Year 6 Autumn 2 Term Curriculum

Autumn 2 Term – Shining Through

Successful Learners

Areas of learning

As historians, we will: Learn about Gandhi, a significant figure in world history.
As scientists we will: Investigate how light behaves, raising questions through observation and testing ideas.
Through design and technology, we will: Create our own product with fabrics using sewing skills.

Responsible Citizens

Cooking & Nutrition

As part of our Ghandi topic, we will be looking at and discussing food from other cultures such as India and how/why it differs from our own.

Environment

We will draw upon Gandhi’s teachings and recognise how, as older pupils, we can lead by example through our behaviour in order to be a positive influence within our school,

Spiritual & Moral

We will consider and discuss the resilient way in which Gandhi set out to achieve his aims through passive resistance and non-violence.

Communities

We will write short play scripts and perform these to our linked buddy classes.

Year 6 Subject Skills

English

Twelfth Night

To use relevant strategies to build vocabulary
To increase their familiarity with fiction from our literary heritage
To identify and discuss themes and conventions in and across a wide range of writing
To check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
To predict what might happen from details stated and implied
To identify how language and structure contribute to meaning
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
To provide reasoned justifications for their views
To identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
When writing narratives, to consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
To use further organisational and presentational devices to structure text and to guide the reader
To assess the effectiveness of their own and others’ writing
To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
To ensure the consistent and correct use of tense throughout a piece of writing
To ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
To use dictionaries to check the spelling and meaning of words
To spell some words with ‘silent’ letters
To use further prefixes and suffixes and understand the guidance for adding them
To proof-read for spelling and punctuation errors
To use the perfect form of verbs to mark relationships of time and cause
To use expanded noun phrases to convey complicated information concisely
To use modal verbs or adverbs to indicate degrees of possibility
To use commas to clarify meaning or avoid ambiguity in writing

History

Ghandi

To recognise the characteristic features of the periods and societies studied
including ideas, beliefs, attitudes and experiences of men, women and children
To appreciate the social, ethnic, cultural, religious diversity of the societies studied
To identify and describe reasons for, and results of events and changes
To note connections, contrasts and trends over time
To understand both the long arc of development and the complexity of specific aspects of a topic under study
To recognise the past can be interpreted in different ways, and give reasons for this
To address and devise historically valid questions about change, cause, similarity and difference, and significance
To understand how our knowledge of the past is constructed from a range of sources
To communicate their knowledge and understanding in a variety of ways

PHSE

Respectful Relationships

To agree on a meaning of respect and discuss the idea that respect has to be earnt
To understand the importance of respecting others, despite differences in character
To discuss ways in which relationships can be improved to ensure they are as respectful as they can be
To discuss the vitality of manners and courtesy
To understand the concept of self-respect and the connection between this and happiness
To discuss the social expectations of respect in different contexts
To understand the impact of bullying and the responsibility of bystanders
To discuss the concept of stereotypes and to consider the negative connotations these can stimulate

First Aid

To identify dangers in different contexts and understand how to remain safe yourself
To gain a clear understanding of how to respond to an emergency and the importance of the emergency services
To gain an understanding of basic first aid, for example treating minor injuries

Mathematics

To compare and order fractions, including fractions ≥ 1
To add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
To divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6]
To multiply one-digit numbers with up to two decimal places by whole numbers.
To multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = 1/8]
To recognise that shapes with the same area can have different perimeters and vice versa To draw 2-D shapes using given dimensions and angles
To calculate the area of parallelograms and triangles
To recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
To illustrate and name parts of a circle, including radius, diameter and circumference and know that the diameter is twice the radius
To describe positions on the full coordinate grid of all four quadrants
To draw and translate simple shapes on the coordinate plane, and reflect them in the axes
Year 6 follow the White Rose Maths scheme of work.

Science

Let it shine: how light travels, production of shadows, reflection of light, coloured light

To recognise that light appears to travel in straight lines
To explain how a shadow is formed
To explore how to change the size of a shadow
To represent and report on findings
To take accurate measurements
To identify and manage variables in an investigation
To apply the idea of how light travels to explain how we see things
To explore how light behaves at reflective surfaces
To present findings and conclusions from experiments
To use secondary sources to answer questions
To explore how light can be reflected and bent in various ways
To explore how white light can be split up
To make observations and raise further questions to investigate
To recognise that light is made up of more than one colour
Year 6 follow the Switched On Science scheme of work.

Computing

We are computer programmers

To design, write and debug programmes using ‘Scratch’ or ‘Go Software’ to accomplish goals
To use sequence, selection and repetition programmes; work with variables and various forms of output and input
To use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and programs
Year 6 follow the Switched On Computing scheme of work.

Art and Design

Generate ideas after thinking about who will use them and for what purpose
Develop and explain ideas clearly with design objectives
Select tools, techniques and materials
Measure, mark out, cut and shape materials accurately.
Use finishing techniques to strengthen and improve the appearance of the product
Reflect on work in relation to the intended use and identify improvements needed.
Learn how the working characteristics of materials affect their usage
Learn how materials can be combined/mixed to create more useful properties.
To learn about the artist J.M.W. Turner and to create pastel landscapes and seascapes
To design festive images for Latchmere School/or competitions as appropriate

Design & Technology

Textiles

To design a product which combines different fabric shapes
To design a purposeful, function and appealing product fit for purpose based on a simple design specification
To produce detailed lists of equipment and fabrics relevant to the task
To formulate step-by-step plans to select from and use a range of tools and equipment
To compare the original product to the design specification
To test a product and critically evaluate the quality of the design, manufacture and functionality
Year 6 follow the Design Technology Association – Projects on a Page planning

PE

Hockey & Gymnastics

Pupils will 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 will learn to communicate, collaborate and compete with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils will be taught the following through hockey and gymnastics:

play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
develop flexibility, strength, technique, control and balance

compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Languages

French

To explore the patterns and sounds of language through songs and rhymes and link the spelling-sound and meaning of words
To present ideas and information orally to a range of audiences
To describe people, places, things and actions orally and in writing
To understand basic grammar appropriate to the language
To understand Key features and patterns of the language

Music

BBC 10 pieces

Record and review compositions, improve.
Boomwhackers- developing skills of ensemble playing

RE

Hindus

The principal aim is to explore what people believe and what difference it makes to how they live.
To identify and explain Hindu beliefs, using technical terms accurately
To connect the four Hindu aims of life and the four stages of life with beliefs
To reflect on and articulate what impact belief in Karma might have on individuals and the world
To give evidence and examples to show how Hindus put their beliefs into practice

Year 6 Autumn 1 & 2 2019 curriculum plan overview

Parents