Year 6 - Curriculum

 

Science

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

 

  • asking relevant questions and using different types of scientific enquiries to answer them

  • setting up simple practical enquiries, comparative and fair tests

  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

  • identifying differences, similarities or changes related to simple scientific ideas and processes

  • using straightforward scientific evidence to answer questions or to support their findings.

 

Living Things and their Habitats
  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

  • give reasons for classifying plants and animals based on specific characteristics.

 

Animals Including Humans
  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood

  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

  • describe the ways in which nutrients and water are transported within animals, including humans.

 

Evolution and Inheritance
  • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

  • 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.

 

Light

 

  • recognise that light appears to travel in straight lines

  • 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

  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

Electricity

 

 

  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

  • use recognised symbols when representing a simple circuit in a diagram.

 

Art and Design

 

  • 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.

  • 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.

 

Design and Technology

Design

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • investigate and analyse a range of existing products

  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

  • understand how key events and individuals in design and technology have helped shape the world

Technical Knowledge

  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

  • apply their understanding of computing to program, monitor and control their products.

Cooking and Nutrition

  • understand and apply the principles of a healthy and varied diet

  • 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.

 

Geography

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 in a European country

Human and Physical Geography

  • describe and understand key aspects of:

  • human geography, including: types of settlement and land use, economic activity including trade links

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.

 

The Roman Empire and its impact on Britain

Examples (non-statutory)

This could include:

  • Julius Caesar’s attempted invasion in 55-54 BC

  • The Roman Empire by AD 42 and the power of its army

  • Successful invasion by Claudius and conquest, including Hadrian’s Wall

  • British resistance, for example, Boudica

  • Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

 

Britain’s settlement by Anglo-Saxons and Scots

Examples (non-statutory)

This could include:

  • Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

  • Scots invasions from Ireland to north Britain (now Scotland)

  • Anglo-Saxon invasions, settlements and kingdoms: place names and village life

  • Anglo-Saxon art and culture

  • Christian conversion – Canterbury, Iona and Lindisfarne

 

 

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

Examples (non-statutory)

This could include:

  • Viking raids and invasion

  • resistance by Alfred the Great and Athelstan, first king of England

  • further Viking invasions and Danegeld

  • Anglo-Saxon laws and justice

  • Edward the Confessor and his death in 1066

 

ARTS WEEK – a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

 

 
Languages

 

  • 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.

  • 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.

 

Physical Education
  • 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.

 

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