Farnham Green Primary School - Thematic Curriculum 2013
Year 6
Term Spring
About This Unit
Science
Sc92
Sc93
Sc94
Title Aztec!
Creative Learning Journey
The learning targets to be covered in this theme include…
Geography
Think creatively to explain how
living and non-living things work
and establish between cause and
effect
Test ideas using evidence from
observation and measurement
Use scientific language to
communicate ideas and
understanding
Ge86
Communicate in appropriate
ways to explain their own views
Hi42
Ge87
Use appropriate geographical
vocabulary
Hi43
Ge88
Use appropriate fieldwork
techniques and instruments
Hi44
Ge89
Use atlases maps and plans at a
variety of scales
Hi45
Hi46
Sc95
Ask questions to be investigated
scientifically and decide how to find
the answers
Sc96
Consider what sources of evidence
are needed to answer questions
Ge90
Use and select primary and
secondary sources, suggest
conclusions and present findings
in a variety of ways
Sc97
Think about what might happen
when deciding what to do
Ge91
Draw plans and maps at a
different range of scales
Hi47
Sc 98
Decide what evidence to collect
Ge92
Use and select ICT to help in
geographical investigations
Hi48
Sc99
Decide what equipment and
materials to use and how to use
them safely
Ge93
Decision making skills
Hi49
Sc100
Understand the importance of a
fair test
Ge94
Sc101
Observe the result of changing one
factor
Ge95
Sc102
Make systematic observations and
measurements including the use of
ICT
Ge96
Sc103
Check observations and
measurements by repeating them
Ge97
Sc
104
Sc105
Sc
106
Sc107
Use a wide range of methods
including ICT to communicate data
in an appropriate and sympathetic
manner
Make comparisons and identify
simple patterns in own
observations, measurements or
other data
Ge98
Ge99
Use observation, measurements or
other data to draw conclusions
Ge100
Compare conclusion to prediction
Ge101
Independently identify and
describe places of study using
geographical language
Show a developed understanding
of links between causes and
effects
Locate place of study and
environments explaining where
those places are in relation to the
wider world
Identify and explain how and why
places change and develop locally
and internationally and give
geographical reasons
Recognise how and why places fit
within a wider geographical
context and to explain how they
are independent
Identify and give reasons for
patterns made by physical and
human features
Identify and give reasons for
physical and human processes and
explain how and why these can
cause changes in places and the
environment
Identify and explain how people
History
Use and increasing depth of factual
knowledge to describe past societies
and periods and begin to make links
between them
Recognise features of periods and
societies studied
Recognise the social cultural,
religious and ethnic diversity of
societies
Identify and describe reasons for
and results of historical events,
situation and changes in periods and
societies studied
Recognise that the past is represents
and interpreted in different ways
and give reasons for this
Select and record information from
an appropriate range of sources
relevant to the focus of the enquiry
Begin to produce structured work,
making appropriate use of dates and
historical vocabulary
Recall, select and organise and
communicate historical information
in a variety of ways
and identify whether any more
predictions can be made
Sc108
Use scientific language to explain
observations measurements or
conclusions
Ge102
Sc109
Evaluate own and other work
identifying limitations and
suggesting improvements
Ge103
Stunning Start
Enterprise Link
can improve the environment or
damage it, giving geographical
reasons
Explain the importance of
sustainability and its impact on
the wider world
Explain and give reasons for how
and why people seek to manage
environments sustainably and
identify opportunities for their
own involvement
Marvellous Middle
Fabulous Finish
Lowry Flood Scenes exhibition for parents to raise money for end of year trip
Forces
Pupils should be taught to:

explain that unsupported objects fall towards the Earth
because of the force of gravity acting between the Earth
and the falling object

identify the effects of air resistance, water resistance and
friction, that act between moving surfaces

Recognise that some mechanisms, including levers,
pulleys and gears, allow a smaller force to have a greater
effect.
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4.
5.
6.
Pupils should explore falling objects and raise questions about the effects of air
resistance.
They should explore the effects of air resistance by observing how different objects such
as parachutes and sycamore seeds fall.
They should experience forces that make things begin to move, get faster or slow down.
Pupils should explore the effects of friction on movement and find out how it slows or
stops moving objects, for example, by observing the effects of a brake on a bicycle
wheel.
Pupils should explore the effects of levers, pulleys and simple machines on movement.
Pupils might find out how scientists, for example, Galileo Galilee and Isaac Newton
helped to develop the theory of gravitation.
Pupils might work scientifically by:

exploring falling paper cones or cup-cake cases

Designing and making a variety of parachutes and carrying out fair tests to determine
which designs are the most effective.

Explore resistance in water by making and testing boats of different shapes.

Design and make products that use levers, pulleys, gears and/or springs and explore
their effects.
Theme
Geography
Theme
History
understand geographical similarities and of a region or area of the United Kingdom ,a region or area in a
European country, and a region or area within North or South America
a non-European society that provides contrasts with British history – one study chosen from: early Islamic
civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 9001300.
Literacy link
Embedded writing
Numeracy Link
Enterprise Link
Visit/Visitor
Art/DT
ICT
Music
RE
Rising Stars Switched on to ICT Year6
We are Game developers
Programming, graphics
PowerPoint, Scratch
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
• design, write and debug programs that accomplish
specific
goals
• use logical reasoning to explain how some simple
algorithms
work and to detect and correct errors in algorithms and
programs
PE
PHSE