SP Curriculum

 Year 6 Spring 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 the first half term we will be continuing with our puppet project as we move on to create the backdrops and scenery for our performances. In the second half term we begin our art unit: Moving People. Within the unit we will create pictures of moving people before creating a modroc statue of a person in action.

Art Knowledge:

A stage set is all of the scenery and props used on stage to create a particular scene.

When a performer is standing in the middle of the stage, their position is referred to as centre stage. As the performer looks out to the audience, the area on their right-hand side is called stage right and the area on the left is called stage left.

Movement can be depicted in a painting by either: using bold directional brush strokes, blurring the image, using bright colours, using lines to show the direction of movement or by using repeating elements.

 An armature provides the internal foundation on which to build your sculpture similar to the skeleton in your body.

Alberto Giacometti  (1901 – 1966) who was a Swiss sculptor, painter and printmaker is one of the great artists of the twentieth century.. Although he also worked with painting and drawing and designed decorative objects, Giacometti is most famous for his attenuated sculptures of solitary figures. He was influenced by the stylized images in ancient Egyptian art depicting  striding, figures with their steady gazes.

Following the Second World War, Giacometti moved to Paris from Geneva. He began to focus on stick-thin, elongated single figures, often walking or standing, as well as figural groupings in different spatial situations.

DT

In the first half term we will be continuing with our puppet project as we move on to create the backdrops and scenery for our performances. In the second half term the children will begin their DT unit Cooking and nutrition:Come dine with me. We will learn about the use of complementary flavours and research and design a three course meal. We will then go on to make our courses using all our culinary skills and knowledge that we have learnt throughout the unit.

DT Knowledge:

• I know how to evaluate a recipe, considering: taste, smell, texture and origin of the food group.

• I know how to research a recipe by ingredient.

• I know how to prepare ingredients and follow a recipe safely and sensibly.

Geography:

The topic for geography this half term is polar landscapes. Children will develop their understanding of physical geography by considering in depth the key physical features of the Arctic and Antarctic regions. Afterwards they will consider the impact of human population, movement, land use, settlement and various economic activities on the Arctic region. They will conclude this topic by identifying the ways that sustainable activity can help preserve these parts of the world. 

Geography Knowledge:

• The Arctic is a sea of ice surrounded by land and located at the highest latitudes of the Northern Hemisphere. It extends over the countries that border the Arctic Ocean, including Canada, the USA, Denmark, Russia, Norway and Iceland. Antarctica is a continent located in the Southern Hemisphere. Antarctica does not belong to any country. Physical features typical of the Arctic and Antarctic regions include glaciers, icebergs, ice caps, ice sheets, ice shelves and sea ice.

• The Arctic is a sea of ice surrounded by land and located at the highest latitudes of the Northern Hemisphere. It extends over the countries that border the Arctic Ocean, including Canada, the USA, Denmark, Russia, Norway and Iceland. Antarctica is a continent located in the Southern Hemisphere. Antarctica does not belong to any country. Physical features typical of the Arctic and Antarctic regions include glaciers, icebergs, ice caps, ice sheets, ice shelves and sea ice.

• A geographical pattern is the arrangement of objects on the Earth’s surface in relation to one another.

• 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.

Science:

This half-term, we will be studying electricity, including constructing both series and parallel circuits, and understanding voltage. Next half-term, we will study light, understanding how light enables us to see. We will also learn about reflection, refraction and shadows.

Science Knowledge:

Electricity

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

• Voltage: a measure of the power of a cell to produce electricity, a measure of the ‘push’ of electric current, not the size

• The number and voltage of cells in a circuit if increased will increase the brightness of a bulb or the volume of a buzzer 

• If the voltage is too high it may ‘blow’ the bulb or buzzer

To 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

• Difference between a series circuit and a parallel circuit

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

• Symbols for battery, bulb, motor, buzzer and wire

Light

To recognise that light appears to travel in straight lines

• Translucent objects allow some light to pass through, but some of the light changes direction as it passes through the object

• This means that something seen through a translucent object is not clearly defined 

• When light passes from one medium to another (e.g. from air to water), it changes direction; this is called refraction

• Refraction happens because light travels at different speeds in different media.

• White light comprises all the colours of light.

• When white light is refracted by two surfaces in a prism, it will spread out so that all of its constituent colours can be seen

• This array of colours is called a spectrum; it happens because the different colours travel at different speeds.

To 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

• Light from the sun travels in a straight line and hits an object. The light ray is then reflected off the object and travels in a straight line to someone’s eye, enabling them to see the object.

To 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

• Light from the sun travels in a straight line and hits an object. The light ray is then reflected off the object and travels in a straight line to someone’s eye, enabling them to see the object.

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

• When light reflects off an object, the angle of incidence is equal to the angle of reflection

• A periscope takes advantage of the predictable angles of incidence and reflection to allow an image to be shown to a viewer

PE:

In the dance unit, children will collaborate in pairs and groups to transform ideas into choreography, using various tools like formations, timing, and dynamics. They'll choreograph, perform, and offer feedback, exploring movement's expression of ideas, emotions, and characters.  In the net and wall games unit, children will enhance their tennis racket skills, learning forehand, backhand, volley, and underarm serve. Tactical understanding in partner and opposition play will be emphasised, fostering respect for teammates and opponents.

PE Knowledge:

Dance unit:

• Actions: understand that actions can be improved with consideration to extension, shape and recognition of intent.

• Dynamics: understand that selecting a variety of dynamics in my performance can help to take the audience on a journey through my dance idea.

• Space and relationships: know that combining space and relationships with a prop can help me to express my dance idea.

• Performance: understand how a leader can ensure our dance group performs together.

• Strategy: know that if I keep in character throughout, it will help me to express an atmosphere or mood that can be interpreted by the audience.

Net and wall games

• Shots: understand the appropriate skill for the situation under pressure e.g.choosing to play the ball short over the net if I have just moved my opponent to the back of the court.

• Serving: begin to apply tactics when serving e.g. aiming to serve short on the first point and then long on the second point.

• Rallying: understand how to play different shots depending on if a rally is cooperative or competitive.

• Footwork: know that using the appropriate footwork will help me to react to a ball quickly and give me time to prepare to play a shot.

• Tactics: understand when to apply some tactics for attacking and/or defending.

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

RE:

In the first unit of the term, pupils will be investigating the question, ‘Why is it better to be there in person?’ The children will explore the factors that can shape someone’s experience of a religious or non-religious event and will understand the significance of places for some Jewish and non-Jewish people. They will evaluate the rules around attending significant places and will consider the challenges that many Muslims may face when travelling to Makkah. Finally, the children will understand the significance of attending a non-religious event as a Humanist, and will explore the concept of pilgrimage and its relevance in the UK. In the second part of the term, the children will be thinking about the question, ‘Why is there suffering?’

RE Knowledge:

Why is it better to be there in person?

• To know experiencing a pilgrimage together can help some people feel a sense of community and belonging.

• To know some people often feel a significant connection to a building or place.

• To know for some, the people in a particular space are more important than the place itself.

• To know shared practices can be important to give some people a feeling of belonging.

• To know some practices might demonstrate belonging to a particular community.

• To know shared challenge can bring people closer together.

• To know a pilgrimage is a journey to a place of religious significance.

• To know pilgrimages are an important part of some people’s life.

• To know pilgrimage helps some people to feel close to God.

• To know visiting a place of personal, religious, cultural, or historical significance can have a special meaning for many people.

• To know there are many reasons for some people taking part in religious practices, including belief, culture, and tradition.

• To know some people use stories about how others became close to God to guide them in achieving the same aim.

• To know the same guidance or scripture can be interpreted differently by people.

Why is there suffering?

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

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

• To know some people may use religious practices (e.g., prayer, worship) to help them in times of suffering.

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

• To know writings from long ago can give people insight into modern-day issues.

• To know ideas and beliefs about suffering come from many sources.

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

• To know the same guidance or scripture can be interpreted differently by people.

Computing:

In the first unit of the term, pupils will be introduced to creating websites for a chosen purpose. Pupils will identify what makes a good web page and use this information to design and evaluate their own website using Google Sites. Throughout the process, pupils will pay specific attention to copyright and fair use of media.

 In the second part of the term, pupils will explore the concept of variables in programming through games in Scratch. First, pupils will find out what variables are and relate them to real-world examples of values that can be set and changed. Then they will use variables to create a simulation of a scoreboard. Finally, using the use-modify-create model, pupils will experiment with variables in an existing project, then modify them, before they create their own project.

Computing knowledge:

Web Page Creation:

• There is a relationship between HTML and visual display

• Web pages can contain different media types

• Web pages are written by people

• A website is a set of hyperlinked web pages

• Know components of a web page layout

• There is ownership and use of images (copyright)

• There is a need to preview pages (different screens / devices)

• There is a need for a navigation path

• There are  implications of linking to content owned by others

Programming: 

• ‘Variable’ is something that is changeable

• Know examples of information that is variable, for example, a football score during a match

• A variable can be used in a program, eg ‘score’

• A program variable as a placeholder in memory for a single value

• A variable has a name and a value

• The value of a variable can be used by a program

• The value of a variable can be updated

• Variables can hold numbers (integers) or letters (strings)

• Variables can be changed

• A variable can be set as a constant (fixed value)

• There is an importance of setting up a variable at the start of a program (initialisation)

• There is only one value for a variable at any one time

• If you change the value of a variable, you cannot access the previous value (cannot undo)

• If you read a variable, the value remains

• The name of a variable is meaningless to the computer

• The name of a variable needs to be unique

History:

In history the topic is ‘The Space Race.’ Throughout the half term children 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. By the end of this unit, children will have learnt about the content that surrounded and led to the Cold War, the implications of the cold war and will consider the significance of space exploration. 

History Knowledge:

• Russia communist since 1917

• USA capitalist

• Post world war 2. Former allies became enemies once Germany was defeated. Britain and USA wanted elections in East Europe, USSR wanted to protect its territory. 

• Both powerful countries so to avoid direct war sought to influence other countries eg Vietnam. 

• Different ways of working- USSR communism and Britain and USA capitalist.

• Showed their strength through technology development especially in space exploration. 

• Space Race chronological overview of key events. 

• The space race today is no longer between the USSR and the USA but now between China, India, Japan and USA and very rich individuals eg Elon Musk and Richard Branson all wanting to mine the moon for valuable minerals.

Music:

In the first unit of this term, Film Music, we will be looking at compositional techniques used by famous film composers, and applying these in the composition of original music for a silent movie.

Lessons will start with a focus on singing.

After half term we will be building on our understanding of variations, and using retrograde and inversion techniques to further manipulate our source material. We will be learning how to use the Circle of Fifths to develop chord sequences and will use staff notation to record our work. 

Lessons will start with a focus on Music History as we add to our Music Timeline Charts

Music Knowledge:

Film Music

• Themes are employed to help convey a story, or to help an audience understand a character; 

• Ostinatos are very short melodic or rhythmic motifs used repetitively;              

• Underscore is used to support dialogue and add depth to a scene;                     

• Mickey-Mousing is used to precisely match on-screen action. 

• Storyboards are used to plan and sequence film music.

Variations and Harmony

• Original variations can be composed using simple techniques that are easy to learn; 

• Accompanying chord sequences can be developed with reference to the Circle of Fifths; 

• The Circle of Fifths is a graphic representation of the inter-relationship of keys.

Fulbourn Old Drift, Cambridge, CB1 9ND      

Tel: 01223 508772       

email: office@bewickbridge.com