SP Curriculum

 Year 6 Autumn Term

In this section, you will find a brief summary of what children will be learning in each subject in the SP Curriculum this term. In addition to this, you will find the key knowledge the children should know for each unit. It would be helpful if you could discuss your child's learning with them in each subject area.

Art

This year the children will be taking part in a puppet project that will enable them to design and create puppets, design and make a stage and rehearse and perform a puppet show. In the first term this year the children will be designing their puppets and making the bodies and costumes for their marionette puppets. 

Art Knowledge:

•  Marionettes are puppets that are controlled from above by strings or wires. The controller pulls on the strings vertically using a horizontal control bar.

• A mood board is an arrangement of images, materials, texts and pictures that can show ideas or concepts. A montage is a set of separate images that are related to each other and placed together to create a single image.

DT

For the first and second half term the children will be taking part in a puppet project. They will design and create their puppets as well as design and make a stage for the final performance of their show. They will create a puppet head/ hands, feet and hair by sculpting and moulding clay as well as making the puppet’s costume. Finally the children will assemble their puppets.

DT Knowledge:

• I know how to string a puppet.

• I know different techniques in order to make the hands, head and feet of the puppet using appropriate tools.

• I know how to make the marionette’s body.

• I know there are different ways to join fabric

• I know different methods to join different types of fabric 

• I know a running is fine if the stitches are small, but backstitch is much

• stronger even on larger stitches.

• I know it is important to reflect on whether joins were appropriate.

Geography:

For the first half term we will be looking at ‘Climate’. We will evaluate the extent to which climate and extreme weather conditions affect how people live and look to explain how climate change affects climate zones and biomes across the world. We will be looking at the interconnections between the Philippines and Germany, discussing their human and physical features and the impact on climate, as well as using satellite imaging and maps of different scales to find out geographical information. We will ask and answer questions and hypotheses using a range of fieldwork and research techniques. 

Geography Knowledge:

Locational Knowledge.

• Geographical interconnections are the ways in which people and things are connected. 

Place Knowledge.

• Climate is the long-term pattern of weather conditions found in a particular place. Climates can be compared by looking at factors including maximum and minimum levels of precipitation and average monthly temperatures.

Human and Physical Geography.

• Climate is the long-term pattern of weather conditions found in a particular place. Climates can be compared by looking at factors including maximum and minimum levels of precipitation and average monthly temperatures. 

• Climate and extreme weather can affect the size and nature of settlements, shelters and buildings, diet, lifestyle (settled or nomadic), jobs, clothing, transport and transportation links and the availability of natural resources. We will be focusing on Antarctica, El Alto, Bolivia, and Mawsynram, Northeastern India.

• Climate change is the long-term change in expected patterns of weather that contributes to the melting of polar ice caps, rising sea levels and extreme weather. Climate change is caused by global warming. Human activity, such as burning fossil fuels, deforestation, habitat destruction, overpopulation and rearing livestock, all contribute to global warming.

• Geographical interconnections are the ways in which people and things are connected. They will be able to discuss physical and human features and the impact they are having on the climate and the impact the climate is having on them. Pupils will know the similarities and differences with focus on the Philippines and Germany.

Fieldwork.

• Using satellite imaging and maps of different scales to find out geographical information - Satellite images are photographs of Earth taken by imaging satellites. 

• Asking and answering questions and hypotheses using a range of fieldwork and research techniques - Representing, analysing, concluding, communicating, reflecting and responding are helpful strategies to answer geographical questions.

Science:

The children will be studying animals including humans. We will be learning about the circulatory system, and how oxygen and nutrients are transported around the body, including knowledge of the key organs involved and the make up of human blood. We will also discuss the effects diet, exercise, and drugs have on different parts of the body, and know how to live a healthy lifestyle. In the second half-term, we will study living things and their habitats; we will study micro-organisms of different kinds and learn about their impact on animal life. We will also continue to classify animals, and give reasons for classifying animals according to their physical characteristics.

Science Knowledge:

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

• Circulatory system: A system which includes the heart, veins, arteries and blood transporting substances around the body. 

• Heart and lungs: organs, protected by rib cage.

• Blood vessels are tube-like structures that carry blood through the tissues and organs: arteries, veins and capillaries. 

• Arteries carry blood away from the heart; veins carry blood towards the heart; capillaries are the smallest blood vessels in the body and it is here that the exchange of water, nutrients, oxygen and carbon dioxide takes place.

• If you linked up all of the body’s blood vessels, including arteries, capillaries, and veins, they would measure over 60,000 miles.

• The heart: four chambers: two atria & two ventricles; the aorta is the largest artery in the body and most major arteries branch off from it.

• Oxygenated blood: contains oxygen. It is pumped from the heart to the rest of the body. 

• Deoxygenated blood: is blood where most of the oxygen has already been transferred to the rest of the body.

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

• Drugs: A substance containing natural or man-made chemicals that has an effect on your body when it enters your system. Can be harmful or helpful

• Paracetamol and aspirin: painkillers

• Cannabis and cocaine: illegal drugs that can have serious negative effects

• Alcohol and tobacco: legal drugs that are legal to adults but that can have serious negative effects (liver disease and lung disease)

• Regular exercise: • strengthens muscles including the heart muscle; • improves circulation; • increases the amount of oxygen around the body; • releases brain chemicals which help you feel calm and relaxed; • helps you sleep more easily; • strengthens bones. It can even help to stop us from getting ill.

• A healthy diet involves eating the right types of nutrients in the right amounts.

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

• Blood travels around the body transporting nutrients and oxygen.

• Blood transports: • gases (mostly oxygen and carbon dioxide); • nutrients (including water); • waste products.

• The liquid part of blood contains water and protein. This is called plasma.

• Plasma is liquid. The other parts of your blood are solid.

• Red blood cells carry oxygen through your body.

• Platelets help you stop bleeding when you get hurt.

• White blood cells fight infection when you’re sick.

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 microorganisms, plants and animals

• Microorganism: An organism that can only be seen using a microscope. Eg. bacteria, mould and yeast.

• Three types of micro-organism: viruses, fungi and bacteria. Some animals (dust mites) and plants (phytoplankton) are also microorganisms.

• Virus: tiny particles that cause disease in people, other animals, and plants.

• Fungi: a group of living organisms which are classified in their own kingdom. This means they are not animals, plants, or bacteria. Unlike bacteria, which have simple prokaryotic cells, fungi have complex eukaryotic cells like animals and plants.

• Bacteria: Bacteria are tiny little organisms that are everywhere around us.Bacteria are single-celled microorganisms. Their cell structure is unique in that they don't have a nucleus and most bacteria have cell walls similar to plant cells.

• Viruses are often not really considered to be alive because they don’t have the ‘machinery’ to reproduce inside them

• Germs are disease-causing bacteria

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

• An arthropod is an invertebrate with a hard, external skeleton and jointed limbs

• An insect is a type of arthropod - six legs, a head, a thorax and an abdomen. Most insects also have a pair of antennae and a pair of wings 

• An arachnid (e.g. spider) is a type of arthropod with eight legs and no antennae or wings

• A crustacean is a type of arthropod with two pairs of antennae (e.g. woodlouse)

• A myriapod is an arthropod with a flat and long or cylindrical body and many legs (e.g. centipede)

PE:

This term, our first unit will be tag rugby in which we will be learning the rules and developing skills such as tagging another player effectively, Passing and catching a rugby ball with accuracy, moving into space, dodging other players while carrying the ball and scoring a try. In the second half term, in our gymnastics unit, we will be learning to perform body shapes and balances accurately, to Identify and practise symmetrical and asymmetrical body shapes on different levels, to Use counterbalances with larger groups of people in sequences and to construct sequences using balancing and linking movements.

PE Knowledge:

Tag rugby:

• Sending & receiving: understand and make quick decisions about when, how and who to pass to.

• Dribbling: choose the appropriate skill for the situation under pressure e.g. a V dribble in basketball to keep the ball away from a defender.

• Space: understand that transitioning quickly between attack and defence will help my team to maintain or gain possession.

• Tactics: know how to create and apply a tactic for a specific situation or outcome.

• Rules: understand, apply and use rules consistently in a variety of invasion games whilst playing and officiating.

Gymnastics

• Shapes: know which shapes to use for each skill.

• Inverted movements: understand that spreading my weight across a base of support will help me to balance.

• Balances: know where and when to apply force to maintain control and balance.

• Rolls: understand that I can use momentum to help me to roll and know where that momentum from.

• Jumps: understand that taking off from two feet will give me more height and therefore more time in the air.

• Strategy: know that if I use changes in formation it will help to make my sequence look interesting.

RE:

In the first part of term, the children will think about why religion looks different around the world. They will first recognise the importance of words used to describe God. After this, they will identify the similarities and differences between some Abrahamic religions. The children will then explain reasons why traditions can vary within a religion, and recognise how some religious practices are influenced by both culture and scripture. They will finish Part One of this two part unit by discussing reasons why someone may choose to cover their hair.  

In the second half of the term, for the second part of the unit, the children will keep thinking about why religion looks different around the world. To begin with, they will recognise diversity within the Hindu worldview, and go on to recognise the impact of influences on beliefs. The children will then analyse and understand Diwali across different traditions, and explain why there are different Buddhist teachings. Penultimately, they will make links and comparisons between different meditative practices. Finally, the children will be able to express the different factors that affect diversity within and across worldviews.

RE Knowledge:

• To explain the meaning and origin of the prefix ‘omni’ and understand the significance of omni words in religious circumstances. 

• To compare similarities and differences between the Abrahamic religions. 

• To recall why different worldviews may have interpreted similar origins differently. 

• To give reasons about why Shabbat can be observed differently. 

• To Consider how geography and culture can affect religious traditions.

• To explain why people may choose to wear head wear or hair coverings to support their belief.

• To give reasons why beliefs vary across a country such as India. 

• To recognise some ways Hindu worship is influenced by geography, history and culture. 

• To recognise the factors that can influence beliefs. 

• To identify differences within stories related to Diwali. 

• To explain why there are different artistic representations of Buddha. 

• To understand some reasons why there are different Buddhist teachings and practices. 

• To give examples of differences within and between worldviews.

• To identify and categorise reasons for diversity

Computing:

In the first part of the term children will learn to recognise their own right to be protected from the inappropriate use of technology by others and their responsibility to report concerns. Children will learn to understand how to use social networking websites appropriately, keeping an adult informed about their online activity. We are also learning how to be responsible when using AI - looking specifically at ethics & evaluation.

In the second part of the term the children will learn about the World Wide Web as a communication tool. They will learn how we find information on the World Wide Web, through learning how search engines work and what influences searching, and through comparing different search engines.

Computing knowledge:

• Online relationships should be treated in the same way as face to face relationships. 

• Know where to get help with online problems.

• Know the effects technology can have on mental health.

• While cyber bullying cannot physically hurt someone, it is a serious form of emotional abuse.

• Data is transferred across networks using agreed protocols (methods) and in packets

• Connections between computers allow access to shared stored files, and allows people in different places to work together

• There are opportunities that technology offers for communication and collaboration

• Know which types of media can be shared through the internet

• Communicating and collaboration using the internet can be public or private

History:

In history, we will be learning about World War II. At the beginning of the unit we will be evaluating the reliability of primary and secondary sources to determine the potential causes of the war. We will then consider the chronology of key events from the commencement to the end of World War II. We will also be looking at the contributions of Cambridge and the local area towards the war effort.

In every unit of history children will be learning and utilising skills in: historical enquiry; historical interpretation; chronological understanding; knowledge and understanding of past events, people and changes in the past; and presenting, organising and communicating knowledge.

History Knowledge:

Potential causes:

Revenge for the The Treaty of Versailles

The Great Depression

Invasion of Poland

Timeline

1919 Treaty of Versailles

1939 Germany invades Poland.

1939 Britain and France declare war on Germany (start of WWII)

1940 Rationing introduced across the UK

1940 Dunkirk evacuated and France surrender to Germany

1940 Germany launches air attacks on Great Britain (The Battle of Britain and the Blitz)

1940 Italy entered World War II

1941 Germany invade the Soviet Union

1941 The Japanese attack the US Navy in Pearl Harbour. The USA enters

the war

1943 Cambridge University gives land for American cemetery

1944 D-day and the Normandy invasion. Allied forces invade France and push back the Germans

1945 Adolf Hitler commits suicide

1945 Germany surrender and victory in Europe is declared the next day

1945 USA drop atomic bomb on Hiroshima & Nagasaki in Japan

1945 Japan surrenders signalling end of war

Local area (Cambridge, Duxford, Alconbury, Bassingbourn and Bletchley Park):

• In 1939, Cambridge was chosen as a safe haven and gained 3,000 evacuated children.

• The city experienced 424 air raid alerts during which high-explosive bombs, oil bombs, and other incendiaries were dropped, killing 29 people.

• Cambridge also gained refugees such as Ruth Neumeyer one of the German Jewish children rescued from the Nazis by the British government in the so-called Kindertransport.

• Cambridge airport trained pilots and repaired aeroplanes.

• On 15 September 1940, ‘Battle of Britain Day’, its squadrons twice took to the air to repulse Luftwaffe attacks aimed at London. Test and trial units then flew from the station, providing the RAF with vital insights into how its new aircraft would perform in combat, before it was handed over to the United States Army Air Forces.

• RAF Duxford was home to 78th fighter group whose primary job was to escort the vast fleets of US Eighth Air Force bombers on their perilous and costly daylight raids against Germany. On D-Day, 6 June 1944, the long-awaited beginning of the Allied invasion of occupied Europe, every available 78th Fighter Group Thunderbolt supported the invasion by attacking targets behind the beachheads of Normandy.

• 1940s Cambridge was home to American troops.

• Bassingbourn and Alconbury became American bases.

• Cambridge is home to the American Cemetery. 

• Bletchley Park was where Alan Turing and other agents of the Ultra intelligence project decoded the enemy’s secret messages, most notably those that had been encrypted with the German Enigma and Tunny cipher machines. Experts have suggested that the Bletchley Park codebreakers may have shortened the war by as much as two years

Music:

In this unit we will be learning to identify the sound of Britpop, British pop in the 1990's. We will explore its roots and its various forms. We will be developing our skills at the ukulele and glockenspiel, performing as a whole class. We will also be developing our musical literacy by reading from staff notation.

Music Knowledge:

• That Britpop was an term invented to bring together a wide variety of sounds;

• How Britpop contrasted from American Rock of the same period.

Fulbourn Old Drift, Cambridge, CB1 9ND      

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