Curriculum Information for Year 6, Term 1, 2016-17
This term we will be developing the children’s knowledge and understanding in
the following areas:
Literacy
Classic fiction unit
● To compare and evaluate novel versus film version.
● To identify why and how a text affects the reader.
● To contribute to shared discussions.
● To produce a modern retelling.
● To prepare a short section of a story as a script.
● To use connective words and phrases.
Literacy objectives for Term 1 Autobiographies and Biographies.
● To identify the differences between autobiography and biography.
● To write an autobiography.
● To write a biography.
● To use more complex connectives e.g. as well as, although,
however,therefore.
● To identify and use adverbs when writing.
● To participate in class discussions.
Shakespeare units ● A Midsummer night's dream, Macbeth and Romeo and Juliet
● To read and understand scenes from Shakespeare’s plays.
● To explain underlying themes and meanings in Shakespeare’s plays.
● To relate aspects of Elizabethan life to scenes in Shakespeare’s plays.
● To articulate personal responses to literature.
● To manipulate narrative perspective by writing in the role and style of a
character.
● To understand and summarise a Shakespearean play.
● To identify colons, semi-colons, brackets, commas and dashes.
Numeracy
● Counting, partitioning and calculating
● Number, place value and rounding
● Addition and subtraction
● Multiplication and division/Fractions
● Decimals, fractions and percentages
● Geometry - properties of shapes
● Geometry - position, direction and motion
● Data - interpret and construct pie charts and line graphs
● Algebra
● Measurement: length, time
Science
Living things and their habitats Biology
● To explore the history of classification.
● To understand how micro-organisms can be divided into groups, according
to common observable characteristics.
● To understand how plants can be divided into groups, according to common
observable characteristics.
● To understand how animals can be divided into groups, according to
common observable characteristics.
● To use and devise classification keys for living things, giving reasons for why
animals and plants belong in particular groups.
Animals, including humans Biology
Pupils should be 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
Evolution and inheritance Biology
Pupils should be taught to:
● recognise that living things have changed over time and that fossils
provide information about living things that inhabited the Earth millions
of years ago
● 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
Social Studies
The Indus Valley
● Children are to learn what a timeline is and where the Indus Valley belongs
on it.
● Children are to study the history of the Indus Valley.
● Children are to learn what the Indus Valley Civilisation was like.
● Children are to compare the Indus Valley Civilisation with other civilisations.
● Children are to learn how to read an atlas.
● Children are to learn how to research topics from the past.
● Children are to accurately create a model of the Indus Valley with the
correct geographical surroundings.
Design Technology
Stop Motion Pictures
● Children are to view and see what stop motion pictures are.
● Each group will be given a haiku – children are to explore what a haiku is.
● Children can then create an haiku for our Stop Motion Picture
● Children to use a computer programme to create a digital picture for their
haiku including different scenes.
● Children are then to use a camera to take pictures to tell a visual story of
their haiku.
● Following this the children are to use Imovie to create their stop motion
picture.
● Children will learn different technological skills - including editing skills, how
to create some different effects and how to crop their pictures.
Religious Education
Children will explore some different faiths and notice and understand that a lot of
faiths have some similarities. They will research a faith in which they are
interested in and then using technology create an Imovie to show how the
different faiths worship.
PSHE
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to promote social skills and positive relationships; Friendship
to encourage positive behaviour and a caring and respectful ethos:
class rules
to help children develop their self-esteem and self-confidence: taking
on extra responsibility as Year 6: student council, House Captain,
Lunch time duty
to show children how to become a responsible Digital Citizen, (RUA
Agreements, Mac Basic lessons, Blogger: Portfolio )
promote the social and emotional development and creativity of
children
French
Year 6 students learn French through a diversity of oral and practical activities
(songs, games, skits) as well as reading and writing activities. Year 6 start Term 1
with: introducing myself and others; making simple statements about activities,
expressing likes and dislikes, describing people and things.
Communication and grammar functions to be covered during Term 1 are: Subject
pronouns (je, tu, il/elle), definite articles (le, la, les), possessive adjectives: ton, ta,
tes, form of common adjectives: blond, blonde, etc., adjective agreement, more
complex opinions, three (3) different types of questions: intonation, inversion,
est-ce que, and colour agreement with nouns. Core expressions and vocabulary
are reintroduced and/or expanded.
Chinese
Topics for Term One:
Me and My Family
The Marketplace
Friendships, relationships and conflict resolution
Art
In Term 1 students will study the 20th Century art movement, Fauvism. They will
learn why the Fauves were called the “Wild Beasts” of the art world, and gain an
understanding of their use of colour.
By the end of the topic, students will be able to:
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Explore the basic concepts of Fauvism
Learn about famous fauvist artists, such as Andre Derain, Henri Matisse,
Raoul Dufy and Maurice de Vlaminck
Adapt the working methods of artists for their own purposes
Use their sketchbooks to record and develop ideas
Increase their knowledge of colour theory
Take photographs of landscapes (urban or natural)
Produce their own landscape using fauvist style colours and brushstrokes
Be able to start to analyse their work and that of others
Physical Education
Pupils should continue to apply and develop a broader range of skills, learning
how to use them in different ways and to link them to make actions and
sequences of movement. They should enjoy communicating, collaborating and
competing with each other. They should develop an understanding of how to
improve in different physical activities and sports and learn how to evaluate and
recognise their own success. See table below.
Term
Week
Activity
Facilities
1
5
Invasion Games :Basketball Spatial
concepts & Possession
Green Room/Court
1
5
Invasion Games:Football/Frisbee
Spatial concepts & Possession
Green Room/Court
1
3/4
Scottish Dance & Creative Dance
Green Room
1
2
Team Building & Tag Games
Green Room
Music
KS2 Production, “Olivia”: The whole KS2 will prepare for the production in
February, 2017. In preparation for this performance, the Year 3 students will
focus on acquiring basics of vocal and performance technique and music score
reading.
Ensemble: The students will develop their performing, composing and listening
skills through the Animal Magic and Fall Celebration units.