Year Group 6
Year 2015 - 2016
Autumn 1
Maths
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Literacy
RE
Autumn 2
Number: Number and Place Value
Number: Addition, Subtraction, Multiplication
and Division
Number: Fractions and Decimals
Measurement
Geometry:
Properties of Shape
Geometry:
Position and Direction
Statistics
Spring 1
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Number: Number and Place Value
Number: Addition, Subtraction, Multiplication
and Division
Number: Fractions and Decimals
Ratio and proportion
Algebra
Measurement
Geometry:
Position and Direction
Statistics
Fiction Genres
Poetry
Journalistic Writing
Extending Narrative
Reading and Writing
Narrative and plays
Narrative writing
Harvest
Parables
Christian Worship
Prayer
Faith in Action
Biography and
Autobiography
All Saints’ Day
Vestments and Colours
Christian signs and symbols
& Christian Artefacts
Christmas
Spring 2
John the Baptist
Life of Jesus
Parables
Christ’s Teaching
Miracles
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Number: Number and Place Value
Number: Addition, Subtraction,
Multiplication and Division
Number: Fractions and Decimals Ratio
and proportion
Algebra
Measurement
Geometry:
Properties of Shape
Geometry:
Position and Direction
Statistics
Short Story with
Flashbacks
Poetry
Reading and Writing
fiction/ Non-fiction
Journalistic Writing
Link with ‘Take One
Picture’
Lent
Easter and Christianity
How do people express
their ideas about God?
Buddhism
How do Christian
communities use the arts
to express their beliefs
about God?
The Disciples
ICT
Summer 2
Argument
Reading and Writing
fiction/ Non-fiction
The Holy Land - Map,
important places, Life in
New Testament times
Summer 1
Moving Image
Information models
Robotics and systems
Safe use of technologies
Safe use of technologies
Safe use of technologies
Authors and Texts
Year Group 6
Topic
Science
PE
Year 2015 - 2016
Ancient Greece (History)
Light
Electricity
Sports’ leader training
Gymnastics
(Floorwork)
Invasion (hockey)
Living things and their
habitats
Evolution and
inheritance
Multisports
Dance
Sportshall Athletics
Gymnastics
(Apparatus)
Dance
Music
Greek music/ songs
Exploring singing
Rounds
Art
Stone Age - Iron Age (History)
Landscapes (Geography)
World / UK
SingingChristmas carolsSt Albans Abbey Carol
Concert.
Pattern and Line
Experiment with line to produce a feeling of movement.
To observe and talk about how other cultures / times
have used line and pattern-Ancient Greeks-Pottery
designs.
Exploring sound
Exploring lyrics and
melody
Greek Sandals
PSHE
New beginnings
Developing skills of
communication and
participation
Landscape painting
Create images using collage, printings.
Land art-Dry Stone Wall
David Hockney-Artist study (BritishArt)
Getting on and falling out
Striking/ fielding
(Cricket)
Net/wall
(Tennis)
Athletics
Athletics
Performing together
Performing
Cave paintings
-paper making
-sketching
-paint mixing
-line drawings
-telling a story
Use of the computer
Jackson Pollock Artist study (American Art) Abstract Expression-Drip painting in fire colours
Putting on a performance
Bird Boxes
Say No to Bullying
Anti-bullying week
Human reproduction and
relationships
End-of-year play songs
and music
Leavers’ song
3D work -Joining and modelling skills-Greek drama
mask
DT
Animals including
humans
Going for goals
Good to be me
Financial capability
Looking after my money
How do rules and laws
affect me?
Changes
Choices
Looking Backwards,
Looking Forwards –
‘Changes’
Sex and Relationships
Healthy Lifestyles
Moving on
Transition
Year Group 6
Year 2015 - 2016
Year Group 6
Year 2015 - 2016
Light
recognise that light
appears to travel in
straight lines
· 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
· 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 volume of a buzzer
with the number and
voltage of cells used in
the circuit
• compare and give
reasons for variations
in how components
function, including the
brightness of bulbs,
the loudness of
buzzers and the on/off
position of switches
• use recognised
symbols when
representing a simple
circuit in a diagram.
Living things and their
habitats
Evolution and
inheritance
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
recognise that
living things have
changed over
time and that
fossils provide
information about
living things that
inhabited the
Earth millions of
years ago
• give reasons for
classifying plants and
animals based on
specific characteristics.
• 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.
Animals,
including
humans
The statutory
requirements are
that children are
taught to:
• 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.
Year Group 6
Year 2015 - 2016
Key Stage 2 Year 3/4
Digital Media
Paint Revelation Art
Purple Mash 2simple art Year 4
Record and collect visual
information using digital
cameras /or recordings.
Present recorded visual
images using software
e.g. PowerPoint
/Windows movie maker.
Use a graphics package
to create images and
effects with:
Lines by controlling the
brush tool with increased
precision.
Changing the type of
brush to an appropriate
style e.g. charcoal.
Create shapes by making
selections to cut,
duplicate and repeat.
Experiment with colours
and textures.
Painting
Year 3/ Year 4
Printing
Year 4
Textiles
3‐D
Year 3
Use a variety of
techniques e.g.
printing, dyeing,
weaving and stitching
to create different
textural effects.
Plan, design and make
models from
observation or
imagination e.g. join
clay and construct a
simple base for
extending and
modelling other shapes.
Create surface patterns
and textures in a
malleable material.
Experiment with
different effects and
textures including:
blocking in colour,
washes, thickened paint
creating textural effects.
Create printing
blocks using a relief
or impressed
method.
Work on a range of
scales e.g. thin brush on
small picture etc.
Match the tool to the
Print with two colour material.
overlays
Develop skills in
stitching, cutting and
joining.
Create different effects
and textures with paint
according to what they
need for the task.
Create repeating
patterns
Use papier mache to
create a simple 3D
object.
Colour
Mix colours and know
which primary colours
make secondary colours.
Use more specific colour
language.
Mix and use tints and
shades.
Park Street C. of E. Primary School and Nursery
Key Stage 2 Year 5/6 Progression in Art and Design Skills Map
Purpose of study
Reviewed 2015
Collage
Year 3
Experiment with a
range of collage
techniques such as
tearing, overlapping
and layering to create
images and represent
textures.
Use collage as a
means of collecting
ideas and information
and building a visual
vocabulary.
Year Group 6
Year 2015 - 2016
 Engage, inspire and challenge the children, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
 As the children progress, they should be able to think critically and develop a more rigorous understanding of art and design.
They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Aims
Ensure that all children:
 produce creative work, exploring their ideas and recording their experiences
 become proficient in drawing, painting, sculpture and other art, craft and design techniques
 evaluate and analyse creative works using the language of art, craft and design
 know about artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Exploring and Developing Ideas
Investigating and making art, craft
and design
Evaluating and Developing Work
Knowledge and understanding
The children should be taught to:
 develop their techniques, including
their control and their use of materials,
with creativity, experimentation and
an increasing awareness of different
kinds of art, craft and design.
The children should be taught to: create
sketch books to record their observations
and use them to review and revisit ideas.
The children should be taught to:
 improve their mastery of art and
design techniques, including
drawing, painting and sculpture
with a range of materials
The children should be taught to:
 to develop a wide range of art and
design techniques in using colour,
pattern, texture, line, shape, form
and space
The children should be taught to:
 review their work in their sketch
books
The children should be taught to:
 know about great artists, architects
and designers in history.
Work from a variety of sources including
observation, photographs and digital images.
Work in a sustained and independent way to
create a detailed drawing.
Develop close observation skills using a variety
of view finders.
Use a sketchbook to collect and develop ideas.
Identify artists who have worked in a similar
way to their own work.
Key Stage 2 Year 5/6
Digital Media
Paint Revelation Art
Purple Mash 2simple art
Year 6
Record, collect and store
Painting
Year 6
Develop a painting
Drawing
Lines, Marks, Tone, Form and Texture
Use dry media to make different marks, lines, patterns and
shapes within a drawing.
Experiment with wet media to make different marks, lines,
patterns, textures and shapes.
Explore colour mixing and blending techniques with
coloured pencils.
Use different techniques for different purposes i.e. shading,
hatching
Start to develop their own style using tonal contrast and
mixed media.
Printing
Year 5
Create printing
Textiles
Year 5
Perspective and Composition
Begin to use simple perspective in their work
using a single focal
point and horizon.
Begin to develop an awareness of composition,
scale and proportion in their paintings e.g. fore,
mid and background.
Show an awareness of how paintings are created
i.e. Composition.
3‐D
Year 5
Use fabrics to create 3D Shape, form, model and
Collage
Year 6
Add collage to a
Year Group 6
visual information using
e.g. digital cameras/
recorders.
Present recorded visual
images using software
e.g. PowerPoint /
Windows movie maker.
Use a graphics package
to create and manipulate
new images.
Be able to import an
image (scanned,
retrieved, taken) into a
graphics package.
Understand that a digital
image is created by
layering.
Create layered images
from original ideas
(sketch books etc.)
Year 2015 - 2016
from a drawing.
Carry out preliminary
studies, trying out
different media and
materials and mixing
appropriate colours.
Create imaginative
work from a variety of
sources e.g.
observational
drawing, themes,
poetry, music.
Colour
Mix and match
colours to create
atmosphere and light
effects.
Be able to identify
primary secondary,
complementary and
contrasting colours.
Work with
complementary
colours.
blocks by
simplifying an
initial sketch book
idea.
structures.
Use relief or
impressed method.
Experiment with a
range of media to
overlap and layer
creating interesting
colours and textures
and effects.
Create prints with
three overlays.
Work into prints
with a range of
media e.g. pens,
colour pens and
paints.
Use different grades of
threads and needles.
construct from
observation or
imagination.
Use recycled, natural
and man‐made
materials to create
sculptures.
Plan a sculpture
through drawing and
other preparatory work.
Develop skills in using
clay/ modelling
material including
slabs, coils etc.
Produce intricate
patterns and textures in
a malleable media.
painted, printed or
drawn background.
Use a range of media to
create collages.
Use different
techniques, colours and
textures etc. when
designing and making
pieces of work.
Use collage as a means
of extending work from
initial ideas.
Year Group 6
Out of this World
Year 2015 - 2016
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South
America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should
develop their use of geographical tools and skills to enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
locate the world’s countries- Year 6, 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 –Year 5
name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics,
key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects
have changed over time –Year 6
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Year 6
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 Year 5?
Human and physical geography
describe and understand key aspects of:
physical geography, including: climate zones, biomes and vegetation belts- Year 6, rivers- Year 4, mountains, volcanoes and earthquakes
Year 5, and the water cycle- Year 4
human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural
resources including energy, food, minerals and water Year 3?
Geographical skills and fieldwork
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Year 6
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 Year 6
use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch
maps, plans and graphs, and digital technologies. Year 4
Year Group 6
Year 2015 - 2016
year 3
Down on the Farm
A
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N
Drawing and painting: Farm
animals from photographs. Maps of
farms.
Other 2D work: Printmaking,
Collaborative appliqué farm map.
3D work: Clay farm animals
ICT: Photograph animals
Artists work: Diane Whitehead
year 4
Our Island’s Heritage
Drawing and painting: Boudicca
from a range of sources
Other 2D work: mosaic pieces
3D work: newspaper models(figures)
ICT: Mosaic designer website
Artists work: Artists impressions
of Boudicca, range of mosaic designs
year 5
year 6
Where in the World?
River’s Tale
Drawing and painting: Still-
Drawing and painting:
life fruit/veg Perspective-ships
Reflections in water
compositions in school grounds
wall hanging
Other 2D work: Natural
3D work: clay sculptures
ICT: design/perspective
Artists work: Arcimboldo
3D work: Seascape weaving.
ICT: Photos on Bealieu trip
Artists work: Claude Monet,
Elaine Fine, Malcolm Surridge
and Peter Gray
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Bombs Away!
Carnival
Drawing and painting:
Drawing and painting: biro
Observational drawing of evacuees.
Feelings poses.
drawings of carnival scenes.
Other 2D work: Wax resist.
3D work: Clay model maquette.
ICT: Photos of Evacuee dayfeelings.
Artists work: Henry Moore
3D work: Carnival masks- mudroc
ICT: Dazzle pictures and patterns-
Out of this World
Drawing and painting: Colours
60 years of Change
Drawing and painting: Plants
of space
and leaves using permanent pen.
Selecting area for print.
Other 2D work: Collaborative
planet collages
3D work: Planet kinetic
Other 2D work: Printmaking collagraphs and string
Beatriz Milhazes
sculptures
ICT: Finding colours of space on
3D work: clay tiles
ICT: PowerPoint pitch to textiles
Beatriz Milhazes
the internet.
company. Sepia portraits
Alfred’s England
3D work: Nightlights- DT link
ICT: Google research
Ancient World
Artists work: Frances Hatch ,
Artists work: Alexander Calder
Artists work: William Morris
Antony Gormley and Julian George
S
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In Search of the Pharaohs
Drawing and painting: Ancient
Egypt patterns and motifs
Other 2D work: Mixed media
collage – tomb paintings
3D work: Canopic jars
ICT: Motif research
Artists work: Ancient Egyptian
artefacts
Drawing and painting: Myths
Other 2D work: Batik wall
hangings
ICT: Internet
Artists work: Artists
impressions of Greek artefacts.
Art Gallery Visit: Millais
Round and Round
Fairground Art?
Year Group 6
Assemblies Year 6 AUTUMN
Thursday
Years
Y6
Y6
Y6
Y6
Y6
Y6
Y6
Thursday
Year 2015 - 2016
TERM
RE Link
Theme
Fresh start: Thankfulness
Dear God, Thank you for
your power to heal.
Mark 1, Luke 4
Fresh start: Thankfulness
Dear God, May I never
pretend to be holier than
others.
Fresh start: Thankfulness
Dear God, Be part of our
celebrations and bless them.
Dear God, May I recognise
the right time for fasting
and the right time for
celebration.
Years
Y6
Theme
Great Israelite
leaders
Y6
Great Israelite
leaders
Brief Content
‘It’s a New Day’ Come and Praise 2 106
Jesus in Peter’s house
P.220
Leader
Mary
Mary
Time
9.10am
9.10am
Jesus’ teaching on prayer based on Luke Ch.11 v 5-13
‘The Parable of the Midnight Caller’ by Alan Macdonald
Matthew the tax collector
P.223
Mary
9.10am
Mary
9.10am
The Lord’s Prayer A prayer hand-each finger is a
reminder of different things to pray for.
The Wedding in Cana
P224
The Old and the New
Children’s Bible-Lion publishers
Mary
9.10am
Mary
9.10am
Mary
9.10am
Leader
Mary
Time
9.10am
Mary
9.10am
Brief Content
‘A Story, a Hug and a Prayer’ by Michael Forster
‘Baby in the Bulrushes’ P. 22-24
Based on Exodus Ch. 2 v. 1-10
Do you like surprises?
Can you remember a really lovely surprise you have had?
Or perhaps you have given someone else a surprise?
Prayers P.25
‘A Story, a Hug and a Prayer’ by Michael Forster
‘Escaping Through the Sea’
Based on Exodus 14
Can you remember going on a journey-perhaps on holiday?
Year Group 6
Year 2015 - 2016
Can you remember the excitement?
Did you see anything new on the way?
Y6
Our God
Y6
Symbols
Y6
Advent- The church
year
Y6
Christmas
Making Metaphors for God
If God were a ……., He would be…
If God was a colour God would be all colours, because God is
everywhere and everything.
What is God like?
Why is it hard to describe God?
Prayer
Loving God, you made the world, full of colours – plants,
animals, and us. We’re glad about that. Thank you for our
wonderful world. Amen.
‘Developing Primary RE: Symbols of Faith’
The cross is a universal symbol for Christians, expressing
belief, commitment and devotion to Jesus.
Walk around the school and note down where all the crosses
are placed.
Are they all the same?
Draw up a chart:
Where is the cross in the school? / What is the cross made
from? / What does the cross look like?
Painted crosseswww.strath.ac.uk/Departments/SocialStudies/RE/Database
Prayer:The Lord’s Prayer
‘Pick and Mix’ –Edited by Margaret Dean P.178
The Church’s year is designed to reflect the major events of
Jesus’ life and the life of the early Church as recorded in the
New Testament. During advent we prepare for the coming of
the Messiah while at Christmas we celebrate the birth of
Jesus and the visit of the shepherds and the wise men
(Epiphany).
Show a circle divided into 8 sections- Advent, Christmas,
Epiphany, Lent, Easter, Ascension, Pentecost, Harvest,
In what ways are these events reflected in our lives
throughout the year?
Prayer: Almighty and everlasting God, constant and faithful
and unchanging, grant that we may enter this special time of
year, trusting in your unfailing love, through Jesus Christ our
Lord. Amen.
‘A Story, a Hug and a Prayer’
‘No Room’- P.50
Mary
9.10am
Mary
9.10am
Mary
9.10am
Mary
9.10am
Year Group 6
Y6
Year 2015 - 2016
Christmas
Autumn 1
Christmas story told from the viewpoint of Simon and
Suzannah.
Prayer from P.53
Thanking for homes and family and friends.
‘A Story, a Hug and a Prayer’ P.54
‘Never Mind the Sheep, Look after the Baby’
A story about Jed and Enoch, the shepherds
Can you remember having some exciting news, or being given a
lovely surprise?
Prayers P. 57
Autumn 2
Topic-Ancient Greeks
I
Harvest
Spring 1
Mary
Spring 2
Topic- Landscapes
Christmas
Easter
9.10am
Summer 1
Summer 2
Topic- Stone age to Iron
age
SATs revision
Cultural week
PGL-one
week
Bikeabilityone week
‘Take One
Picture’
End-ofYear Play
Looking
Backwards,
Looking
Forwards –
Transition
Leaver’s
Year Group 6
Year 2015 - 2016
Assembly
Numerac Addition, subtraction,
multiplication and division
y
Measurement
Fractions, decimals and
percentages
Statistics
Ratio, proportion and
algebra
Shape, position and
direction
Addition, subtraction,
multiplication and
division
Measurement
Fractions, decimals
and percentages
Statistics
Ratio, proportion
and algebra
Shape, position
and direction
Counting, Partitioning
and Calculating
Handling Data and
Measures
Counting,
Partitioning and
Calculating
Handling Data and
Measures
Counting,
Partitioning and
Calculating
Handling Data
and Measures
Securing Number Facts,
Understanding Shape
Calculating, Measuring
and Understanding Shape
Securing Number
Facts,
Understanding
Shape
Calculating,
Measuring and
Understanding
Shape
Securing Number
Facts,
Understanding
Shape
Calculating,
Measuring
and
Understanding
Shape
Handling Data and
Measures
Securing Number Facts,
Relationships and
Calculating)
Handling Data and
Measures
Securing Number
Facts,
Relationships and
Calculating
Handling Data
and Measures
Securing
Number Facts,
Relationships
and
Calculating
Poetry
Non- Fiction
Narrative
Year Group 6
Literacy
Year 2015 - 2016
Narrative Unit 1
Fiction Genres
(History-Ancient Greek
Myths and Legends)
Speaking and ListeningArgument
Sparta v Athens
Formal/ Impersonal
Writing
Writing an advert for a
holiday in Greece
Literacy - Unit 1
Reading and Writing
Narrative and plays
Narrative - Unit 2
Extending
Narrative
(
Non-fiction -Unit 2
Journalistic Writing
(Links with
Greeks-Marathon / ICTNewspaper story)
Non-fiction -Unit
3 Argument
(
Non-fiction -Unit
2 Journalistic
Writing
Poetry - Unit 1 The
Power of Imagery
( (Links Greeks-The
Horse of Troy)
( ICT-constructing
poetry)
Using a variety of
sources, including
ICT, to ask and
Poetry -Finding
a voiceenvironmental –
Narrative - Unit
4 Short Story
with Flashbacks
(
Narrative Unit 3
Authors and
Texts
Non-fiction – Unit
4
Formal/
Impersonal
Writing
(
Literacy
revision- Unit
2
Reading and
Writing Nonfiction
Link with
‘Take One
Picture’
Poetry-Unit 2
Literacy Unit 3
Finding a Voice
(Links with
Environmental/Geo Reading Poetry
graphy Geography
link-In the News/
Links with ICTconstructing
poetry)
Non-fiction Unit 1
Biography
and
Autobiograp
hy
Narrative Biography
Short story
and
with flashbacks Autobiograp
Year Group 6
Year 2015 - 2016
answer questions and
find out facts
Formal /impersonal
writing –Recounts /
Diaries / Writing an
advert to advertise
Greece as a holiday
destination
Argument-For and
against
- Using role play to
demonstrate the
differences between
life in Athens and
life in Sparta
Narrative
- Writing a story of a
Greek myth from a
character’s point –ofview
Creating a story
using Greek
characters
- Using mindmaps to
demonstrate
knowledge of life in
ancient Greece
Journalistic
Blake’s ‘Tiger,
Tiger’
Rainforest-flora
and fauna
Comprehension‘No Place like
Home’
Descriptive
writing- Write
description of
environmental
settings,
considering
senses
‘The Tiger
ArgumentPersuasion–
begin
investigating the
language of
persuasion. For
and Against –
‘Keeping animals
in captivity ‘
Journalistic
Writing:
Newspaper
hy
Instructions
Poetry
Michael
Morpurgo
Authors and
textsMichael
Morpurgo
‘Kensuke’s
Kingdom’
(Transition
link)
Year Group 6
Year 2015 - 2016
writing
- Exploring the
features of
newspaper
articles
- Using ICT to
plan and write a
newspaper article
about an ancient
Greek myth,
discovery or story
- Aesop’s fables –
comprehension
Playwriting
-‘A Midsummer’s
Night Dream’
a Shakespeare play
set in Athens,
comparing to a
Tv/film adaptation.
Use to inspire a
range of writing e.g.
character profiles,
summaries, diaries
etc.
Poetry – Write
Articles‘Christian the
Lion’ WWF
Comprehension‘No More School’
Reading and
writing nonfiction
Letters (link to
persuasion)
‘The Amazing
Creature’ / The
Tongo Lizard
Comprehension‘Ocean Voices’
Reading and
writing nonfiction –
Persuasive
writing- Reports
– Look at
language
features of nonfictionResearch and
write notes to
support planning.
‘Testing a
Rucksack’
Year Group 6
Year 2015 - 2016
poetry based on the
sun, collecting
descriptive words
and phrases.
Guided Reading
Greek Myths and
Legends
‘The Trojan Horse’
‘Perseus and Medusa’
‘Jason and the
Golden Fleece’
Reading
Guided reading Greek
Myths and Legends
‘The Trojan Horse’
‘Perseus and Medusa’
‘Jason and the Golden
Fleece’
Rising Stars
The power of imagery
‘The Day the Sun Got
Stuck’
Guided Reading
Rising Stars
Journalistic writing
‘Westside Journal’
Playscripts
‘A Midsummer Night’s
Dream’
Guided Reading
Rising Stars
Argument
‘Should bullies
always be excluded
from school?
Rising Stars
Guided Reading
Short stories
Rising Stars
with flashbacks
Formal/impersona ‘Blitzed’ by
Robert Swindells
l writing
Museum of Modern
Aviation
Reading poetry
Extending
narrative
‘The Golden
Casket’
Narrative
Rising Stars‘Reading Fiction’
Set in the Past
The Earth Does Not
Belong to Man
(Longman)
Rising Stars
Rising Stars
Biography and
Autobiography
Robert Swindells
Reading
poetry
’Concrete
Mixers’
Finding a
voice
‘The Bully
Asleep’
Guided
Reading
Biography and
Autobiography
“Cookie- a
dedication”
by Gary Paulson
“School Days” from
a “A Kind of
Guided
Reading
Rising Stars
Reading nonfiction
Year Group 6
Year 2015 - 2016
‘The Paper Bag
Princess’
‘The Fib’
‘In Search of Gold’
‘Walk in
Backwards’
RE
Parables
The Two Houses
The Sower
Harvest Parable of the Sower
Vestments and Colours
Christian signs and symbols &
Christian Artefacts
The cross - variety of different
crosses/crucifix and their particular
significance
The Lord’s Prayer : different versions
Christian Worship
Prayer
The Lord’s Prayer
Harvest
-service rehearsal
Faith in Action
21st Century figures-current figures in
the media today
Find out about a person or persons
who have displayed great courage &
faith.
All Saints’ Day, Symbols of the Saints
& Learning from the Saints
Life of Jesus –
The Image of Jesus
Miracles
The Disciples
Simon Peter
The Sermon on the Mount
John the Baptist - birth
Incarnation: The meaning of the
Christmas story for Christiansthe incarnation. God human in Jesus.
Reflect on the meaning of the
Christmas story for themselves- What
it feels like to be loved and accepted.
John the Baptist and Jesus
The Holy Land - Map,
important places, Life in
New Testament times
God made the world
and it was very good
Similes for God
If God were a ………,
he would be……..
Parables and Christ’s
Teaching
-Easter and Christianity
Magic”by Mollie
Harris
“ The Shop”
by Michael Foreman
‘Into the Lifeboat’
from Violet Jessop’s
memoirs
Easter
Lent
Christ in the Wilderness
What tempts the pupils? How
do we overcome it? Is it
good/bad? Explore when you
do something wrong. What
makes you feel better?
Easter Theme: An ending
becomes a new beginning.
Jesus’ death &
resurrection, What do
followers believe and feel?
How is Easter celebrated in
various Christian
traditions? Discuss Jesus, a
man of great power, did he
use or refuse to use it? Why
did he allow himself to be
tortured & killed?
Christianity in the World
How do people express
their ideas about God?
How do the images,
paintings and sculptures of
Christians today express
beliefs about Jesus and the
worship of God?
How do Christian
communities use and enjoy
music to express their
beliefs about God?
How can a building
express beliefs? How can
drama express beliefs?
Authors and
texts
Thomas
Kempe by
Penelope
Lively
Buddhism
Buddhism
How and why do
Buddhists express
their faith in art,
drama and song
The Buddha. How do
Buddhists try to
follow the Buddha’s
example?
Year Group 6
ICT
Year 2015 - 2016
PowerPoint
presentationAncient Greek – Use
the internet to find
information on
Ancient Greece 1a
 Writing
ancient Greek
newspaper
articles
- Exploring the
features of
newspaper articles
- Using ICT to plan
and write a
newspaper article on
an ancient
Greek story or an
aspect of ancient
Greek life
ICT
E Safety
Algorithms/
Programming?
Retelling Aesop’s
- who Aesop was and
what his fables are
- Using ICT to
research some of
Aesop’s fables?
- Using ICT to retell
one of Aesop’s fables
either by creating
digital storybooks or
posters
Stop Frame
Animation –
Introduce the
concept of stop frame
animation with
children creating very
simple animations.
Lead onto children
working in pairs to
produce a short
animation connected
with the Olympic
Games.
Animation?
Combining text
and
graphics– Write
reports on our
improvements
for the local
area – include
importing own
graphics and
changing fonts
Podcasting?
Internet/Modell
ing –
Endangered
animal study
internet
research using
search engines
Communication?
Creating a
multimedia
presentation
on a particular
mountain
- What is a
multimedia
presentation?
- Deciding what
information to
include in a
presentation
Control and
Simulation?
Creating
spreadsheet
s and
graphs
showing
mountain
data
- What is a
spreadsheet
?
- Which
graphs best
suit the
information?
Spreadsheets
and Graphs?
Year Group 6
Topic
Year 2015 - 2016
Ancient Greece (History)
– a study of Greek life and achievements and their influence on
the western world.
Exploring the physical geography of Greece e.g. size, location,
rivers, mountains, climate, landscape, etc.
Modern Greece
Landscapes
 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.
 Physical geography, including: climate
zones, biomes and vegetation belts.
Stone Age Iron Age
(History)
Changes in Britain
from the
Stone Age to the
Iron Age
This could include:
Late Neolithic
hunter-gatherers and
early farmers, e.g.
Skara Brae.
Bronze Age religion,
technology and
travel, e.g.
Stonehenge.
Iron Age hill forts:
tribal kingdoms,
farming, art and
culture.
‘Take One
Picture’
Year Group 6
Science
Year 2015 - 2016
Light And
Shadow
Linking to work on
weather in Greece,
investigate the sun
and how shadows are
made.
Sc4 3a, 3b

‘Changing Circuits’
Electricity-ZeussymbolLightning Bolt
 Forces in Action
Greek Scientists
What did the
ancient Greeks do
for science?
Look at the
developments made
during the ancient
Greek period and the
men who made them
(e.g. developments in
botany, medicine,
astrology, etc.)
Archimedes
‘Interdependence
and Adaptation’
Different
environmentslife-variety of
species-animals
and plants
How animals are
suited to their
environment.
Animals and
plantsDeserts
Tropical
Rainforest
Arctic/ Antarctic
Oceans
Scientist-David
Attenborough
‘Microorganisms’
-breaking down
of natural
materials
ScientistsEdward Jennervaccination
‘More about
Dissolving’
‘Reversible
and
Irreversible
Changes’
Year Group 6
Year 2015 - 2016
How we see things
Changing circuits
Forces in action
Interdependence Interdependen
and adaptation
ce and
Plants / Habitats
adaptation
Plants /
Habitats
Microorganisms
More about
dissolving
Reversible
and
irreversible
Changes
Growingup /
Changing
Year Group 6
Year 2015 - 2016
Light
recognise that light
appears to travel in
straight lines
· 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
· 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 volume
of a buzzer with the
number and voltage of
cells used in the circuit
• compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers and
the on/off position of
switches
• use recognised symbols
when representing a
simple circuit in a
diagram.
Living things and
their habitats
Evolution and
inheritance
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
recognise that
living things have
changed over
time and that
fossils provide
information about
living things that
inhabited the
Earth millions of
years ago
• give reasons for
classifying plants
and animals based
on specific
characteristics.
• 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.
Animals,
including
humans
The statutory
requirements are
that children are
taught to:
• 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.
Year Group 6
PE
Year 2015 - 2016
Dance
Using dance to
portray ancient
Greek Olympic Games
Outdoor –
Orienteerin
g, using
maps to find
particular
natural
objects.
-Gymnastics
-Invasion games
Football
Music
Greek music
Recording
Compositions –
Children compose
and record music for
their animations
(ICT)
Rain forest Music
Sounds of the
rainforest-rainsticks
Musical
compositions
Brazilian music
Music of the panpipes-The Andes
Year Group 6
Art
Year 2015 - 2016
Painting study-‘The Trojan
Horse’ (European Art)
(National Gallery-London)
 Comedy and
Tragedy Masks
- Exploring what comedy and
tragedy masks are and
studying examples
- Designing, creating and
evaluating a comedy or
tragedy mask
Ancient Greek pottery
- Studying examples of
ancient Greek pottery, looking
at colour,
style and design- Modern
Olympics
- Painting terracotta pots in
the
style of ancient Greek pottery
Landscape painting-David
Hockney-Artist study (BritishArt)
(Gallery –The Royal Academy London)
Henri Rousseau-Tropical forests
(European Art)
Clay work-William Morris-Tiles
Natural Art – Create images
using rubbings, collage,
printings.
Land art-Dry Stone Wall
Rainforests-Australian animal
research/ art project-aboriginal art
Stone Age
Cave paintings.
-sketching
-paint mixing
-line drawings
-telling a story
Exploring how artists
use colour, tone,
light, etc. to create
effects and
atmospheres
- Experimenting with
colour and tone to
create effects and
contrasts
Jackson Pollock
Artist study
(American Art) Abstract ExpressionDrip painting in fire
colours
Year Group 6
DT
PSHE
Year 2015 - 2016
Greek Sandalsinfluence on modern
footwear
Designing, making
and evaluating a
model of the
Parthenon
- Studying the
Parthenon and its
design
- Exploring ways of
strengthening
materials
- Using a variety of
materials and
techniques to design.
make
and evaluate a model
of the Parthenon
Textiles
Christmas Stocking
-casting off
-seam allowance
-finishing off
-patterns
New beginnings
Developing skills of
communication and
participation
Musical
InstrumentsTropical
RainforestsRainsticks
Sounds of The
Rainforests
Bird Boxes
Getting on and falling out
Going for goals
Financial capability
Looking after my money
Good to be me
How do rules and
laws effect me?
Sex and
Relationships
Healthy Lifestyles
Changes
Choices
Year Group 6
Year 2015 - 2016
French
Visits/
visitors
A. Bible Stories
British Museum
RE Curriculum Map for Year 6
B. Faith In Action :
Life of Jesus –
The Image of Jesus
Parables
Miracles
The Disciples
Simon Peter
The Sermon on the Mount
21st Century figures-current
figures in the media today
Find out about a person or
persons who have displayed
great courage & faith.
Greek Day
Polar talk
National
Gallery
C. Christian Focus
All Saints’ Day, Symbols of the Saints & Learning from the Saints
Vestments and Colours
Christian signs and symbols & Christian Artefacts
The cross - variety of different crosses/crucifix and their particular significance
The Lord’s Prayer : different versions
The Holy Land - Map, important places, Life in New Testament times
John the Baptist - birth
John the Baptist and Jesus
Christianity in the World
How do people express their ideas about God?
How do the images, paintings and sculptures of Christians today express beliefs
about Jesus and the worship of God?
How do Christian communities use and enjoy music to express their beliefs
about God?
How can a building express beliefs? How can drama express beliefs?
D. Festivals
Harvest Parable of the Sower
Incarnation: The meaning of the
Christmas story for Christiansthe incarnation. God human in Jesus.
Reflect on the meaning of the
Christmas story for themselves- What
it feels like to be loved and accepted.
Lent
Christ in the Wilderness What tempts
the pupils? How do we overcome it?
Is it good/bad? Explore when you do
something wrong. What makes you
feel better?
Easter Theme: An ending becomes
a new beginning. Jesus’ death &
resurrection, What do followers
believe and feel? How is Easter
celebrated in various Christian
traditions? Discuss Jesus, a man of
great power, did he use or refuse to
use it? Why did he allow himself to
be tortured & killed?
PGL
Bowling
E. Other Faiths
Buddhism
How and why do
Buddhists express
their faith in art,
drama and song
The Buddha. How
do Buddhists try to
follow the Buddha’s
example?
Year Group 6
Year 2015 - 2016
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Fiction (stories in a
historical setting)
Fiction (plays)
Non – fiction (diary)
George and the Dragon
Narrative – story
mapping/characterisation/point of
view
Non – fiction (persuasive
letters)
Non – fiction (biographies)
Poetry (creating images)
Rivers
Tutankhamen
Chronological report
(Newspaper)
Numeracy
Literacy
Fiction (stories in
imaginary worlds
Fiction (myths, fairy tales
including dilemmas)
Non – fiction
Explanation texts
Poetry
Non – fiction
(information texts,
recount,
newspapers,
exploring form)
Poetry
Year Group 6
Year 2015 - 2016
RE
ICT
Typing speed
(ongoing)
Programming and
control
Topic
A study of an aspect or theme in
British history that extends pupils’
chronological knowledge beyond
1066 Y4 Probably the changing
power of monarchs such as Henry
VIII, Charles I and Victoria
Modelling/ simple
structure 3D
Sound/music
e-mail / search engines
Human and physical geography
describe and understand key aspects of:
physical geography, including: rivers and
the water cycle
Make a website
Make a database
The achievements of the earliest
civilizations – an overview of
where and when the first
civilizations appeared and a
depth study of one of the
following: Ancient Egypt
Y4 Ancient Egypt
Year Group 6
Science
Year 4
Year 2015 - 2016
States of matter
compare and group
materials together,
according to whether
they are solids,
liquids or gases
• observe that some
materials change
state when they are
heated or cooled, and
measure or research
the temperature at
which this happens in
degrees Celsius (°C)
• identify the part
played by
evaporation and
condensation in the
water cycle and
associate the rate of
evaporation with
temperature.
Animals, including
humans
recognise that living
things can be
grouped in a variety
of ways
• explore and use
classification keys to
help group, identify
and name a variety of
living things in their
local and wider
environment
• recognise that
environments can
change and that this
can sometimes pose
dangers to living
things.
Food chains is
contained within this
topic, however it
could be taught when
learning about living
things and their
habitats.
Electricity
identify common
appliances that run on
electricity
• construct a simple series
electrical circuit,
identifying and naming its
basic parts, including cells,
wires, bulbs, switches and
buzzers
• identify whether or not a
lamp will light in a simple
series circuit, based on
whether or not the lamp is
part of a complete loop
with a battery
• recognise that a switch
opens and closes a circuit
and associate this with
whether or not a lamp
lights in a simple series
circuit
• recognise some common
conductors and insulators,
and associate metals with
being good conductors.
Living things and their
habitats
recognise that living things
can be grouped in a variety
of ways
• explore and use
classification keys to help
group, identify and name a
variety of living things in
their local and wider
environment
• recognise that
environments can change
and that this can sometimes
pose dangers to living things.
Sound
identify how
sounds are
made,
associating
some of them
with something
vibrating
• recognise that
vibrations from
sounds travel
through a
medium to the
ear
• find patterns
between the
pitch of a sound
and features of
the object that
produced it
• find patterns
between the
volume of a
sound and the
strength of the
vibrations that
produced it
• recognise that
sounds get
fainter as the
distance from
the sound
source
increases.
Year Group 6
Science
Year 2015 - 2016
States of matter
-Compare and group
according to solids,
liquids, gasses
-Observe changes
due to temperature
Animals including
humans
-Digestion system
-Identify different
types of teeth
-Explore simple food
chains
Electricity
-Identify appliances using
electricity
-Construct simple circuits
-Recognise conductors and
insulators
All living things
-Identify and name living
things in local environment
using classification keys
-Environmental change
Sound
-Identify sound
made by vibration
-Explore pitch and
volume
Keeping warm /
Investigation
-Identify parts
played by
evaporation and
condensation in
water table
PE
Music
Art
DT
PSHE
French
Themes :
Means of transport
Toys / money
Shopping role-play
RE Curriculum Map for Year 4
A. Bible Stories
B. Faith In Action :
Obedience
Moses
Mother Teresa
Leadership
David : chosen to be King
Gandhi
Fairy tale
Goldilocks and the three
bears
Family / sports/ hobbies
C. Christian Focus
St Albans Abbey & Visit to the Abbey :
History of the building, architectural styles eg Norman, Early English,,
Perpendicular, Victorian, Gothic etc
Church furniture
Carnival of the
animals
D. Festivals
Harvest
Christmas Theme: Journeys,
Weather reports
E. Other Faiths
Sikhism
Belonging,
Families, babies,
baptism, the khalsa,
Year Group 6
Year 2015 - 2016
Forgiveness
David and Goliath
Love
David and Jonathan
Family
David and Saul
Kindness
Jesus chooses Disciples
Friendship
The Ten Lepers
Other world, national or local
events or people as they
occur.
Altar furniture
External symbols
People of Diocese - Bishop etc
Craftsmanship in various aspects of the building - leading to own artwork and
modelling
Other denominational buildings - Baptist Church
Journeys of Mary & Joseph to
Bethlehem before the birth- then to
Jerusalem after the birth (Luke)
Facing change and challenge; life as a
journey; key moments in life.
How and why are Holy Week and Easter Week an expression of Christian
beliefs about Jesus?
Easter Theme: Jesus prepares his
followers to what is to come.
Maundy Thursday & why it is
important to Christians look at
different artist’s impressions of The
Last Supper. Why has it inspired so
many artists?
How can we show humility? How can
we ‘serve’ others? Read Charlotte’s
Web
Is Jesus still important today?
Listening to
God
What kind of image of Jesus for the 21st century would the pupils like to create?
Might it be inspiring?
Trust
Why do Christians think Jesus is an inspiration?
the 5 Ks
food as part of worship
The langar,
Karah Parshad
Sewa [service with
humility]
The Guru Granth
Sahib – how it is
regarded and handled
by Sikhs.
The festival of
Baisakhi (Sikhism)
Hinduism
How and why do
Hindus express their
faith in art, drama and
song
What do Hindus
believe about God?
Different Gods
Prayer
Family life