SP Curriculum

 Year 6 Summer 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

In art this term we will be continuing with our People in Action unit by moving from 2D representations to 3D representations of moving bodies. We will start by discussing how different sculptors.   have used a range of visual elements in their work to create movement in their art. The children will then develop their ability to draw bodies using correct proportions before they create a wire armature of a moving person on which they will build an outer shell using mod-roc. 

Art Knowledge:

• Because there is so much variation in body types, no proportional system can be accepted as a “rule. A  proportional system gives you a general reference guide for assessing the relative lengths and widths of the body.

• Today the most common unit of measurement when drawing a person  is the head of the figure, and the figure is generally thought to be between 7.5 and 8 heads tall.

• In art, an armature is an underlying, unseen, supporting component (usually of wood or metal) for something else. Armatures are useful in sculpture, lost-wax casting (to help make the initial model three-dimensional) and even stop-motion animation puppets.

DT

The first unit of the term is electrical systems, in which the children will design and make a steady hand game using an electrical circuit. In the second half term the children will be carrying on with their puppets and putting their puppet performance together for the end of the term. 

DT Knowledge:

• To know that ‘form’ means the shape and appearance of an object. 

• To know the difference between ‘form’ and ‘function’. 

• To understand that ‘fit for purpose’ means that a product works how it should and is easy to use. 

• To know that ‘form over purpose’ means that a product looks good but does not work very well. 

• To know the importance of ‘form follows function’ when designing: the product must be designed primarily with the function in mind. 

• To understand the diagram perspectives ‘top view’, ‘side view’ and ‘back’.

Geography:

For the first half term, the topic for geography is ‘World Jigsaw’ Over the course of the half term, pupil’s will Identify the position and explain the significance of latitude, longitude, equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic Circles, the Prime (or Greenwich) Meridian and time zones (including day and night). They will use lines of longitude and latitude or grid references to find the position of different geographical areas and features. Pupils will consolidate their geography at Bewick Bridge by using grid references, lines of latitude and longitude, contour lines and symbols in maps and on globes to understand and record the geography of an area. 

Geography Knowledge:

• The Northern Hemisphere is the part of Earth that is to the north of the equator. The Southern Hemisphere is the part of Earth that is to the south of the equator. The Prime Meridian is the imaginary line from the North Pole to the South Pole that passes through Greenwich in England and marks 0° longitude, from which all other longitudes are measure 

• Invisible lines of latitude run horizontally around the Earth and show the northerly or southerly position of a geographical area. Invisible lines of longitude run vertically from the North to the South Pole and show the westerly or easterly position of a geographical area.

• A geographical area can be understood by using grid references and lines of latitude and longitude to identify position, contour lines to identify height above sea level and map symbols to identify physical and human features

Science:

In our unit called Evolution and Inheritance Year 6 will learn to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. They will study that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents and this is called variation. Finally we will conclude how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Science Knowledge:

Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

• Life began from a single point around 4.5 billion years ago.

• Fish that walked on land: Eusthenopteron, Tiktaalik, Ichthyostega.

• Mary Anning: remembered as being one of the greatest fossil hunters to ever live.

• Fossils are the preserved remains, or partial remains, of ancient animals and plants. Fossils let scientists know how plants and animals used to look millions of years ago. This is proof that living things have evolved over time.

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Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

• Offspring: the young animal or plant that is produced by the reproduction of that species.

• Inheritance: this is when characteristics are passed on to offspring from their parents. 

• Cells (30 trillion): the smallest unit with the basic properties of life

• Chromosomes (23 from mother and 23 from father in humans): tiny, threadlike structures inside most cells of every organism which contain the genetic code.

• Genes (between 20,000 and 25,000 genes): carry the information that determines your traits

• Traits inherited: eye colour, hair colour, shape of the earlobes, height.

Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

• Adaptation: it is a trait (or characteristic) changing to increase a living thing’s chances of surviving and reproducing. 

• Evolution (adaptation over a long period of time): is the gradual process by which different kinds of living organisms have developed from earlier forms over millions of years. Scientists have proof that living things are continuously evolving - even today. 

• Natural selection: the process where organisms that are better adapted to their environment tend to survive and produce more offspring. Fossils of giraffes from millions of years ago show that they used to have shorter necks. They have gradually evolved through natural selection to have longer necks so that they can reach the top leaves on taller trees. 

• Charles Darwin posited this theory of evolution by natural selection.

• Charles Darwin trip on the HMS Beagle: Galapagos Islands and his discoveries.

PE:

In the striking and fielding unit, pupils will develop the range and quality of striking and fielding skills and their understanding of cricket. They will learn how to play the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils will have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils will achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs.

In the athletics unit, pupils will learn the following athletic activities: long distance running, sprinting, triple jump, discus and shot put. They will be set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils will think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best. They will also learn how to improve by identifying areas of strength as well as areas to develop.

PE Knowledge:

Striking and fielding

• Striking: understand that the momentum and power for striking a ball come from legs as well as arms.

• Fielding: know which fielding action to apply for the situation.

• Throwing and catching: consistently make good decisions on who to throw to and when to throw in order to get batters out. Know that accuracy, speed and consistency of throwing and catching will help to limit a batter's score.

• Tactics: understand and apply some tactics in the game as a batter, bowler and fielder.

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

Athletics

• Running: understand that I need to prepare my body for running and know the muscle groups I will need to use.

• Jumping: understand that a run-up builds speed and power and enables me to jump further. 

• Throwing: understand that I need to prepare my body for throwing and know the muscle groups I will need to use.

• Rules: understand and apply rules in events that pose an increased risk.

RE:

In the first part of the term, the children will be exploring the second part of the enquiry question, ‘Why is there suffering?’ The children will begin the unit by examining how teachings about Jesus affect some Christian responses to suffering. They will then interpret the Buddhist concept of the Second Noble Truth using the story of Kisa Gotami, and explore how the Four Noble Truths can help some Buddhists respond to suffering. The children will move onto recognising how the belief in Hukam can help some people in difficult times, and discussing how some Shinto followers believe suffering can be prevented. Finally, the children will recognise how responses to suffering vary using stories, beliefs and practices. In the second part of the term, the children will think about the question, ‘What place does religion have in our world today?’ 

RE Knowledge:

• Free will means a belief that humans can make their own choices and determine their own fate.

• Beliefs about the nature of God may impact people’s ideas about and responses to suffering.

• Some people may use religious practices (e.g. prayer or worship) to help them in times of suffering.

• Within and between religious and non-religious groups, teaching about challenging issues can be contradictory and controversial.

• Ideas and beliefs about suffering come from many sources.

• People respond in different ways when they see people in their community suffering.

• Shared challenges can bring people closer together.

• Some practices might demonstrate belonging to a particular community.

• Consider different responses to suffering.

• Explore their own views and responses to suffering. 

• Acknowledge that many Buddhists accept that suffering is a part of everybody’s lives.

• Define the words Hukam and Naam and explain how they can be helpful to some Sikhs.

• Share reasons why many Sikhs live good lives despite the belief that God has a plan for them.

• Explain some Shinto beliefs about kami.

Computing:

In the first half term, the children will be  introduced to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create charts, and evaluate their results in comparison to questions asked.

Later in the term, the final KS2 programming unit will bring together elements of all the four programming constructs: sequence from Year 3, repetition from Year 4, selection from Year 5, and variables (introduced in Year 6 – ‘Programming A’. It offers learners the opportunity to use all of these constructs in a different, but still familiar environment, while also utilising a physical device — the micro:bit. The unit begins with a simple program for learners to build in and test in the programming environment, before transferring it to their micro:bit. Learners then take on three new projects in Lessons 2, 3, and 4, with each lesson adding more depth. 

Computing knowledge:

Data and information – Spreadsheets

• To create a data set in a spreadsheet

• To build a data set in a spreadsheet

• To explain that formulas can be used to produce calculated data

• To apply formulas to data

• To create a spreadsheet to plan an event

• To choose suitable ways to present data

Programming B – Sensing

• To create a program to run on a controllable device

• To explain that selection can control the flow of a program

• To update a variable with a user input

• To design a project that uses inputs and outputs on a controllable device

• To use an conditional statement to compare a variable to a value

• To develop a program to use inputs and outputs on a controllable device

History:

In history the topic is ‘Crime and Punishment’ Throughout the half term, pupils will develop and refine their historical skills. They will examine a variety of sources to ask and answer questions and to consider different accounts of history. They will develop their understanding of chronology in their developing perspective of history as a chronological narrative of events. Importantly, throughout the theme of ‘Crime and Punishment’ pupils will reflect on the criminal systems in key moments in history like the Roman, Anglo-Saxon, Tudor and Victorian systems of ‘Crime and Punishment’, before examining modern detective methods. By the end of this unit, children will know and understand how crime and punishment has changed overtime. 

History Knowledge:

• The Roman system of law and punishment is the basis of many laws that we still use today. There was no police force but they had a group called the Vigiles. There were about 7000 Vigiles, who dealt with criminals like thieves and enslaved people who ran away. 

• Anglo Saxon -There wasn't a police force. Keeping law and order was the responsibility of everyone in the village.

• If someone was seen committing a crime then the witness could raise a ‘hue and cry’ (shouting for help). Everyone who heard it was expected to help chase and capture the suspects.

• There was a system in place called 'Tithing' in which a group of ten men were made responsible for each other’s behaviour. If one of them broke the law, the other members of the tithing had to bring them to court. If they didn't, they would have to pay a fine.

• Every male over the age of twelve was expected to join a tithing.

• Weregild: Weregild, which means 'blood price', was a system of fines where, if you injured someone, the victim received money.

• The King set the fines and there was a system of payments:

• 12 shillings for a broken thigh.

• 20 shillings for the loss of a thumb.

• 50 shillings the loss of an eye.

• If a person killed someone, they paid the weregild fine to the dead person's relatives.

• Tudors - vagrancy and treason. 

• The rich and people in communities felt threatened by people who travelled through begging; they were considered criminals. The Tudor monarchs were very worried about treason due to the amount of claims from other families to the throne, especially since Henry Tudor claimed the crown for himself after defeating Richard 11 at the Battle of Bosworth.

• Victorian - In 1829, a politician called Sir Robert Peel introduced the first English police force in order to improve public order in London. Over the next ten years, many other areas of the country formed their own police force.

• Policemen were poorly paid and they would patrol a certain area, known as their 'beat'.

• Policemen carried truncheons and rattles to raise the alarm.

• Modern detective methods - prevention and detection - fingerprinting was first accepted in British courts in 1901. f / DNA tracing/ video cameras. 

Music:

In the first half of this term we will be assembling a classroom orchestra for our unit ‘Post-Modern Classics’. We will apply our understanding of staff notation to read, learn and practise one of three different musical parts to three songs, Only You, Time Lapse, and Over The Rainbow. We will develop our ensemble skills and explore ways of presenting a performance with style and confidence. The second half of the summer term will be time to ‘Revise and review’, in which all skills developed over the year will be revisited and improved upon. Instrumental techniques always require a regular refreshing and strategies for developing creative compositions will be further advanced in this way. 

Music Knowledge:

• Of staff notation and techniques for reading it quickly and accurately; and of strategies for playing as part of an ensemble. 

Fulbourn Old Drift, Cambridge, CB1 9ND      

Tel: 01223 508772       

email: office@bewickbridge.com