Normand Croft Community

School

Year Six Curriculum Overviews 2017/2018

u:\2009-10 'i' drive\staff information\slt 2017-18\website documentation\curriculum information for website\year 6 curriculum.docx

During Years 5 & 6, children will read, discuss and write the following range of text types:

narrative (e.g. mystery, suspense, adventure, historical); recount (diary entries/letters/newspaper reports/eyewitness reports); instructions; explanations;

non-chronological reports; discussion (persuasive arguments/balanced arguments) and poetry.

Planning and teaching will be adapted according to ongoing assessment for learning, next steps analysis and where appropriate the needs and interests of

each cohort of children.

Autumn 1 Autumn 2

Cycle A Skellig – David Almond

http://davidalmond.com/skellig/ (author page)

https://www.worldbookday.com/stories/skellig/ (David Almond

reading aloud)

https://www.youtube.com/watch?v=8SQOTiQSIrE (film trailer)

Cycle A The Adventures of Odysseus – Hugh Lupton

https://www.bbc.co.uk/education/topics/z87tn39

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/greek_world/

Cycle B The Princess’s Blankets – Carol Ann Duffy

Poetry by Carol-Ann Duffy

http://www.sheerpoetry.co.uk/junior/junior-poetry-library

http://www.sheerpoetry.co.uk/junior/carol-ann-duffy-workshop

Cosmic – Frank Cottrel Boyce

Cosmic Disco – Grace Nicholls

Cycle B Billy the Kid - Michael Morpurgo (Year 5)

Goodnight Mister Tom – Michelle Magorian (Year 6)

https://www.michaelmorpurgo.com/book/billy-the-kid/ (author page)

During Years 5 & 6, children will read, discuss and write the following range of text types:

narrative (e.g. mystery, suspense, adventure, historical); recount (diary entries/letters/newspaper reports/eyewitness reports); instructions; explanations;

non-chronological reports; discussion (persuasive arguments/balanced arguments) and poetry

Planning and teaching will be adapted according to ongoing assessment for learning, next steps analysis and where appropriate the needs and interests of

each cohort of children.

Spring 1 Spring 2

Cycle A The London Eye Mystery - Siobhan O’Dowd

Cycle A Ice Trap! Shackleton’s Incredible Expedition – Meredith Hooper

Shackleton’s Journey - William Grill

Macbeth – William Shakespeare (Year 6)

https://www.youtube.com/watch?v=3Q3EnDtbg8w (trailer)

https://www.youtube.com/watch?v=qfnUq2_0FOY (animated tale)

Cycle B The Rabbits – Sean Marsden & Shaun Tan

The Viewer – Gary Crewe & Shaun Tan

The Lost Thing – Shaun Tan

Cycle B Floodland – Marcus Sedgwick

During Years 5 & 6, children will read, discuss and write the following range of text types:

narrative (e.g. mystery, suspense, adventure, historical, flashback); recount (diary entries/letters/newspaper reports/eyewitness reports); instructions;

explanations; non-chronological reports; discussion (persuasive arguments/balanced arguments) and poetry

Planning and teaching will be adapted according to ongoing assessment for learning, next steps analysis and where appropriate the needs and interests of

each cohort of children.

Summer 1 Summer 2

Cycle A The Piano (film) – Aidan Gibbons

https://www.youtube.com/watch?v=gEAnre-s4-o

The Way Home – Libby Hathorn

The Varmints – Helen Ward

Year 6 - grammar application through a variety of texts e.g. Macavity

the Mystery Cat – T.S. Eliott; The Ivory Door; Goldilocks and the Three

Bears

Kensuke’s Kingdom – Michael Morpurgo

Around the World – non-fiction texts (Geography & History)

http://animationweek.uk/kensukes-kingdom/ (film teaser)

https://www.youtube.com/watch?v=N8y-5JcoKKc (book trailer)

https://www.michaelmorpurgo.com/book/kensukes-kingdom/ (author

page)

Year 6 performance

Cycle B The Piano (film) – Aidan Gibbons

https://www.youtube.com/watch?v=gEAnre-s4-o

The Way Home – Libby Hathorn

The Varmints – Helen Ward

Year 6 - grammar application through a variety of texts e.g. Macavity

the Mystery Cat – T.S. Eliott; The Ivory Door; Goldilocks and the Three

Bears

1001 Arabian Nights

Golden Age of Islamic Civilisation – non-fiction texts (History &

Geography)

Year 6 Mathematics Curriculum

At Normand Croft we have adopted a mastery approach to the teaching of mathematics using the Inspire Maths scheme from Oxford University

Press. We believe that with good teaching, appropriate resources, effort and a ‘can-do’ attitude all children can achieve in and enjoy mathematics.

Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Numbers to 10

million

Rounding and

estimating

Multiplying and

dividing by

10,100,1000

Order of operations

Word problems

Like and unlike

fractions

Adding and

subtracting unlike

fractions

Fractions and

division

Converting fractions

to decimals

Adding and

subtracting mixed

numbers

Word problems

Multiplying fractions

and mixed numbers

Word problems

Area of a triangle

Ratio

Converting decimals

to fractions

Multiplying &

dividing decimals by

10,100,1000

Converting

measures

Mean (average)

Percentage

Angles

Properties of

triangles and

quadrilaterals

Volume of cubes

and cuboids

Algebra

Geometrical

construction

Algebra

Year 6 Science Curriculum Overview

In the first half of each term, every class has science led creative curriculum teaching in the afternoons. Teachers base their teaching on the Switched on

Science scheme of work, which is produced by Rising Stars and/or the Kent Scheme of Work.

Links with other curriculum areas such as English, Mathematics Art, Design Technology, History and Geography are also identified.

Topics are usually taught in the following order, but may change at times.

(statutory science subject requirements from the National Curriculum) *additional optional creative topic going beyond National Curriculum Requirements

Year 6 Autumn 1

Spring 1 Summer 1

Observing seasonal change/using and applying science in the garden and unity farm should be ongoing throughout the year.

Working scientifically skills should be a feature of all lessons.

Strand Biology Biology Physics

Key

scientists

Carl Linnaeus

(23 May 1707 - 10 January 1778)

Charles Darwin

(12 February 1809 - 19 April 1882)

Mary Anning

(21 May 1799 – 9 March 1847)

Thomas Edison

(February 11, 1847 – October 18, 1931)

Key

Topic

Classifying Critters

(All Living Things)

Staying Alive

(Animals including humans)

We’re Evolving

(Evolution and Inheritance)

Let it Shine

Electrifying

(Light and Electricity)

Year 6 Computing Curriculum Overview

Our computing curriculum is based on the 3BM scheme of work and supported by the LA advisory team

5 Autumn Spring Summer

Online Safety/Cyberbullying Safer Internet Day Coding Club/Digital Leaders/Online

Safety

Digital Literacy,

communication and

emails – blogging

Information Technology

– 3D designing

Computer Science

– programming,

problem solving and

computer science

vocabulary

Digital Literacy –

website validation

and finding and

evaluating

Computer Science

and algorithms –

logo algorithms

Digital Literacy –

online media

impacts

Computer Science,

simulation and

gaming – exploring

simulations and

explaining the

internet

Information

Technology –

spreadsheets,

finding information

online and stop

frame animation

Year 6 Design Technology Curriculum Overview

Autumn Spring Summer

Year 6 French Curriculum Overview (based on Catherine Cheater Scheme of Work)

Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Artists &

Musicians

Henri De Toulouse Lautrec

https://kids.kiddle.co/Henri_de_Toulouse-Lautrec

http://www.tate.org.uk/art/artists/henri-de-toulouse-lautrec-2058

Rene Magritte (21 Nov 1898 – 15 Aug 1967

https://kids.kiddle.co/Ren%C3%A9_Magritte

http://www.tate.org.uk/art/artists/rene-magritte-1553

Frederic Chopin (1 March 1810 – 17 October 1849)

https://kids.kiddle.co/Fr%C3%A9d%C3%A9ric_Chopin

http://www.classicfm.com/composers/chopin/

https://www.youtube.com/watch?v=75x6DncZDgI

https://www.youtube.com/watch?v=9E6b3swbnWg (Starry Night Van Gogh)

https://www.youtube.com/watch?v=a0hFZPvanMs (Spring Waltz link to Poetry/Art)

https://www.youtube.com/watch?v=MPvS0g2papI Nocturno link to Poetry/Art)

https://www.youtube.com/watch?v=b1YFubxfXb0 (Grand Piano performance)

Places

Normandy & Vichy France

https://kids.kiddle.co/Normandy#Invasion_of_Normandy_WW_II (link to WWII History topic)

https://kids.kiddle.co/Vichy_France

As for Year 5 plus:

begin to develop an understanding of tense by changing the verb and using an adverb of time.

have opportunities to use the following tenses: present, futur proche, passé compose and imparfait.

consider stereotypes and role models

become familiar with the works of the painters Toulouse Lautrec and Magritte and the music of the composer Chopin

become familiar with the town of Vichy and the surrounding volcanic region in France by regularly looking at photographs on

PowerPoint slides, and using webcams to make virtual visits

practise regular physical fitness routines listening to music such as France Gall.

Year 5 & 6 Geography Curriculum Overview

In the second half of each term, every class has humanities led creative curriculum teaching in the afternoons. Teachers base their teaching on a range of

resources including the Voyagers scheme of work which is produced by Rising Stars and schemes of work from the History and Geography Associations.

Links with other curriculum areas such as English, Mathematics, Science, Computing, Art, Design Technology and Music are also identified. Topics are usually taught in the

following order, but may change at times.

Year 5 & 6 Autumn 2

Spring 2

Summer 2

Ongoing identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the

Equator and the North and South Poles

Topic How Is Our Local Area Changing?

Link to World War II topic – Cycle B

Awesome Adventurers – Exploring

Extreme Environments (Cycle A)

I’m an Eel Get Me Out of Here! (Cycle B)

What is it like in the Amazon?

Or

Where Does All Our Stuff Come From?

Location

Knowledge

name and locate counties and cities of the

United Kingdom

identifying human and physical

characteristics, key topographical features

(including hills, mountains, coasts and rivers),

and land-use patterns; and understand how

some of these aspects have changed over

time

identify the position and significance of

latitude, longitude, Equator, Northern

Hemisphere, Southern Hemisphere, the

Tropics of Cancer and Capricorn, Arctic and

Antarctic Circle, the Prime/Greenwich

Meridian and time zones (including day and

night)

locate the world’s countries, using maps

to focus on Europe (including the

location of Russia) and North and South

America, concentrating on their

environmental regions, key physical and

human characteristics, countries, and

major cities

Place

Knowledge

Greece Cycle A Cycle B Settlements link to History topic

Cycle B Baghdad

Human &

Physical

Geography

describe and demonstrate understanding

of human geography, including: types of

settlement and land use, economic

activity including trade links, and the

distribution of natural resources

including energy, food, minerals and

water

Cycle B link to History topic

human geography, including: types of

settlement and land use, economic activity

including trade links, and the distribution of

natural resources including energy, food,

minerals and water

Geographical

Skills &

Fieldwork

Use mapping to locate countries and describe features Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

use maps, atlases, globes and

digital/computer mapping to locate

countries and describe features studied

use the 8 points of a compass, 4- and 6-

figure grid references, symbols and key

(including the use of Ordnance Survey

maps) to build their knowledge of the

United Kingdom and the wider world

Year 5&6 History Cycle A

In the second half of each term, every class has humanities led creative curriculum teaching in the afternoons. Teachers base their teaching on a range of resources including

the Voyagers scheme of work which is produced by Rising Stars, schemes of work from the History and Geography Associations. Links with other curriculum areas such as

English, Mathematics, Science, Computing, Art, Design Technology and Music are also identified. Topics are usually taught in the following order, but may change at times,

especially when national or international events take place e.g. Olympic/Paralympic Games, royal occasions and other significant world events.

Year 5&6

Cycle A

Autumn 2

Spring 2

Summer 2

History Topic Why Should We Thank the Ancient Greeks? Depth topic In this unit, the children will look at a variety of sources that show political, social and cultural aspects of Ancient Greek life. They will consider the achievements and legacy of the Ancient Greeks, and how they influenced the world in which we live today

Link Geography Topic

Awesome Adventurers – Ernest Shackleton

Links with NC know and understand significant aspects of the history of the wider world, including the nature of ancient civilisations

• study Ancient Greek life and achievements, and their influence on the western world

• learn about the legacy of Greek culture and the impact of this legacy on later periods in British history, including the present day

• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims.

Planning links Voyagers Unit 4

https://michaelt1979.files.wordpress.com/2015/01

/history-5-ancient-greece.pdf

https://kids.kiddle.co/Ancient_Greece

Science links - http://www.rsc.org/learn-

chemistry/resource/res00002187/science-ideas-

web-ancient-greece

Year 5&6

Cycle B

Autumn 2

Spring 2

Summer 2

History

Topic

How Did World War II impact London?

What Impact Did the Anglo Saxons Have?

Would the Vikings Really Do Anything For

Money?

Why Is It Called Golden Age of Islamic

Civilisation?

Links with

NC

inspire children’s curiosity to know more about

the past

• equip children to ask perceptive questions,

think critically and weigh evidence

• local history study

• study an aspect or theme in British history

that extends children’s chronological

knowledge beyond 1066.

understand the history of Britain as a coherent

and chronological narrative, from the earliest

times to the present day

• learn how Britain has influenced and been

influenced by the wider world

• understand historical concepts such as

similarity, difference and significance, and use

them to make connections, draw contrast and

frame historically valid questions

• create their own structured accounts,

including written narratives and analyses

• be inspired to be curious to know more

about the past

• learn about the Viking and Anglo-Saxon

struggle for the Kingdom of England

• be taught about a study of an aspect or

theme in British history that extends their

chronological knowledge beyond 1066

TBC

Planning

links

Voyagers Unit 4

https://kids.kiddle.co/World_War_I

https://kids.kiddle.co/World_War_II

Science links- http://www.rsc.org/learn-

chemistry/resource/res00002191/science-ideas-

web-world-war-ii

Voyagers Units 1 & 3

https://michaelt1979.files.wordpress.com/2014/04/

history-4-anglo-saxons-vikings.pdf

https://kids.kiddle.co/Anglo_Saxons

https://kids.kiddle.co/Vikings

Science links- http://www.rsc.org/learn-

chemistry/resource/res00002195/science-ideas-

web-the-vikings

History Association SoW

https://michaelt1979.files.wordpress.com/2014/04/

history-10-early-islamic-civilisation-baghdad.pdf

https://kids.kiddle.co/Islamic_Golden_Age

Science links- http://www.rsc.org/learn-

chemistry/resource/res00002189/science-ideas-

web-the-golden-age-of-islamic-science

Year 6 Music Curriculum Overview Cycle A

Year 6 Autumn

Spring Summer 2

Christmas school performance- using their

voices and playing musical instruments

with increasing accuracy, fluency, control

and expression.

Choir practice and performance.

Listen to popular music from the Baroque, Classical and

Romantic periods. Look at how the orchestra has changed-

develop an understanding of the history of music/

appreciate and understand a wide range of high-quality live

and recorded music drawn from different traditions and

from great composers and musicians.

Looking at the change in music over the past 100 years.

What would Ernest Shackleton and Edmund Hilary have

listened to?

Using a range of percussion instruments to play simple

rhythmic patterns and xylophones/glockenspiels to read

simple musical scores- play and perform in solo and

ensemble contexts, using their voices and playing musical

instruments with increasing

accuracy, fluency, control and expression. Use and

understand staff and other musical notations.

Creating graphic score compositions- improvise and

compose music for a range of purposes using

the inter-related dimensions of music/ use and understand

staff and other musical notations.

World music, listening to pieces from Asia and

exploring the different instruments- appreciate

and understand a wide range of high-quality live

and recorded music drawn from different

traditions and from great composers and

musicians. Curriculum links with history/English

African drumming and call and response- listen

with attention to detail and recall sounds with

increasing

aural memory.

Summer performance- using their voices and

playing musical instruments with increasing

accuracy, fluency, control and expression.

Year 6 PE Curriculum Overview

Intra and Interschool Competitions take place throughout the year.

Year 6 Autumn Spring Summer

A1 - Swimming

A2 – Swimming

Sports coach

A1 - Shuffleboard, Bean Bag, Frisbee Golf, Bean Bag

Bocce

A2 - Cricket, Rounders, Softball

PGL Residential Outdoor Adventure

Sp 1 -Gymnastics

Sp 2 – Tennis

Sports coach

Sp1 – Team Games (4v4/5v5/6v6/7v7)

Football, Basketball, Rugby

Sp 2 - Team Games, (4v4/5v5/6v6/7v7) Netball,

Hockey

S1 - Dance

S2 – Swimming

Sports coach

S1 - Lob -ball, Tennis, Volleyball, 4 Square Pat tennis

S2 - AthleticsSetting targets and improving performance

in a range of running, jumping & throwing activities to

achieve greatest possible speed, height, distance or

accuracy.

RE Primary Curriculum Overview – 2 Year Cycle

(based on LBHF Agreed Syllabus)

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer1 Summer 2

Whole

school

Cycle

Shared values:

Excellence

Shared celebrations:

Harvest

Festival/Sukkot

Divali – Festival of

light

RE Focus Day -

Sikhism

Shared values:

Shared celebrations:

Christmas

RE Focus day -

Christianity

Shared values:

Determination

Shared celebrations:

World Religion Day

21st January

RE Focus Day –

Judaism

Shared values:

Independence

Shared celebrations:

Easter

RE Focus Day -

Christianity

Shared values:

Unity

Shared celebrations:

International Food

Festival

RE Day: Humanism

Shared values:

Trust

Shared celebrations:

Eid

Ramadan

RE Day - Islam

Year 6

Cycle

A

Sikhism – Prayer and

Worship & Beliefs and

Practices

Key questions - What is

the best way for a Sikh

to show commitment to

God?

Christianity - Christmas

Key question – How

significant is it that Mary

was Jesus’ mother?

Judaism – Rites of

Passage and works

Key question – What is

the best way for a Jew to

show commitment to

God?

Christianity – Easter –

Gospel

Key question – Is

Christianity still a strong

religion 2000 years after

Jesus was on Earth?

Humanism – Fair and

Just Society

Key question – Why do

Humanists believe in an

‘open’ society?

Islam – Beliefs &Moral

Values

Key question – Does

belief in Akhirah (life

after death) help

Muslims lead good

lives?

Cycle

B

Hinduism – Beliefs and

moral values

Key questions – Do

beliefs in karma,

samsara and moksha

help Hindus lead good

lives?

Christianity - Christmas

Key question - How

significant is it that Mary

was Jesus’ mother?

Buddhism – The 8-fold

path

Key question – what is

the best way for a

Buddhist to lead a good

life?

Christianity – Easter –

Gospel

Key question – Is

Christianity still a strong

religion 2000 years after

Jesus was on Earth?

Humanism - Fair and

Just Society

Key question – Why do

Humanists believe in an

‘open’ society?

Islam – Beliefs &Moral

Values

Key question – Does

belief in Akhirah (life

after death) help

Muslims lead good

lives?