANSI/WAR
HORSE/THE HIGHWAYMAN