Curriculum Overview

Year 6 - Summer 1

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

ID

Unit Overview

Who do you think you are? Are you an extrovert or an introvert, a singleton, a twin or even a triplet? Let’s discover what makes you you. From your fingerprints and footprints, to your genes and DNA, everything is unique to you. So why do you look like Mum or Dad, or even Auntie Rose? Explore the world of human identity and how our unique features can be used to tell us apart from others or help to solve a crime. Write reports, adverts and poems on the theme of identity and express your opinions, views and beliefs. Do you like the same things as others, or are your tastes uniquely yours? Then, it’s time for some detective work. In the case of the stolen handbag, use your knowledge and skills to solve the crime and identify the culprit. And remember to love being you. Why? Because there’s only one you. You’re one of a kind.

MEMORABLE MOMENT

Crime Scene Investigation (CSI)

🏁 BIG FINISH

Murdery Mystery Revealed

👉 DRIVERS & ENHANCERS

The driver subject for this unit of work is Science

The unit will be enhanced through Art & Design.

📖 FOCUS TEXT

The class will be reading Holes by Louis Sachar

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing narrative, non-chronological report and newspapers.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will investigate whether having longer legs makes you a faster runner.

Unit Sequence

Driver Subject: Learning Intentions

  1. Gather, record and develop information from a range of sources to create a mood board or montage to inform their thinking about a piece of art (art)

  2. Create a 3-D form using malleable materials in the style of a significant artist, architect or designer.

  3. Compare and contrast artists’ use of perspective, abstraction, figurative and conceptual art.

  4. Use colour palettes and characteristics of an artistic movement or artist in artwork.

  5. Create innovative art that has personal, historic or conceptual meaning.

  6. Adapt and refine artwork in light of constructive feedback and reflection.

  1. Classify living things, including microorganisms, animals and plants, into groups according to common observable characteristics

  2. Collect and present scientific data.

  3. Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding.

  4. Ask and answer deeper and broader scientific questions about the local and wider world that build on and extend their own and others' experiences and knowledge.

  5. Take accurate, precise and repeated measurements in standard units, using a range of chosen equipment.

  6. Choose an appropriate approach to recording accurate results, including scientific diagrams, labels, timelines, classification keys, tables, models and graphs (bar, line and scatter), linking to mathematical knowledge.