Dr. Radcliffe’s School – Termly Curriculum Plan (Term 2 - 2015) Class 6
Subject
Week I
Week II
Week III
Week IV
Week V
Week VI
Week VII
Maths /
Numeracy
English /
Literacy
Drama / performance: Whole class musical production of ‘Goldilocks & The 3 Bears’ (based on Roald Dahl’s Revolting Rhymes. Listen to and learn songs (whole
class). Work through script and score. When children are confident with songs and lyrics, cast the production, assign roles, block, choreograph, and polish for
Christmas performance.
BIG WRITE: Do you
BIG WRITE: Explain
BIG WRITE: What is
BIG WRITE: Share
BIG WRITE: Describe
Term 2:
how understanding /
the greatest invention
your thoughts and
your typical family
BIG WRITE: Each child
English assessments agree with hunting?
to take home a picture
from a famous artist.
Discuss / describe.
(Talk about the artist)
GS&P: Commas –
when to use them, in
lists, to separate
clauses in sentences.
(Graded exercises)
Reading: (LA) Carrie’s
War.
(Discussion text)
Practice SATs
Reading
Comprehension
Paper (1 hour0
Assessed writing
piece.
Grammar, Spelling
and Punctuation
Paper
(HA) Understanding the
purpose of the text.)
(In line with new
curriculum students will
be awarded, below,
expected or exceeding
depending on results).
MEASUREMENT:
Recap on all metric
units of
measurement and
their connection to
each other.
Term 2:
Maths Assessment
(Practice SATs
Papers – working on
3 paper system –
arithmetic paper / 2 x
using and applying
papers)
Practice exercises
on converting
between units of
measurement.
Calculations and
problem solving
involving converting
between different
units of
measurement.
Understanding link
between metric and
imperial measures.
Time / timetables.
Follow up work –
marking and working
through papers in
class and smaller
groups – make notes
as before on key
areas for
development.
Work with targeted
groups based on
results.
GS&P: Commands /
Questions /
Statements. (Look at
what punctuation is
needed with each –
discussion of
imperative tense).
Reading:(LA) Barney
and the Chalk Pit
(HA) Understanding the
writer’s view point and
how this may influence
the style of writing.
GEOMETRY:
Properties 2D
shapes: triangle,
square, rectangle,
parallelogram, kite,
rhombus, trapezium,
circle and semicircle.
(Know how to
calculate areas –
action games for
remembering
formulae).
Properties of regular
3D shapes (& know
associated terms):
cube, cuboid,
various prisms,
conne, sphere and
hemisphere.
Symmetry (rotational
and line)
opinions of health and
lifestyle have changed
over the years. (E.g.
people used to think
smoking was good for
you!)
GS&P: Brackets,
ellipsis, colons & semicolons (use of…)
(LA) – Revision of basic
punctuation.
ever? Explain your
opinion.
feelings on religious
dress codes.
GS&P: pronouns,
possessive pronouns
and emphatic
pronouns. (You, your,
yours)
GS&P: Complex
sentences. (Understanding
how addition of
subordinate clauses adds
extra information for the
reader – recognise and
write own subordinate
clauses)
Reading: (LA) ‘Talking
Turkeys’
(HA) Understanding
structural choices made
within texts that support
its purpose.
(HA) Understanding
that personality is an
important aspect of
character description.
STATISTICS (1):
Understanding the
purpose of statistics
and data collection.
Look at different
methods for
collecting data and
how this can be
represented.
Understand how
statistics can be
misleading.
Pictograms / bar
charts / line graphs.
Understand the
purpose of grouped
data. Read and
interpret grouped
data.
Reading: (LA)
Geography Lesson.
STATISTICS (2):
Interpreting
information
presented in graphs
and charts. (Problem
solving and
investigation of
various SATs style
questions – including
interpreting piecharts and
conversion graphs).
Creating your own
pie-chart
(demonstration of
how to use the
formula for this
based on a set of
fictitious data – then
create your own)
Reading: p.82 (In Search
of the Greeks) Read the
account of the Olympian
judge. Write your own
comprehension questions
– focus on inference). (LA)
– Provide simplified
version.
PLACE VALUE /
NUMBER SYSTEM
Incl. value of decimal
numbers, ordering
decimals,
understanding
numbers up to 10
million,
Rounding numbers
to given amounts –
nearest 10, 100,
whole number etc.
Identify Place value
in numbers
Multiply by 10, 100,
1000 (Link to finding
% of numbers,
measures and
money)
Christmas Day from the
moment you wake up
until you go to bed.
Revise and review all
GS&P work for the term
– what have I learnt?
Reading – swap
comprehension
questions with a partner
and answer based on
the previous week’s
text.
FRACTIONS
DECIMALS &
PERCENTAGES
Begin with finding
fractions of shapes.
Link to cancelling
down. Understand
numerator and
denominator.
Fractions of numbers
/ amounts /
measures.
Make a fractions and
decimals
equivalency table.
Make sure children
understand link to %.
Fraction problems /
investigations.
D&T RE
Computing
/ ICT
Science
Dr. Radcliffe’s School – Termly Curriculum Plan (Term 2 - 2015) Class 6
Health, wealth,
happiness. I can
identify components of
a healthy diet and how
diet affects health. I can
recognise harmful
effects of drugs. I can
use data to support my
explanations. E.g.
looking at mortality
statistics for smoking
over a period of time.
(See X-Curricular links
to English)
We’re evolving!
Understand that there
are differences
between people but
that we inherit
characteristics from our
parents. Can children
identify these? The way
we look is controlled by
genes shared from both
our parents. Some
genes are more
dominant than others
e.g. brown eyes.
TERM 2 SATs
Science
Baseline
Assessment (Papers
1 & 2) Plus feedback
and identification of
Key Areas for
development.
Follow up to science
papers – from
assessment notes
address issues with the
whole class on key
areas for development.
(TAs working 1:1 with
individual pupils)
Lung capacity
experiment: discuss
concept. Is it different
for different people?
Choose 5 children from
the class – predict who
has the greatest lung
capacity. Children blow
out into a bottle
submerged in water –
those who manage to
expel the most water
from the bottle=
greatest capacity.
Term 2 focus – ‘we
can use coding /
programming
language to
complete a given
task.’
Introduce the
children to ‘Scratch’
online programming
tool. Allow them to
experiment with
different tools.
Begin to introduce
more structure to the
tasks: children will be
asked to create a
back ground and
choose a character
to move on that
background. The
character will be
required to perform
at least two
functions.
Greek religion
compared to modern
religion. TBQ – make a
list of the main
differences between a
modern religion of your
choice and Greek
religion. TBQ: how
would it feel to live in a
society where everyone
was the same religion?
(I)
Greek religion
compared to modern
religion. TBQ – make a
list of the main
differences between a
modern religion of your
choice and Greek
religion. TBQ: how
would it feel to live in a
society where everyone
was the same religion?
(II)
Refine backgrounds
(4 week programme) Main task(s): once the children have become familiar with the Scratch
and demonstrate to
programming tools they will be set on of two tasks depending on ability: (LA) To create a
others what your
simple animation in which a basic story is told. The children need to make a very simple story
character is able to
plan to begin with and then animate their character or characters following the story plan –
do. Peer observation this must be written prior to completing the task. This could include speech and /or sound.
and mentoring
(HA) the children follow the same format but will be given a specific remit, which links with the
exercises. Helping
Classical Greece topic. They will be asked to design a simple animation to demonstrate the
each other with
famous story of how Archimedes discovered the scientific principal of displacement.
coding language and Successful animations will show character getting into the bath and the water rising. (NB it
refining work so far.
will not be clear which children are capable of this task until the previous three weeks work
Can you add sound
have been completed and the success of using coding software is clear).
to your animation?
(3 week programme) TEACHING INPUT - Success criteria: I can
Advent and the
(X-Curricular work
name the fundamental principals of the 3 largest world religions
Christmas Story –
with science – theory
(Islam, Christianity, Hinduism) – This should include – Key religious
create a cartoon strip of evolution – see
figures (e.g. Mohamed, Jesus, Ghandi), fundamental beliefs codes of / story board to
above)
conduct (e.g. 10 commandments, 5 pillars of Islam. Following teacher illustrate the main
introduction children carry out internet based research to supplement
points of the
Complete story
their learning. In pairs they must choose how to record this
Christmas story and
boards.
information in the most effective way possible for the reader. For
its significance to the
more able students they can continue to research the next most
Christian Faith.
Write Christmas
sizeable religions and can supplement their work with information on
prayers. Present in
these.
RE books.
Teacher demonstration of how to work using mouldable materials (clay).
Demonstrate techniques for shaping the material and how to attach other elements
using slip and by scoring the material to create a key for attaching the different
parts. Following the work on designing Greek Masks for drama in sketch books.
Using clay the children will work individually to build up the contours of their mask
designs to create a Greek mask. This will then be painted and varnished. Success
criteria: overall effectiveness of design. Bold and eye-catching finished product. An
understanding of how this links with Greek Drama. Once designs are completed the
children will look at their finished masks and compare with their original designs –
there will also be an opportunity for the children to view each others work and give
constructive feedback.
Evolve or die! Explain
how different animals
have evolved over
millions of years to
adapt to their particular
environment – this is
evolution. (Understand
that the period of
natural selection was
first proposed by
Charles Darwin in
1858. (e.g. brown bear
evolving to Polar bear
100k – 250k years)
Evolution of the human
race from apes.
Discover about this
theory and the various
stages from ape to
man. (Compare and
contrast with religious
theories of how
mankind came to the
earth). TBQ how do you
account for such
radically different
theories?
PSHCE
PE
Art
Sparta: Daily Life in
Sparta – how does
this compare with
daily life in Athens?
Conflict:
The importance of
conflict within the
Greek Empire.
Why do we know
more about Athenian
life than Spartan life?
Women / men /
children.
(Refer to mythical
stories of conflict –
War against Troy,
Achilles, Helen – role
of the Gods belief
that this was part of
Greek life)
The importance of
the army (compare
to Game of Thrones)
– training of young
men.
Persia V Greek
states (Historian –
Herodotus)
TBQ. How does this
compare to
education of young
Athenian men?
Athens V Sparta
(Historian
Thucydides –
Peloponnesian wars)
perioeci & helots
(Define and explain)
See DT work –
Greek comedy and
tragedy masks.
Macedonia V Greek
States (Historian –
Arrian) Phillip II &
Alexander the Great
See DT work –
Greek comedy and
tragedy masks.
Inter house football /
netball / tag-rugby
and hockey
competitions.
Circle Time (SATs &
Testing)
Debate: Should
SATs be abolished?
SEAL: Going for
goals
Greek Language:
Look at the Greek
alphabet &
derivatives
(connections with the
Phoenicians – links
to phonic work in
school now)
Look at language
which comes from
Greek derivatives –
maths / science /
technology &
especially science.
(See classics library)
Children learn about
and research Greek
language derivatives
– discover the
importance of Greek
within our own
language.
Philosophy:
Socrates – father of
philosophy
Plato his pupil
(written)
Plato’s Symposium
Look at the
importance of
Philosophy in
Athenian education.
Discuss basic
precepts of
philosophy and the
idea of questioning
the status quo and
that which had been
accepted.
Resource – Ian
Gilbert – Book of
‘Thunks’. (Discuss
answer / think of own
questions)
Greek architecture:
Learn about and
understand the
legacy of Greek
Architecture
throughout the world.
Doric
Ionic
Corinthian
Make sketches of
key features of the
different styles of
architecture.
Identify echoes of
classical features of
Civic buildings in the
UK.
TBQ: why is the
classical style still so
prevalent in modern
architecture?
Work on sketching
features of Greek
architecture – make
labelled drawings of
Doric, Ionic and
Corinthian style.
See DT work –
Greek comedy and
tragedy masks.
A study of Greek
vases and how they
were used to inform
historians about
Greek life. (Red on
black and black on
red styles).
Inter house football /
netball / tag-rugby
and hockey
competitions.
Football / netball / tag
rugby. PE skills –
circuits: physical
stamina, balance,
throwing & catching,
strength building.
Football / netball / tag
rugby. PE skills –
circuits: physical
stamina, balance,
throwing & catching,
strength building.
Football / netball /
tag rugby / hockey.
Dance based work
for Jack & the
Beanstalk Production
Circle time:
AMBITIONS (what
do they mean to us?
Are they important?)
Circle time:
difference & diversity
(part 1)
Circle time:
difference & diversity
(part 2)
Debate - hunting
SEAL: Going for
goals
Circle time: Changes
– how have I
changed in my first
term in Year 6?
Debate should
‘Creationism’ be
taught in schools?
SEAL: Going for
goals
SEAL: Going for
goals
SEAL: Going for
goals
Project summary /
revision and
assessment:
Revise and recap
learning for the
term’s history &
geography work.
Assessment focus
will be knowledge
based at the most
basic level.
Higher order
questions for more
able students
requiring deeper
explanation of
historical themes
covered.
Christmas Preparations
/ rehearsals /
performances.
Classical Greece
History &
Geography
(Project Related Work)
Dr. Radcliffe’s School – Termly Curriculum Plan (Term 2 - 2015) Class 6
(X-Curricular – ICT) Children to be given all
required information to create a programme for
end of term production including cast list and key
facts. Using MS Publisher they create a
programme for ‘Goldilocks & The 3 Bears’
choosing appropriate format, cover image and
writing a synopsis of the plot. Winning design will
be used for the performance. (Paired work)
Football / netball /
tag rugby / hockey.
Dance based work
for Jack & the
Beanstalk
Production
- Circle time –
Setting goals for next
year.
- Class debate:
Religious dress
codes should be
banned in public discuss
SEAL: Going for
goals
Football / netball /
tag rugby / hockey.
Dance based work
for Jack & the
Beanstalk
Production
Christmas
Celebration activities
Debate – What is the
true meaning of
Christmas?
SEAL: Going for
goals