War! What is it good for? Democracy and Human Rights

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1 National Curriculum Breadth of Study History study of a theme in British history- war. A local history study- significance of war on the local area, Changes in an aspect of social history Geography locate the world s countries using maps environmental regions and key physical and human features of countries. P.E Building up strength and stamina to perform with precision, control and stamina. War! What is it good for? Democracy and Human Rights Experience Cabinet war rooms and HMS Belfast - London Science Prescribed Topics Unit 3: We re evolving Unit 4: Let it shine Unit 6: We are dinosaur hunters Practical science investigations Prescribed Topics P.S.H.E Going for goals and Good to be me Relationships and changes (summer RE-World changing leaders. Subject Skills Music Composing skills (2) and Listening, and applying knowledge and understanding (4) Art and Design Investigating and making art, craft and design (2) and Knowledge and understanding (4) ICT Coding Geography geographical enquiry and skills(2) knowledge and understanding of places (3) History historical interpretation (3) RE-learning about religion/ learning from religion KS2 Personal learning and thinking skills for RE PSHE-knowledge and understanding 1, 2, 3 and 4 English, Language and Communication Fiction Take One Book (2 weeks) Narrative: Take One Book (must include play scripts) (extended book study over 5 weeks) Narrative workshop (4 Weeks) Non-fiction Debating skills (2 weeks) Persuasion (3 weeks) Discussion (2 weeks) Poetry Take one poet - Poetry appreciation (2 weeks) Vocabulary Building (1 week) MFL MFL Spanish Continued (Y4 programme ) Mathematical Understanding. Negative numbers, and solving problems involving numbers Mental and written addition and subtraction of decimals and money Calculating with fractions Reflections and translations axes Perimeter, area and volume Simple formulae Line graphs

2 Subject Skills and Time allocations English, Language and Communication (Time allocation 8.75 hrs per week including... Guided Reading 2.5 hrs per week Spelling and Handwriting 1.25 hrs per week Literacy including Extended writing 4.5 hrs per week MFL 0.5 hrs per week) Grammar -investigate connecting words and phrases -classify different connecting words and phrases -investigate connectives in different kinds of text -review was of connecting clauses -develop the use of parentheses in writing -examine the grammatical conventions of narrative and recount text -examine the grammatical conventions of reports and explanatory text -examine the grammatical conventions of instructions -examine the grammatical conventions of persuasion and discussion Apply an understanding of the grammar specific to a text type to writing Grammar -secure the use of active and passive -know how active and passive can be recorded -consider how the passive voice can conceal the agent of a sentence -understand features of formal language collecting and analysing examples -apply the conventions of formal language to writing -conduct detailed language investigations -revise formal styles of writing -conduct investigations of language changes over time -investigate the use of language within the use of media -investigate idiosyncratic use of word play -apply an understanding of language change and variety in writing Word, Sentence, text and Punctuation Refer to word, sentence, text and punctuation coverage and target (Highlighted on plans in Orange) Spelling Words with silent letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Endings which sound like /ʃəl/ Endings which sound like /ʒən/ Contractions Homophones and other words that are often confused Spelling Homophones and other words that are often confused Words ending in ant, ance/ ancy, ent, ence/ ency Contraction Silent letters Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Use the grammatical terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points Handwriting write legibly, fluently and with increasing speed by: -choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters -choosing the writing implement that is best suited for a task (e.g. quick notes, letters). Handwriting write legibly, fluently and with increasing speed by: -choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters -choosing the writing implement that is best suited for a task (e.g. quick notes, letters). Phonics and word recognition To be taught during phonics and guided reading. Interventions to be put in place where needed. (Highlighted on plans in Purple)

3 Fiction Take One Book (2 weeks) One (or more) written outcomes, linked with fiction/nonfiction modules already covered during the term. (recounts, instructions, persuasion, discussion and explanations) Narrative: Take One Book (must include play scripts) (extended book study over 5 weeks) One (or more) written outcomes, linked with fiction/nonfiction modules already covered during the term. (recounts, instructions, persuasion, discussion and explanations) -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments -gain, maintain and monitor the interest of the listener(s) -select and use appropriate registers for effective communication. -in writing narratives, considering how authors have developed characters and settings in what they have read, listened to or seen performed (Plan) -in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action (draft and write) -ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register (evaluate and edit) -continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks -checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context -identifying and discussing themes and conventions in and across a wide range of writing -drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence -predicting what might happen from details stated and implied -discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

4 Non-fiction Persuasion (3 weeks) Construct an argument in note form or full text to persuade others of a point of view and present the case to the class or a group; use standard English appropriately; evaluate its effectiveness -articulate and justify answers, arguments and opinions -participate in discussions, presentations, performances and debates -select and use appropriate registers for effective communication. -listen and respond appropriately to adults and their peers -identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own (Plan) -using a wide range of devices to build cohesion within and across paragraphs (draft and write) -selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (draft and write) -assessing the effectiveness of their own and others writing (evaluate and edit) -proof-read for spelling and punctuation errors (evaluate and edit) -perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. -continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning -distinguish between statements of fact and opinion -Provide reasoned justifications for their views. Discussion (2 weeks) A debate followed by a write-up which presents and evaluates the opinions of multiple differing viewpoints -articulate and justify answers, arguments and opinions -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments -consider and evaluate different viewpoints, attending to and building on the contributions of others -noting and developing initial ideas, drawing on reading and research where necessary (Plan) -selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (draft and write) -assessing the effectiveness of their own and others writing (evaluate and edit) -ensuring the consistent and correct use of tense throughout a piece of writing (evaluate and edit)

5 -ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register (evaluate and edit) -continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -identifying and discussing themes and conventions in and across a wide range of writing -preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience -summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning -Provide reasoned justifications for their views. Debating skills (2 weeks) A series of live debates on various subjects. Children work in groups/pairs/ individually to prepare and present points of view. -articulate and justify answers, arguments and opinions -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments -participate in discussions, presentations, performances and debates -consider and evaluate different viewpoints, attending to and building on the contributions of others -using a wide range of devices to build cohesion within and across paragraphs (draft and write) -assessing the effectiveness of their own and others writing (evaluate and edit) -ensuring the consistent and correct use of tense throughout a piece of writing (evaluate and edit) -ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register (evaluate and edit) -perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. -identifying and discussing themes and conventions in and across a wide range of writing -asking questions to improve their understanding -distinguish between statements of fact and opinion -explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -Provide reasoned justifications for their views.

6 Structure monologues (1 week) Read and respond -speak audibly and fluently with an increasing command of Standard English -gain, maintain and monitor the interest of the listener(s) -use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas -noting and developing initial ideas, drawing on reading and research where necessary (Plan) -using a wide range of devices to build cohesion within and across paragraphs (draft and write) -selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (draft and write) -précising longer passages (draft and write) -proof-read for spelling and punctuation errors (evaluate and edit) -continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks -asking questions to improve their understanding -drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence -participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously Poetry Vocabulary Building (1 week) Read, write and perform free verse -ask relevant questions to extend their understanding and build vocabulary and knowledge -listen and respond appropriately to adults and their peers -noting and developing initial ideas, drawing on reading and research where necessary (Plan) -discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Take one poet - Poetry appreciation (2 weeks) Research a particular poet. Personal responses to poetry. Recite familiar poems by heart -speak audibly and fluently with an increasing command of Standard English -consider and evaluate different viewpoints, attending to and building on the contributions of others -noting and developing initial ideas, drawing on reading and research where necessary (Plan) -perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. -continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks -learning a wider range of poetry by heart -preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

7 MFL Identify adjectives in a text and recognise that they can change spellings Understand that all nouns have a gender Follow a short text as it is read aloud and demonstrate understanding of the text through drawing Follow a story using visual clues Scan a text to identify key words Recognise some letters of the alphabet Say five vowel sounds in Spanish with teacher support Know the sound of the letter i in Spanish Read familiar words with accurate pronunciation Write a short sentence adapting a model, using noun, verb and adjective Participate in a drama in Spanish and memorise and recite a short, spoken sentence Play a game in groups, communicating with friends in Spanish Deduce meaning through context Write simple words and phrases using a model Recognise plural nouns Follow a story in Spanish and join in reading repeated phrases in the text Recognise word classes: nouns and verbs Compare traditional stories Understand simple rules for converting singular nouns into plurals Identify a common sound in a list of verbs Identify strategies for learning vocabulary Attempt to write short phrases from memory Recognise positive and negative statements in English and Spanish Read and understand a short paragraph with familiar vocabulary and structures Memorise and present one or two spoken sentences, possibly linking sentences with a connective Follow and understand an interview between two speakers Conduct a short interview in Spanish, asking and answering questions Conduct a survey in Spanish Mathematical Understanding (Time allocation 6 hrs per week including... Mental Maths Practical Maths) Number and place value Children work with numbers up to 10,000,000, using knowledge of place value to work out the value of digits. They continue

8 working with negative numbers in different contexts, and work out intervals across zero. Addition, subtraction, multiplication and division Children continue to practise using efficient written and mental methods for all four operations, working with larger numbers and increasingly complex calculations, and confidently using number facts from the multiplication and division tables. They learn about the correct order of operations, understanding that (for example) to work out (7 + 8) 3 they need to tackle the operation in brackets first. Fractions (including decimals and percentages) Children begin to add and subtract fractions with different denominators. They multiply pairs of simple proper fractions together, and divide proper fractions by whole numbers. Children begin to multiply and divide numbers with two decimal places by one-digit and two- digit whole numbers. They will be introduced to this in practical contexts such as measures and money (for example, multiplying 1.80 metres by 2, or dividing 1.80 by 3). Children extend their work on percentage and decimal equivalents of fractions, begun in Year 5. They work out simple percentages of whole numbers, and encounter equivalences between fractions, decimals and percentages in different contexts. Ratio and proportion In Year 6, children are introduced to the concepts of ratio and proportion and use these to compare quantities and sizes; for example, understanding that mixing sugar and flour in a ratio of 1:2 means using 1 part of sugar for every 2 parts of flour, and that the proportion of sugar in the mixture is 1 out of 3 parts, which is 1/3. Algebra Children begin to form an understanding of algebra by encountering the use of symbols and letters to represent unknown elements, for example using letters to represent missing numbers in missing number problems. They also describe and generate number sequences and patterns. They begin to use simple formulae expressed in words, such as the perimeter of a rectangle is two times the length plus two times the width. Measurement

9 Children extend their Year 5 work on calculating area and estimating volume and capacity to calculate the area of parallelograms and triangles, and work out the volume of cubes and cuboids using standard units. They convert measurements from miles to kilometres. Geometry: properties of shapes This year, children make nets to build simple 3D shapes, and work out unknown angles in triangles, quadrilaterals and regular polygons. They will need to be able to draw and name the different parts of a circle such as radius, diameter and circumference. Geometry: position and direction Extending their work with coordinate grids, children learn to describe positions in all four quadrants of the grid, including using negative numbers. They translate simple shapes on the coordinate plan, reflecting them in the axes. Statistics Children continue working with line graphs and also learn how to use pie charts, linking this with their work on angles, percentages and fractions. Children learn how to work out the mean of a set of data and understand when it might be appropriate to calculate the mean, and why. The Arts (Time allocation 19.5hrs based on a 13 week term) Music 2. Creating and developing musical ideas - composing skills improvise, developing rhythmic and melodic material when performing explore, choose, combine and organise musical ideas within musical structures 4. Listening, and applying knowledge and understanding listen with attention to detail and to internalise and recall sounds with increasing aural memory explore and organise the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence within musical structures explore how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be and used to communicate different moods and effects explore how music is produced in different ways

10 explore how music is described through relevant established and invented notations identify how time and place can influence the way music is created, performed and heard Art and Design 2. Investigating and making art, craft and design explore and collect visual and other information to help them develop their ideas, including using a sketchbook. investigate and combine visual and tactile qualities of materials and processes identify, choose and use appropriate materials and processes to match the purpose of the work apply their experience of materials and processes, including drawing develop their control of tools and techniques communicate observations, ideas and feelings, using a variety of methods and approaches design and make images and artefacts using a variety of methods and approaches 4. Knowledge and understanding identify, choose and use visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space demonstrate how these elements can be combined and organised for different purposes identify, choose and use materials and processes used in art, craft and design demonstrate how materials and processes can be matched to ideas and intentions explore the roles and purposes of artists, craftspeople and designers working in different times and cultures Science and Technology (Time allocation 39 hours based on 13 week term) D&T Use research and develop design criteria to inform the design of products that are fit for purpose and aimed at individuals/groups Generate, develop, model and communicate ideas through discussion, annotated sketches, diagrams, prototypes, pattern piece and computer-aided design Select from and use a wider range of tools and equipment to perform tasks accurately Select from and use a wider range of materials and components according to functional properties and aesthetic qualities identify, choose and use materials and processes Investigate and analyse a range of existing products Evaluate ideas and products against own design criteria and consider views of others to improve work Understand how key events and individuals have shaped the world reflect on the progress of their work as they design and make, identifying ways they could improve their products

11 Apply understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in products Understand and use electrical systems in products Apply understanding of computing to program, monitor and control product Science Unit 3: We re evolving 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. recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Unit 4: Let it shine recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. 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 Unit 4.3 is optional, as it extends learning, can be used to ensure SC1 coverage. Unit 6: We are dinosaur hunters Not directly linked to science national curriculum objectives use this to ensure coverage on SC1 skills. Practical science investigations planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments

12 I.C.T ICT basic skills focus: Skills to be used across curriculum based on all office programs previously taught. E safety Digital Literacy: exploring the responsible use of technology, and emphasising the importance of e-safety Curriculum: Espresso coding Year 6 unit 6b Purple Mash coding designing computer gameict basic skills focus: ICT basic skills focus: E safety Digital Literacy: exploring the responsible use of technology, and emphasising the importance of e-safety Curriculum: Lego Mind storm programming /coding Purple Mash coding designing computer game History, Geography, RE and Social Education Geography and history 19 hours per term weighting per subject according to topic focus Geography Geographical enquiry and skills 2c use atlases, globes and maps at a range of scales. Knowledge and understanding of places 3a to identify and describe what places are like History Historical interpretation 3 Recognise that the past is represented and interpreted in different ways and to give reasons for this. RE( 45 minutes a week- must be taught weekly) Reflect on ideas of right and wrong and their own and others responses to them. Reflect on sources of inspiration in their own and others lives.

13 Reflect on what it means to belong to a faith community, communicating their own and others responses. Summer term Describe the variety of practices and ways of life in religions and understand how these stem from and are closely connected with beliefs and teachings. Identify and begin to describe the similarities and differences within and between religions. PHSE( 30 minutes a week ) Developing confidence and responsibility and making the most of their abilities. Developing a healthy, safer lifestyle. Preparing to play an active role as citizens Developing good relationships and respecting the differences between people. Summer term Preparing to play an active role as citizens Developing confidence and responsibility and making the most of their abilities Developing good relationships and respecting the differences between people PE (Time allocation 2 hours per week) P.E. create and perform complex sequences using a wide range of skills move with control when receiving, passing and fielding understand why warming up before an activity is important and be able to lead warm up activities show an understanding of tactics and strategy to raise the standard of performance of self and others show control, strength speed and stamina in a variety of athletic events be able to explain the long term effects of exercise and explain why it is valuable to both fitness and health Additional Time allocated to... Class reading 0.5 hrs per week Phase assembly (PHSE focus) 0.5 hrs per week Singing assembly 0.5 hrs per week Friday Assembly 0.75 hrs per week

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