- Home
- Curriculum
- Subject Information
Year 6
Back|
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Core text | Alice in Wonderland Lewis Carroll, ‘The Jabberwocky’ (Poem | Letters from the lighthouse A Christmas Carol (extracts) | Y6 Short stories anthology ‘Black Beauty’ | King Lear ’Lady of Shalott’ (Poem)
| Little house in the Big Woods
| When Hitler Stole Pink Rabbit or Hobbit (depending whether they have studied before) |
| Science | Chemistry - Principles of Chemistry Physical states Chemical reactions Atoms and elements | Chemistry - Principles of Chemistry Physical states Chemical reactions Atoms and elements | Biology - Principles of Biology Cells and microscopes Organ systems Life cycles Genetics | Biology - Principles of Biology Cells and microscopes Organ systems Life cycles Genetics | Physics - Principles of physics Forces and motion Magnets | Physics - Principles of physics Forces and motion Magnets |
| History | Victorian England Industrial revolution, growth of towns, childhood and the | The World Wars The Home Front in the first and second world wars | Mayans, Incas and Aztecs Civilisations of South and Central America. | Exploration and conquest European settlement of North | Native Americans The tribes of North America prior to the arrival of | Local study Norwich in World War 2? - this will interest the pupils and link back to Autumn 2 |
|
| rise of the railways |
| Machu Picchu. Religious beliefs. | and South America. The Spanish and Portuguese in the sixteenth centuries. The English and French in the seventeenth centuries. Violence and conquest. | European settlers. The tribes of the east and of the Great Plains. The role of the buffalo. | Industry in Norwich ie shoemaking etc to make links with farming in geography ie local industry/work |
| Geography | Natural Resources Using natural resources Trade and extraction of resources Investment in renewable energy | Natural resources in Bolivia | Sustainable Development Goals | Climate change and extreme weather | Geographers exploring places - OS maps and fieldwork in the local area | |
| RE | Making sense of life’s experiences | Religion and change | Words and beyond | Religion, power and influence | Leading a good life | The big picture |
|
| Think positive Health and Wellbeing | Respecting rights Living in the Wider World | VIPs relationships | One World Living in the Wider World | Growing up relationships | Safety First Health and Wellbeing |
| Music | As part of the rolling programme, Year 6 are currently following the second year of the KS2 curriculum - Year 4 content | |||||
| Art/DT | Formal Elements: Form | Painting | Drawing | Printing | Sculpture | Mixed Media |
|
|
Subject Matter: Perspective/ 3D drawings | Subject Matter: Human Form./ Self Portraits/Objects of expression | Subject Matter: Ipad Art / Landscapes/ Portraits | Subject Matter: UK Urban Art/ Stencil Printing | Subject Matter: Clay sculptures/pots/ vases | Subject Matter: Self portraits/ Human Form/ Patterns/ Collage |
|
|
Artist Focus: |
Artist Focus: | Artist Focus: David Hckney | Artist Focus: Banksy | Artist Focus: Clarence Cliff |
Artist Focus: |
| Edward Hopper | Frida Kahlo |
|
|
| Gustav Klimpt | |
|
|
| Art History: | Art History: | Art History: |
| |
| Art History: | Art History: | Contemporary | Modern Art | Art Deco | Art History: | |
| Social Realism / | Symbolism | I pads, computers, |
|
| Neoclassicism | |
| Realism |
| photography, | Materials: scissors, | Materials: |
| |
|
| Materials:acrylic | cameras | craft knives, acetate, | Clay, watercolor | Materials: | |
| Materials: Pencil, | paints,collage, |
| tracking paper, paints, | paints, fine liners, | photographs,magazin | |
| pens pants, rulers | magazines, mixed | Assessment: | sponges, magazines, | permanent pens. | es collage, tape, | |
| protractors | media materials | Primary Observational | collage |
| paper card, paint, | |
|
|
| Drawing |
| Assessment: | silver gold papers, | |
| Assessment: |
|
|
| Primary Observational | paints | |
| Primary Observational |
|
|
| Drawing |
| |
| Drawing |
|
|
|
|
| |
| PE (PPA) | Rugby | Hockey | Circuit training | Basketball | Rounders | Athletics |
| PE (Teacher) | Gymnastics Lead group warm-up showing understanding of the need for strength and flexibility Demonstrate accuracy, consistency, and clarity of movement Work independently and in small groups to make up own sequences | Dance Work collaboratively to include more complex compositional ideas Develop motifs and incorporate into self-composed dances as individuals, pairs & groups Talk about different styles of dance with understanding, using appropriate language & terminology | Football Choose and implement a range of strategies to attack and defend To perform a wider range of more complex skills Recognise and describe good individual and team performances Suggest, plan and lead simple drills for given skills | Handball Work as a team to improve group tactics and gameplay Play within the rules using screening to break down offensive play Develop defensive skills | OAA Work as a team to improve group tactics and gameplay Play within the rules using screening to break down offensive play Develop defensive skills | Tennis Develop backhand shots Introduce the lob Begin to use full tennis scoring systems Continue developing doubles play and tactics to improve |
| PSHE + RSHE | Families and people who care for me
| Respectful relationships Caring friendships | Sex and reproduction (please note this is the only lesson children are allowed to be withdrawn from) Online relationships – including Internet safety | Mental wellbeing
| Drugs, alcohol and tobacco | Health and prevention
|
