Year 6 – Your Country Needs You! WW1 – Autumn 1
Notes:
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Anderson Shelter – (Mini)
War Horse
Beamish Trip (World War Workshop) Dress up Evacuees
Offices Mess – Invite parents – Tea party
Take one picture
History – Objectives:
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(Historical understanding) ++ can make links between events and changes; giving reasons for
them and explaining the result.
(Historical understanding) ++ can identify and describe changes within and between
different periods in history.
(Historical understanding) ++ can use and understand abstract terms such as empire,
civilisation, parliament and peasantry.
(Historical understanding) ++ can place events, people and changes into correct periods of
time and the periods of time in chronological order.
(Historical enquiry) ++ can create historically valid questions about cause and significance.
(Historical enquiry) ++ can suggest reasons for conflicting historical accounts.
(Historical enquiry) ++ can analyse sources of information for//accuracy, usefulness and
relevance and combines them to answer questions.
(Historical enquiry)++ can examine artefacts and explain what they show us about that time
in history.
(Periods in history) ++ can discuss the impact of significant historical events, people and
places in their own locality making links with changes in national life.
(Periods in history)++ can discuss the impact and causes of historical changes in Britain.
(Periods in history)++ can examine periods in world history; identifying contrasts with and
influences on British society at the time.
Science – Objectives:
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I can associate the brightness of a lamp or the volume of a buzzer with the number and
voltage of cells used in the circuit.
I can 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.
I can use the recognised symbols when representing a simple circuit in a diagram.
Art and Design – Objectives:
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(Developing/ Applying Ideas) ++ can use a sketchbook to show how ideas have been
improved.
(Developing/ Applying Ideas) ++ can use a sketchbook to produce labelled diagrams for // 3D
work.
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(Art in Context/History) ++ can use observational skills to replicate images by well-known
artists and explain how their work is similar/different.
(Art in Context/History) ++ can use stylistic features of well-known architects in their 3D
work and explain how their work is similar/different.
(Art in Context/History) ++ can explore the impact of well-known artists’ work on the society
at the time.
(Art in Context/History) ++ can explore the impact of well-known architects’ work on the
society at the time.
D&T – Objectives:
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(Make) ++ can include an electrical circuit that produces more than one outcome e.g. Light
and sound.
Year 6 – V for Victory – Autumn 2
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Notes:
VE day – Street party
Cross stitch/knit poppies
History objectives:
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(Historical understanding) ++can make links between events and changes; giving reasons for
them and explaining the result.
(Historical understanding)++ can identify and describe changes within and between different
periods in history.
(Historical understanding)++ can use and understand abstract terms such as empire,
civilisation, parliament and peasantry.
(Historical understanding)++ can place events, people and changes into correct periods of
time and the periods of time in chronological order.
(Historical enquiry)++ can create historically valid questions about cause and significance.
(Historical enquiry)++can suggest reasons for conflicting historical accounts.
(Historical enquiry)++can analyse sources of information for//accuracy, usefulness and
relevance and combines them to answer questions.
(Historical enquiry)++can examine artefacts and explain what they show us about that time
in history.
(Periods in history)++can discuss the impact of significant historical events, people and
places in their own locality making links with changes in national life.
(Periods in history)++ can discuss the impact and causes of historical changes in Britain.
(Periods in history)++can examine periods in world history; identifying contrasts with and
influences on British society at the time.
Animals, including humans objectives:
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I can identify and name the main parts of the human circulatory system, and describe the
functions of the heart, blood vessels and blood.
I can recognise the impact of diet, exercise, drug and lifestyle on the way their bodies
function.
I can describe the ways in which nutrients and water are transported within animals,
including humans.
D&T objectives:
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(Make)++ can use applique to decorate by gluing, and stitching.
(Make)++can cut internal shapes.
(Make)++can select the most appropriate joint for//design.
(Make)++ can create // own simple sewing pattern or printing block to use in // design.
PSHE objectives:
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(Health and wellbeing) ++can explain how the media can have positive and negative impacts
upon // health including dental health.
(Health and wellbeing)++can share personal successes with the class and set further goals
form those achievements.
(Health and wellbeing)++can explain when they have experienced conflicting emotions and
how they dealt with the situation.
(Health and wellbeing)++understands the risks of not maintaining good levels of personal
hygiene.
(Health and wellbeing)++can predict and assess risks in different situations and explain how
to manage them responsibly.
(Health and wellbeing)++understands when and how to help others if they feel they are at
risk.
(Health and wellbeing)++understands the importance of resisting pressure to do something
that is wrong or they feel uncomfortable with and who they can go to for help with this.
Year 6- On top of the world – Spring 1
Notes:
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Volcanoes – Science
Penshaw monument
Geography objectives:
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(Map making) ++ can make a scale drawing using scales based around the power of 10.
(Map making)++can make//own simple thematic map base on // own data.
(Map making)++can use photographs and standard and non-standard measurements to
create an accurate map of an area.
(Enquiry and investigation)++can explore and explain topical geographical issues in // places
of study and understand how these issues have changed over time.
(Enquiry and investigation)++ can analyse the relevance of information from a range of
sources and make conclusions about places studied at KS2.
(Locational knowledge)++ can locate the world’s continents/countries including North and
South America identifying key human and physical characteristics, countries and major
cities.
(Locational knowledge)++ can understand how human and physical features in places in the
UK have changed over time.
(Locational knowledge)++ can locate the position of the Tropics of Cancer and Capricorn, the
Greenwich Meridian and time zones.
(Human and Physical Geography)++ can understand similarities and differences in the
human and physical differences with a region of the UK, the region of a European country
and a region within North or South America.
Science objectives:
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I can 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.
I can 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.
I can use the idea that light travels in straight lines to explain why shadows have the same
shape as the objects that cast them.
Geography objectives:
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(Human and Physical geography)++can describe and understand climate zones, biomes,
vegetarian belts and the water cycle.
(Human and Physical Geography)++can describe and understand economic activity and the
distribution of natural resources including energy, food, minerals and water.
(Following directions and maps)++can locate places on an OS map using a 6 figure grid
reference.
(Following directions and maps)++ can use the 8 points on a compass.
(Following directions and maps)++can follow a route on a small scale map.
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(Following directions and maps)++can use a range of maps to plan the quickest route and
find alternative routes.
(Following directions and maps)++can use longitude and latitude as a guide to a location on
an atlas.
(Following directions and maps)++can use digital/computer mapping to locate places in the
KS2 PoS.
(Following directions and maps)++can read the scale on contour lines on an OS map.
Art and Design objectives:
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(Drawing) with pencil, ++can use hard and soft lines to record detail in the distance,
foreground & create shadow and avoid using an eraser.
(Drawing) with coloured pencil, ++can layer colours to create depth of colour and tone.
(Drawing)++can prepare a drawing surface to create a wax crayon imagine e.g. colouring in a
solid area; applying a top player of black paint mixed with washing-up liquid; drawing by
scraping into the surface with a sharp tool.
(Drawing) with pastel/charcoal, ++can use the tip to create detail.
(Drawing) with pastel/charcoal, ++can use blending and overlaying colours to create soft
backgrounds, using fingers to smudge.
(Drawing) ++can use pens to record minute detail.
Year 6 – Read around the world – Kensukes Kingdom - Spring 2
Notes:
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Art Gallery – Silhouettes & Sunsets
Science objectives – living things and their habitats:
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I can describe how living things are classified into broad group according to common
observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
I can give reasons for classifying plants and animals based on specific characteristics.
Art and Design objectives:
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(Painting)++ can create layers of paint to add detail to background colours.
(Painting)++ can create different effects e.g. wet paint to create a watercolour; texture by
adding PVA or sawdust; using brushes in different ways with thickened paint.
(Painting)++ can create layers of paint to add detail to background colours.
(Painting)++ can create different effects e.g. wet paint to create a watercolour; texture by
adding PVA or sawdust; using brushed in different ways with thickened paint.
Year 6 – Evolution – Summer 1
Notes:
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Discovery Museum
Sculpture – Wiremesh
Changes in Britain from Stone Age to Iron Age – break out week.
Half – Dracula
Walking with dinosaurs
History objectives:
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(Historical understanding)++ can make links between events and changes giving reasons for
them and explaining the result.
(Historical understanding)++ can identify and describe changes within and between different
periods in history.
(Historical understanding)++ can use and understand abstract terms such as empire,
civilisation, parliament and peasantry.
(Historical understanding)++ can place events, people and changes into correct periods of
time and the periods of time in chronological order.
(Historical enquiry)++ can create historically valid questions about cause and significance.
(Historical enquiry)++ can suggest reasons for conflicting historical accounts.
(Historical enquiry)++ can analyse sources of information for// accuracy, usefulness and
relevance and combines them to answer questions.
(Historical enquiry)++ can examine artefacts and explain what they show us about that time
in history.
(Periods in history)++ can discuss the impact of significant historical events, people and
places in their own locality making links with changes in national life.
(Periods in history)++ can discuss the impact and causes of historical changes in Britain.
(Periods in history)++ can examine periods in world history; identifying contrasts with and
influences on British society at the time.
Evolution and inheritance objectives:
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I can recognise that living things have changed over time and that fossils provide information
about living things that inhabited the earth millions of years ago.
I can recognise that living things produce offspring of the same kind, but normally offspring
vary and are not identical to their parents.
I can identify how animals and plants are adapted to suit their environment in different ways
and that adaption may lead to evolution.
Art and Design objectives:
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(Sculpture)++ can add detail to a clay sculpture using clay tools or to a 3D sculpture using
different materials.
(Sculpture)++ can make a 3D sculpture using a range of joining methods e.g. gluing, stitching,
weaving, tying.
Year 6 – Eurekia! – Inventions
Notes:
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Carnival Game
Wacky races
D&T objectives:
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(Make)++ can cut accurately to 1mm: strip wood, dowel & square section.
(Make)++ can use a screwdriver to secure materials with accuracy.
(Make)++ can select the most appropriate way to join or secure materials within // design.
(Evaluate)++ can explore the impact of well-known designers and inventors and how their
products helped to shape the world.
(Make)++ can use a computer program to control // products. E.g. using a program which
would allow them to program a delay or use of a sensor.
(Evaluate)++ can evaluate existing products in relation to their purpose and audience.
(Evaluate)++ can collect feedback from others to find out how to improve // product.
(Design)++ can create an exploded diagram of//design.
(Design)++ can use a computer design program to communicate // ideas. E.g. use a
computer-aided design program to create designs with text and graphics.
(Make)++ can build frameworks using a range of materials: wood, card, corrugated plastic.
(Make)++ can use a glue gun with close supervision.
(Design)++ can design products that are innovative and appeal to individuals or groups.
(Design)++ can create a prototype of // design.
Year 6 – International Breakout Week
PSHE objectives:
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(Living in the Wider World) ++fulfils//responsibilities at school in different contexts e.g. the
playground, the classroom.
(Living in the Wider World)++ follows the classroom and school rules and works as a role
model to younger children.
(Living in the Wider World)++ has a basic understanding of money concepts. E.g. tax,
interest, loan and debt.
(Living in the Wider World)++ develops an initial understanding of how to become a critical
consumer.
(Living in the Wider World)++ can describe the different cultural, ethnic and religious groups
that make up the world.
(Living in the Wider World)++ explains and understands the need to respect the differing
ideas of a range of people in society.
(Living in the Wider World)++ understands that rules and laws differ in different parts of the
world.
(Living in the Wider World)++ understands reasons why the media may present information
in different ways.
Year 6 – Fair trade week
Year 6 – Community
Notes:
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Police
Father David’s shop
Gentoo – Gardening – Ryhope council
Art and Design objectives:
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(Independent Artist)++ can select the most effective medium for different pieces of work
and explain//choices.
(Independent Artist)++ can make a clear plan for//working area and the equipment needed
for a complete art project.
^^^^^^ use in all art lessons.
Year 6 – Anti-Bullying Week
Notes:
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Book – The island by Arimm
PSHE objectives:
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(Relationships)++ can recognise a wide range of emotions in others and know when to
support them or to seek help from someone else.
(Relationships)++ understands that different people will respond to the same situation in
different ways and how to deal with a variety of scenarios.
(Relationships)++ recognises from//own actions what is fair and unfair, kind and unkind and
right and wrong and that people’s opinions may differ.
(Relationships)++can show respect to people around them and if necessary constructively
challenge their own point of view.
(Relationships)++ can explain the nature and consequences of discrimination, teasing,
bullying and aggressive behaviours and how to respond to it.
(Relationships)++ recognises and challenges stereotypes.