FRIEND OR FOE
YEAR 6 Autumn Imperial war museum visit, Spitfire day
Knowledge and Understanding
and the World
History
 Use an 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 social, cultural, religious and
ethnic diversity of societies.
 Identify and describe reasons for and
results of, historical events, situations
and changes in the periods and
societies studied.
 Recognise that the past is represented
and interpreted in different ways, and
give reasons for this.
 Use and evaluate a range of sources.
 Ask and answer questions.
 Record information relevant to the
focus of the enquiry.
 Recall, select and organise and
communicate historical information in a
variety of ways.
Geography
 Ask questions, describe and explain
geographical patterns, similarities,
differences and physical and human
processes.
 Collect and record evidence.
 Analyse evidence and draw conclusions.
 Communicate in appropriate ways and
explain their own views.
 To use atlases and globes and maps and
plans at a range of scales.
 To use and select ICT to help in
geographical investigations.
D.T.
 Draw on and use various sources of
information, including ICT-based
sources.
 Clarify ideas. Generate and clarify ideas for
products, considering intended purpose.
 Develop, explain and record ideas clearly.
 Plan what they have to do, suggesting a
sequence of actions and alternatives if
needed.
 Work from detailed plans.
 Communicate design ideas in different ways
as these develop, considering use and
purpose.
 Select appropriate tools and techniques.
 Suggest alternative ways of making their
product, if first attempts fail.
 Explore the qualities of materials and how
to use materials and processes.
 Measure, mark, cut out and shape a range of
materials and assemble, join and combine
components and materials with precision.
 Refine finishing techniques to strengthen
and improve the appearance of their
product, using a range of equipment
including ICT.
ICT
 Prepare, interpret and classify appropriate
information.
 Develop, refine, organise and re-organise
ideas to present their work using text,
tables, images or sound.
 Compare their use of ICT with other
methods.
 Describe and discuss the effectiveness of
their work with ICT.
RE
 Identify and begin to describe the
similarities in religions
 Describe differences between religions.
 Use specialist vocabulary to communicate
their knowledge and understanding.
 Use and interpret information about
religions from a range of sources.
Personal Social and
Emotional Development
 Adapt different roles, rights and responsibilities during discussions and debates
about wider issues
 Recognise the role of voluntary, community and pressure groups
 Recognise the different risks in different situations
 Develop sense of charities /giving.
 Show awareness of moral questions.
 Ask questions about matters of right and wrong and suggest answers that show
understanding of moral and religious issues.
Mathematical Development
 Identify and use the appropriate operations (including combinations
of operations) to solve word problems involving numbers and
quantities, and explain methods and reasoning.
 Solve a problem by extracting and interpreting information
presented in tables, graphs and charts.
History.
Martin Luther King- I have a dream
Nelson Mandela
9/11
Hiroshima
WW1
WW2
Geography
Geography in the News
D.T.
Spitfire day
Sculptures and shelters
ICT
Spreadsheets converting measures
Managing rationing with limited budget and number of coupons
Multimedia – PowerPoint using action buttons
Develop, refine, organise and reorganise
ideas to present their work using text,
tables, images and sound.
Measures
Weighing rations.
Converting imperial to metric units (spreadsheets
for ICT)
Time
Journey times and timetables linked with evacuation
Data Handling
Conversion graphs
Comparison of figures – aircraft losses during
Battle of Britain (German/British –bias)
Deaths due to air raids explaining
data trends using timeline i.e.
phoney war, blitz, new
weapons V1 & V2
Narrative Writing based on
Texts- Archie’s War, Diary of Anne Frank, Rose
Blanche, Warhorse
Writing from a different perspective
Persuasion
Journalistic writing
Play scripts
RE
Rules and laws
Tolerance and discrimination
Debate- moral dilemmas
To evacuate or not to evacuate?
To learn that others had different experiences
during evacuation
To help/hide or not?
Story of Anne Frank
To understand racism, discrimination
and tolerance.
Kindness- pay It Forward
FRIEND
OR FOE
Argument – Is evacuation
a good idea?
Imagery and Poetry- The Arrival
Non Fiction- Information texts
Art
Picasso Guernica
Sadako Peace cranes
Blitz skyline
3D sculptures
Peace mural
Dance
 Work creatively on their own, in pairs and
small groups.
 Perform expressively, sensitively, fluently and
with control.
 Use different visual images as inspiration for
composing and performing dance.
 Devise, adapt and refine a performance for a
specific audience using appropriate criteria.
 Talk about dance using appropriate language
and terminology
Music
 Perform significant parts from memory, with
awareness of their own contributions.
 Perform solo and lead others from notations.
 Identify and evaluate how venue, occasion and
purpose affect the way music is created,
performed and heard.
 Adapt talk to meet demands of difference contexts, engaging
interest of listener.
 Take an active part in discussion showing understanding of ideas &
sensitivity to others.
 Read & discuss a range of texts identifying different layers of
meaning & comment on their significance & effect.
 Summarise a range of information from different sources.
 Writing often engages & sustains reader’s interest, using an
impersonal style where appropriate.
 A range of sentence structures are used with varied vocabulary to
create effects.
 Spelling is generally accurate, including that of irregular words.
 A range of punctuation is usually used correctly to clarify meaning &
ideas are organised into paragraphs.
 Handwriting is neat & legible.
Music
Journeys
War and peace compositions.
Dance Fight or Flight
Refugees- Use movement to
explore and communicate ideas and
issues, and their own feelings and
thoughts
Physical Development
Dance
 Work creatively on their own, in pairs and small groups.
 Perform expressively, sensitively, fluently and with control.
 Use different visual images as inspiration for composing and
performing dance.
 Devise, adapt and refine a performance for a specific audience
using appropriate criteria.
Creative Development
Art
 Explore ideas and select visual and
other information to develop their
work, taking account of the purpose.
 Combine and organise visual and
tactile qualities to suit intentions,
manipulating materials and techniques.
 Analyse and comment on ideas and
methods and refine their work to
reflect their own view of its purpose.
Drama
 Improvise using a range of drama
strategies and conventions to a given
theme.
 Devise, adapt and refine a
performance for a specific audience.
 Consider the overall impact of a
performance.
 Identify dramatic ways of conveying
ideas.
Communication, Language
and Literacy
DISCRETE TOPICS
PE
- striking/field games
- Gymnastics Pathways and travelling
SCIENCE - Forces, gravity,
electricity
RESOURCES
Maps, photographs,
CD-ROMs, Internet,
census returns,
books on the local area,
newspapers and pamphlets.