Quick Links

Useful Links

Countess-Anne

SECTION_MENU}

Year Group 6 

spring term

  

Year Group: 6

Classroom displays: there are two RE displays for the Spring term; one to explore Epiphany and the other focused around the Easter narrative; both are based on the work of Jan Richardson. The display should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

 

Religious Education:

Salvation: The programme looks at how the concept of salvation is portrayed through  Jesus’ death and resurrection, affecting the rescue or salvation of humans by opening the way back to restoration with God through the forgiveness of sins. Pupils will also have opportunity to learn about how this concept and other important features of world religions are celebrated through Holy Weeks, including that of Ramadan in Islam. As they get older pupils will be encouraged to follow their own interests, finding out about figures of salvation from different world religions. 

 

In Y6 pupils will further develop their understanding of Islam. They will learn about how Muslims live out their faith through adherence to the five pillars of Islam, the holy scripture of the Qur’an and through participation in Ramadan, a Holy Week in Islam.

 

Remembering and Understanding: The learner understands who are the key salvation figures of Islam. They will also learn that Ramadan is a Holy Week in Islam and that this is celebrated by Muslims. They will learn about how and why it is celebrated.

Applying: The learner will be able to relate how Muslims apply their faith through the Five Pillars of Islam. They will be able to identify the features of fasting, reading of the Quran and prayer which are features of Ramadan.

Analysis, Creating and Evaluating: The learner will be able to make a comparison between Christianity and Islam, of how each teaches about the restoration of human’s relationship with God. The learner will look at how the religion of Islam portrays a world view for the afterlife.

 

English:

Assessments:

English Assessments:

§  STAR reading test – on Accelerated Reader x3.

Jan/ End of each half term. SL to organise dates and inform staff at the beginning of the year.

§  NFER Single word spelling test x 2.

Jan and end of Spring term. Please send updated results to SL.

§  Rising stars – Grammar, Punctuation And Spelling tests x 2.

End of each half term. Please check the content of each test at the beginning of term to ensure the content is taught. Results recorded on Excel sheet and sent to SL.

 

Other procedures:

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Regular use of Accelerated Reader. Pupils taught to choose their book from their z.p.d. and complete a quiz when finished; use their reading record to write the book/ when they read/score of quiz.

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4-5 sessions a week.

§  Read and response lesson x 1 a week plus homework. Teachers guide pupils through whole book – vocabulary development; themes; reading beyond the literal etc.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Priority reading list – identifying those pupils needing adult intervention more often.

§  Weekly idiom.

§  CGP Grammar, punctuation and spelling homework book.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

§  Independent reading- pupils taught to sustain a period of reading up to 30 mins.

 

 Read and Respond text: Carrie’s War

Writing Genres for assessment:

Narrative -range of short stories conveying different genres;

 Review key narrative technique e.g. creating settings; characterisation; atmosphere.

Written outcome – a single extended narrative or several narratives on a similar theme e.g. autobiographical stories, each developing a key narrative technique.

 (4 weeks)

Grammar focus to improve writing:

T1, W1, W2, P1, T2.

Persuasion– linked to courageous advocacy. (Human Rights around the world. Amnesty international.)

Written outcomes: Construct an argument to persuade others of a point of view and present the case to the class. Use standard English appropriately; evaluate its effectiveness.

(3 weeks persuasion)

 Grammar focus to improve writing:

T1, W1, W2, S1, S2, T2, T2, S3

Discussion – linked to courageous advocacy.

Written outcomes: A debate followed by a write- up which presents and evaluates the opinions of multiple differing viewpoints. 

(2 weeks discussion.

Grammar focus to improve writing:

T1, W1, W2, S1, S2, T2, T2, S3

Poetry - vocabulary building – 1 week.

Year 6 Grammar and Spellings: - see detailed English medium term plan Year 6

 

Maths:

Week 1: Measurements: Measurements from the Autumn Term

Week 2: Measurements: Measurements

Week 3: Word problems

Week 4: Mid–year Tests and Remediation

Week 5 – 6: Ratio and Proportion: Ration

Week 7-8: Algebra: Algebra

Week 9 – 10: Measurement: Area and perimeter

Week 11: Geometry – Properties and Shapes: Geometry

Week 12: Geometry – Positon and Direction: Position and Movement

 

 Science:

Spring 1 – Electricity

-      The learner is able to create a complete circuit explaining the components and functions in a circuit using recognised symbols in a circuit diagram.

-      Can associate brightness and volume with the number and voltage of cells on a circuit.

Science:

Spring 1 – Electricity

-      The learner is able to create a complete circuit explaining the components and functions in a circuit using recognised symbols in a circuit diagram.

-      Can associate brightness and volume with the number and voltage of cells on a circuit.

Key Words

 -      Electricity

-      Electrons

 

 STEM Week –

-      Describe and recognise symbols in a circuit diagram.

-      Can explain the way components function of a circuit.

 

Spring 2 – 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.

 

Key Words

-      Classification

-      Habitat

-      Linnaean System

-      Characteristics

 

Scientific Enquiry –

-      Can plan scientific enquiries, controlling for variables where necessary.

-      Can present findings, including conclusions

-      Can spot the use of scientific evidence in an argument.

 

Design and Technology:

Technology: is the collection of techniques, skills, methods and processes used in the production of goods, services or in the accomplishment of objectives.

Remembering and Understanding: The learner understands some of the health, safety and environmental issues in relation to using some resources.

Applying: Working within a team the learner can ‘see’ a project through from the design to evaluation stage, whilst working with real an abstract constraints, e.g. such as time, economies, global influences, health warnings.

Analysing, Creating & Evaluating: The learner can analyse a project and communicate how computer technology could improve the efficiency.

 

 Computing:

Programming – the automation of a process.

Remembering and Understanding: A learner can write a program that accepts keyboard and mouse or touch screen input and produces output on screen and through speakers.

Secure: The learner can write a program that accepts inputs other than keyboard and mouse and produces outputs other than screen or speakers.

Mastery:  The learner can use principles of good user-interface design, including accessibility, when developing programs. The learner should take account of the needs of the users and be able to explain how these have influenced design and development decisions, testing their program with intended users, making changes on the basis of the feedback they receive.

 

Physical Education:

Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.

Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.

Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle.

 

Art and Design:

Space: The area inside, around or between flat objects on the same plane or between foreground and background objects.

Focus artist: William Kentridge, Tang Yau Hoong and May Van Milligan

Remembering and Understanding: A learner can independently develop a range of ideas that show curiosity, imagination and originality linked to all concepts of space.

A learner can systematically investigate research and test ideas and plans using sketchbooks and other appropriate approaches. For instance, sketchbooks will show in advance how work will be produced and how the qualities of materials will be used to represent the concepts of space.

 Applying: A learner can independently take action to refine their technical and craft skills in order to improve their use of the concepts of space.  A learner can independently select and effectively use relevant processes in order to create successful and finished work using the full range of concepts of space.

Analysing, Creating & Evaluating:  A learner can provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work in relation to the concepts of space. A learner can describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked in relation to the concepts of space. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of space.   

 

Music:

Composing - creating a melody or rhythm or a combination of these with voice or instruments either individually or in a group.

Remembering and Understanding: A learner can improvise and compose a simple phrase with rhythm and pitch.

Applying: A learner can improvise and compose four 4-beat phrases with rhythm and pitch to a chosen structure.

Analysing, Creating & Evaluating: A learner can analyse compositional ideas from a variety of music and use these ideas in their own compositions.

 

 Time and Place – 1st half-term:

Topic: World Wars

History:

Interpretation – how someone might explain or understand a specific event:

Remembering and Understanding: A learner can identify different viewpoints.

Applying: A learner can explain historical situations, events, developments and individuals from more than one viewpoint.

Analysing, Creating & Evaluating: A learner can evaluate a number of viewpoints and decide which is most credible.

 

Geography:

Interconnections – understanding the links, networks and effect that places and people have with one another:

Remembering and Understanding:  A learner can describe how physical landscapes can be affected by human.

Applying: The learner can use four and six figure grid references in order to locate places within a map.

Analysing, Creating & Evaluating:  A learner can evaluate how land is being ill-used and create a programme of conservation in response.


 Modern Foreign Language:

Morning and lunchtime registration to be taken in French. Pupils should have the opportunities to cover the following:

Fluency:

Remembering and Understanding: The learner can act out  a familiar sketch  giving mostly accurate pronunciation

Applying: The learner can act out a short sketch involving language studied giving accurate pronunciation.

Analysing, Creating & Evaluating: The learner can create and act out a short sketch involving language studied giving accurate pronunciation. They can analyse their own and others’ performances on improvements in pronunciation.