Curriculum Newsletter: Year 6 Ladybridge Primary Schhol

Year 6 Curriculum Information 2014 –2015 Please keep this booklet for future reference

Class Teacher—Mrs. C. Gavin

Teaching Assistant— Mrs. A. Rowland

Parents guide to the new National Curriculum Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The national curriculum provides an outline of core knowledge around which our teachers develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. Fundamentally, the national curriculum sets out what your child is supposed to learn and when. A new version will be introduced in September 2014.

Why the changes?

The current Government's view was that the old curriculum wasn't sufficiently challenging. They have developed the new one partly by comparing England's curriculum to those in other countries. The idea is for children to "go further...at an earlier age" and it's clear that expectations are considerably higher for any given year group. Whilst some of the content is totally new, existing topics will be introduced a year or two earlier than would currently be the case for most children.

Does the new curriculum cover subjects beyond Maths and English?

The new curriculum, like the old curriculum, encompasses other subjects too – from Science and RE to History and Geography. What's different is the content. Changes include more programming within ICT/ computing and compulsory cookery lessons.

On the following pages we have provided a summary of the programmes of study for each key stage so that you are aware of what your child has to learn during key stage one and key stage two.

Key Stage One

Ages 5 – 7

Years 1 and 2

Key Stage Two

Ages 7 - 11

Years 3, 4, 5 and 6

The curriculum map outlines how your child’s class teacher has personalised the programmes of study for each national curriculum subject. This booklet also contains important information regarding homework, spellings, reading, PE and your child’s class assembly date so please keep this booklet in a safe place for future reference.

If you want to keep up to date with what is happening with our curriculum, please keep viewing our school website: www.ladybridgeprimaryschool.co.uk the site works best on 'Google chrome'.

Any questions regarding the new curriculum should be discussed with your child’s class teacher.

Curriculum Map Term

Autumn

Spring

Summer

Whole School Events

Halloween Disco, Christmas Fair, Talent Show, Easter Egg Bingo

Theme days/ Weeks

Industry Week

Summer Fair, Bollywood Bonanza, Sports Day, Talent Show

Inspirational visits

Super Learning Day

Leavers’ Assembly

Lledr Hall Yr. 6 Residential

Inspirational Winter Watch visitors Wendy Lavin- Parliament’s Educational Service English

Guided Reads Spelling

Guided Reads Use of current news to inspire.

Comprehension Work

Comprehension Work

Fiction /non-fiction writing

Argument /letters

Play Scripts. Play scripts

Leaflets.

Grammar/punctuation/

Proverbs.

Spelling

Fiction /Non-fiction writing

Biography/autobiography

Continuation with themes for SATS using Planning Exemplification Grammar /punctuation & spelling Story openings / endings Explanation texts

Class novel Kensuke’s Poetry Planning ExemplifiKingdom Guided Reads cation. Short writes/ stoPlan & write Leavers’ AsFiction /non-fiction writing ries/poems sembly Short stories-Under the Comprehension work Use Bomber’s Moon. of past SAT papers for Extracts from Goodnight Mis- reading comprehension. ter Tom Fiction /Non-fiction writing The Silver Sword Persuasive writing Carrie’s War Mathematics

Mental Maths. Place Value, ordering, rounding.

Using a calculator. Money & real life problems.

Mental Maths Bodmas brackets Place Value, ordering, rounding.

Using a calculator. Money & real life problems.

Fractions/decimals/ Shape & space, reasoning about Fractions/decimals/ pershapes. Measures including centages. Ratio & proporproblems. Properties of num- tion .Data handling Properbers, number sequences. Rea- ties of numbers, number soning about numbers sequences.

Percentages. Ratio & proportion Data handlings.

Mental Maths. Place Value, ordering, rounding.

Using a calculator.

Money & real life problems.

Fractions/decimals/ percentages... Ratio & proportion Data handling Mental Maths. Pl ace Value, ordering, rounding.

Using a calculator. Money & real life problems.

Science

Forces including magnetism Forces including electricity.

Materials Fair testing Variables Features of the Human Body Life processes

Art and Design

Landscapes linked to Under The Bombers Moon.

Posters from WW11

Drawing and painting techniques to link to Greeks designs for plates /pots etc. Variety of medium including charcoal

Light and space. Sound Plants Food Chains Rocks Link to Mayan society – investigation currently ongoing Artist: Edward Hopper

Design Tech- Modroc models of Lancas- Cooking and nutrition Mayan civilization c. AD 900. nology ter Bombers. understand and apply the principles of a healthy and Currently undergoing further varied diet investigation prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Greek dishes Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Geography

Human and physical geography Identify the position and significance of latitude, Describe and understand longitude, Equator, Northkey aspects of: ern Hemisphere, Southern physical geography, inHemisphere, the Tropics of cluding:, rivers+ mounCancer and Capricorn, Arctains tic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Locational knowledge

climate zones and mountains Statutory requirement

History

Ancient Egypt A depth study of Ancient Egypt + an overview of where and when the first civilizations appeared.

Ancient Greeks - a study of Greek life and achievements and their influence on the western world

Mayan civilization c. AD 900.

Currently undergoing further investigation

(current yr. 6 will study ConflictWW1 & WW11, the effects on life in Britain as they studied Egypt in yr. 4) Computing

Multimedia autobiography Lassoing technique Life & Web skills E safety Unplugged activities

Languages

Database 2

Scratch.

Mountainous regions of the Control & monitoring Creworld ate an animation.

Creating a leaflet in Publish- Create a variety of games er. Photostory 3 within Scratch Documentary about a location. Create j pegs in 2 Paint a picture.

French QCA units19-20

French QCA units21-22

French QCA units23-24

School/ geographical terms

Food & drink

Travelling in Europe

Places in the town Music

Physical Education

Religious Education

Singing/Percussion Instruments

Singing/Percussion Instruments

Singing/Percussion Instruments

Autumn Term 1: Invasion Spring Term 1: Dance/ Val Summer Term 1: Striking with a focus on football and Sabin scheme of work. and Fielding games rugby. focusing on Cricket.

Spring Term 2: Net and wall Autumn Term 2: Gymnasgames with a focus on Summer Term 2: Athletics tics/ Val Sabin scheme of dodge ball and volley ball work.

Judaism

Islam

Hinduism

(1) Symbols

(1) Leaders and teachers/ Belonging/Journey of life

(1&2) Stories Belonging/ Journey of Life

Core Theme 2: Relationships

Core Theme 3: Living in the wider world – Economic wellbeing and being a responsible citizen

Hinduism (2) Symbols Personal, So- Core Theme 1. Health and cial, Health wellbeing and EconomYear 6 Promises ic (PSHE) Circle Time education

Anti-social behaviour

Rights and wrongs Rights and responsibilities in the Community

The following pages are a summary of the programmes of study for the following subjects: English Maths Science History Geography Computing Music Art and Design PE (Physical Education) RE (Religious Education) Personal, Social, Health and Economic Education (PSHE) If you would like more information regarding the new National Curriculum then please visit the following website: Curriculumwww.gov.uk/government/collections/nationalcurriculum

English

The national curriculum for English aims to ensure that all pupils:  read easily, fluently and with good understanding  develop the habit of reading widely and often, for both pleasure and information  acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language  appreciate our rich and varied literary heritage  write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas  are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Maths The national curriculum for mathematics aims to ensure that all pupils: 

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.



reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language



can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Science Pupils are taught to:  



develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

History Pupils are taught about: 

changes in Britain from the Stone Age to the Iron Age



the Roman Empire and its impact on Britain



Britain’s settlement by Anglo-Saxons and Scots



the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor



a local history study

Geography Pupils are taught to: Locational knowledge 

Locational knowledge



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



name and locate counties and cities of the United Kingdom, geographical regions and their 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)

Place knowledge 

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography describe and understand key aspects of: 

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle



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 and fieldwork 

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied



use the eight points of a compass, four and six-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



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.

Computing Pupils are taught to: 

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts



use sequence, selection, and repetition in programs; work with variables and various forms of input and output



use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs



understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration



use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content



select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information



use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Music 

      

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music

Languages Pupils are taught to: 

listen attentively to spoken language and show understanding by joining in and responding



explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words



engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*



speak in sentences, using familiar vocabulary, phrases and basic language structures



develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*



present ideas and information orally to a range of audiences*



read carefully and show understanding of words, phrases and simple writing



appreciate stories, songs, poems and rhymes in the language



broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary



write phrases from memory, and adapt these to create new sentences, to express ideas clearly



describe people, places, things and actions orally* and in writing



understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Art and Design Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils are taught: 

to create sketch books to record their observations and use them to review and revisit ideas



to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]



about great artists, architects and designers in history.

Physical Education Pupils are taught to:  use running, jumping, throwing and catching in isolation and in combination  play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending  develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]  perform dances using a range of movement patterns  take part in outdoor and adventurous activity challenges both individually and within a team  compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Religious Education

Pupils are taught to: 

explore different beliefs and cultures through the Bolton agreed syllabus



respect others and their choices



explore beliefs and practices of different religions and share ideas and opinions from the children.

Personal, Social, Health and Economic Education (PSHE)

Core Theme 1. Health and wellbeing Pupils are taught: 

what is meant by a healthy lifestyle



how to maintain physical, mental and emotional health and wellbeing



how to manage risks to physical and emotional health and wellbeing



ways of keeping physically and emotionally safe



about managing change, such as puberty, transition and loss



how to make informed choices about health and wellbeing and to recognise sources of help with this



how to respond in an emergency



to identify different influences on health and wellbeing

Core Theme 2: Relationships Pupils are taught: 

how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts



how to recognise and manage emotions within a range of relationships



how to recognise risky or negative relationships including all forms of bullying and abuse



how to respond to risky or negative relationships and ask for help



how to respect equality and diversity in relationships

Core Theme 3: Living in the wider world – Economic wellbeing and being a responsible citizen Pupils are taught: 

about respect for self and others and the importance of responsible behaviours and actions



about rights and responsibilities as members of families, other groups and ultimately as citizens



about different groups and communities



to respect equality and to be a productive member of a diverse community



about the importance of respecting and protecting the environment



about where money comes from, keeping it safe and the importance of managing it effectively



how money plays an important part in people’s lives



a basic understanding of enterprise.

Organisational Information

Homework: At least three pieces per week.

Spellings: Spelling test weekly Reading: Most children have access to free readers through the school library PE: Thursday 9:00 am Class Assembly Date: Wednesday 22nd July 2015