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Barcroft Primary School: Creative Curriculum

2019 - 2020

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Year 6

Autumn 1 I Wonder This evolution and inheritance linked topic allows our pupils to explore who we are and where we come from; celebrating aspects which make us the same as well as the things which set us apart. The driving text behind this topic is ‘Wonder’ by RJ Palacio. This moving text allows further comparison between societal norms and how we can celebrate that which makes us unique. The most significant message through this text is to ‘choose kind’. Therefore, this text provides our pupils with the unique opportunity to empathise and try to vision life through someone else’s eyes. Furthermore, our pupils are provided with a wide range of experiences and activities which allow them to link the text ‘Wonder’ with their work both inside and outside of school. Pupils will illustrate their artist skills by designing, producing and later evaluating a helmet as part of their homework task. This opportunity provides our pupils with a chance to be creative and explore in more depth as to why the main character in the book would require a helmet. This topic allows encourages pupils to build on any prior vocabulary they have learnt in previous years throughout school as well as incorporating new vocabulary into their work as the pupils will write a range of genres linking with ‘Wonder, including: diary entries, non-chronological reports and narratives. As our pupils have weekly spelling, punctuation and grammar lessons, this will also encourage our pupils to use a wide range of techniques to incorporate into their writing. In comparison to our topic exploring evolution and inheritance, our pupils will also be working together to present a ‘Heritage Banquet’ to parents. This will not only encourage and promote their oracy skills when talking to parents, but will also allow pupils to independently organise and create a fantastic banquet linking to their culture. Our pupils will conduct in depth research, planning and evaluating before deciding which cultural dishes they will create and serve to our guests. As our foundation subjects are linked to the topic, this encourages our pupils to understand that there is a real purpose for their learning. For example, pupils will learn in more depth about a range of artists, specifically Picasso to explore how self-portraits and look into more depth about which features they have inherited. This also correlates with our Science lessons as our pupils will learn about inherited traits and what this means. As well as this, our pupils will also create family trees as part of their homework project which also illustrates the link between Science and Art as the pupils learn in more depth about inheritance.

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English: ‘Wonder’ by RJ Palacio is the text for the first half term. Children will build on their prior knowledge from Year 5 about diary writing to write a diary entry from the perspective of August as an introduction to the text. Using their existing knowledge of non-chronological reports, the children will research and learn about the genetic disorder Treacher Collins Syndrome and write a non-chronological report. Using an event from the text, the children will use their PSHEe and SMSC skills to empathise with the main character as they write a narrative from another character’s perspective. SPaG:

- Expanded noun phrases to convey complicated information concisely - Punctuation of bullet points to list information - Using colons and semi colons for a list - Understanding different types of nouns, including plural and singular - Apostrophe’s for possession and contraction - Different types of nouns, including; common, collective, proper and abstract - Children to study in depth about the importance of evolution and inheritance

Topic: Children will develop a Growth mind-set by demonstrating the importance of resilience through a wide range of activities and will also define resilience and develop their role play skills to portray a scene illustrating resilience. Children will build on learning from Year 5 and continue to explore the importance of longitude, latitude and time zones. Geographical knowledge will be built on as the children will describe their ancestor’s migration out of Africa. We will investigate inherited traits and which traits have been inherited from our families. Research will be carried out to learn about inherited traits and what inheritance refers to. As part of this work, the children will learn to recognise and understand the features that have been passed down from parents to child. Children will develop their knowledge by researching independently in regards to Charles Darwin and the theory of evolution. They will then write their own non chronological report and use their English skills to incorporate their existing knowledge. NC Links: I can describe how some places are similar and dissimilar in relation to their human and physical features. I can summarise how Britain has had a major influence on the world. I can summarise how Britain may have learnt from other countries and civilisations (historically and more recently).

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Science: Why don’t I look exactly like my relatives? As part of this topic, the children will further explore inherited traits and genetics whilst understanding more about where they come from and why they look like they do. The work of Mary Anning is included to allow the children to reflect on scientists’ contributions to our knowledge and to learn more about fossils, building on learning from Years 2 and 3. There are also opportunities to explore how adaptation works and how species have survived because of their adaptations. Children get hands-on with the shiny surface of leaves, the insulating properties of blubber and the waxy properties of feathers. NC Links: I can describe how the earth and living things have changed over time. I can explain how fossils can be used to find out about the past. I can explain about reproduction and offspring (recognising that offspring normally vary and are not identical to their parents). I can explain how animals and plants are adapted to suit their environment. I can link adaptation over time to evolution. I can explain evolution. Art/ DT: Using a wide range of sources to research about Picasso and linking this to their Science topic of evolution and inherited traits. The children will use their understanding of artwork from Picasso and turn family portraits into a Picasso style piece of work. They will then showcase their artwork through a class art gallery and also build on their oracy skills as they present their artwork to an audience. Using a range of cooking skills, children will research, cook and evaluate foods from their heritage for their heritage banquet and present this to parents. NC Links: I can explain why I have used different tools to create art. I can explain why I have chosen specific techniques to create my art. I can explain the style of my work and how it has been influenced by a famous artist. I can use feedback to make amendments and improvements to my art. I can use a range of resources to create art.

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RE: Children will research, plan and explore key leaders in Sikhism and Hinduism. As part of this work, they will learn about key beliefs and compare similarities and differences between two religions. Researching, describing and understanding links between stories from Sikhism and Hinduism will form a large part of this topic. The children will make links to the challenges and values of children’s own communities by understanding and discussing the challenges and values of belonging to a religious community. Using learning from SMSC lessons and linking to our work on British values, the children will also consider ways in which diverse communities can live well together for the benefit of all. SACRE Links: A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities B2. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives C2. Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect. Outdoor Links: The children will evaluate the effectiveness of rockets outdoors to provide a conclusion for a scientific experiment. The children will apply knowledge of statistics to illustrate the results of an experiment during Science Week. Maths Links: Exploring with Google Maps, the children will link their geographical skills with maths as they measure the distance travelled from Africa to UK. Linking their maths skills with Science, the children will illustrate their knowledge of ordering numbers in order to create a timeline for Evolution. RSE: What changes can I expect, emotionally and physically, whilst going through puberty? What is bullying? What is loneliness? What is isolation? Is it right that children choose to invoke these feelings in others? How can we be strong enough to challenge it?

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Autumn 2 The Lost Empire This historical topic allows our children to explore and investigate about historical events and people from the past; researching and finding out about The Maya. This fascinating topic provides our pupils with an opportunity to look into a wide variety of non-fictions texts which later allows them to identify and explain differences, similarities and changes between different periods of history. In relation to this topic, our pupils will take a trip to the past as they are able to explore and participate in a memorable experience to ‘Cadbury World’; learning all about the Maya civilisation and how it all began! As well as this, our pupils will participate in a range of activities where they will more about the Mayans. For example, they will be provided with an opportunity to taste a wide range of food to build an understanding of what the Mayans ate as part of their diet and make comparisons with what our diet consists of today. Foundation subjects will continue to expand our pupils’ knowledge of their topic as they will be provided with an opportunity to use a wide range of sources to explore and find evidence to a range of key events from Britain’s past. This will also correlate to Art as our pupils will research a range of famous photography and learn more about portraying emotions and differences through history. As well as this, we will ensure our pupils have a range of opportunities to practice their oracy skills as our pupils will enjoy participating in role play and creating play scripts to demonstrate what life was like in the past.

English: The learning linked to the text Wonder will continue if not finished. As part of Black history month, children will write letters from the perspective of Olaudah Equinao about the treatment he received on the ship when kidnapped. Using their prior knowledge of letters, children will then write a letter from the perspective of a solider about the war being over; linking with remembrance. Moving their English learning on, the children will then develop and plan a narrative and explore different types of openings. Using their prior knowledge of writing a narrative, children will then develop character and setting descriptions. Towards the end of this topic, children will use prior learning from Key Stage 2 and explore a wide range of poetry. Non-fiction texts related to The Maya will be explored. SPaG:

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

Use of the passive voice to affect the presentation of information in a sentence

Determiners, types of determiners including articles

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Verbs – present perfect tense

Range of conjunctions, including subordinate and coordinate conjunctions

Subordinate clauses and relative clauses Topic: We will coincide work on understanding the significance of remembrance with November 11th building on the pupils’ understanding from previous years. The children will develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives. To contrast with this, children will discover facts about the Maya Civilisation and independently research. Children will devise historically valid questions about change, cause, similarity and difference, and significance. Children will also understand and consider the similarities and differences between ancient religions and religions today. Pupils will learn about the past by looking at the characteristics of Maya gods and designing their own. Connections, contrasts and trends over time will be explored by looking at the Maya number system. Children will build on their existing historical knowledge and learn about how our knowledge of the past is constructed from a range of sources. They will find out more about the Maya from the drawings of Frederick Catherwood. NC Links: I can identify and explain propaganda. I can describe a key event from Britain’s past using a range of evidence from different sources. I can place features of historical events and people from the past societies and periods in a chronological framework. I can describe the features of historical events and way of life from periods I have studied; presenting to an audience. I can summarise the main events from a period of history, explaining the order of events and what happened. Science: How does Mo Farah keep running? During this topic, children will discuss, research and present information linking to animals including humans. Children will use their prior knowledge of the human body to learn in more depth about the circulatory system, and also explain and describe the function of the heart, blood vessel and blood. After learning about the human body, pupils will then use this knowledge to learn about the digestive system; linking with PSHE work and their understanding of healthy eating. Building on learning about healthy eating and the digestive system, pupils will then learn about diet and exercise and the effects this has on the body. NC Links: I can identify and name the main parts of the human circulatory system.

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I can describe the function of the heart, blood vessels and blood. I can discuss the impact of diet, exercise, drugs and life style on health. I can describe the ways in which nutrients and water are transported in animals, including humans. Art/ DT: Children will create poppies linking to remembrance by using a wide range of artistic materials. The children will then use a range of sources to explore famous photography which portrays emotions and differences through history. They will also use different tools to create art and portray emotion, linking with PSHE work on emotions. Linking to their prior knowledge of artists from Autumn 1, children will create their own artwork influenced by an artist they have learnt about. Children will then use their ICT skills to use e-resources and create artwork. NC Links: I can explain why I have used different tools to create art. I can explain why I have chosen specific techniques to create my art. I can explain the style of my work and how it has been influenced by a famous artist. I can use a range of e-resources to create art. RE: Exploring the links between Remembrance and religion, the children will explore what we can learn from WW1 through RE. The children will also continue to learn about Sikhism and build on their prior knowledge by exploring the teachings of Guru Nanak and looking at what they can learn in the modern day. Developing their prior learning, children will investigate how following the example of Guru Nanak will make a difference to Sikh’s lives. Building on their knowledge of Sikhism, pupils will develop their understanding of the Gurus and analyse if they are still important to Sikhs today. Outdoor Links: The children will monitor and measure pulse and heart rate by participating in a range of outdoor activities. They will also apply their existing knowledge of line graphs to measure pulse and heart rate. By constructing a range of mathematical problems linking with trade, the children will be able to discuss and explain links between maths and history. RSE: What is the importance of good physical wellbeing? Why does Mo Farrah need this to keep running? How is mental wellbeing important too? How can mental and physical wellbeing effect the communities we live in?

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Spring It’s All Greek! The driving text behind this topic will most definitely capture our children’s imagination as they explore and take a journey with ‘Percy Jackson’ by Rick Riordan. This topic provides our children with an opportunity to learn about different Gods and Goddesses, as well as a finding out about a range of myths and legends. This captivating topic allows children to summarise the main events from this period of history. In comparison, our pupils will begin their topic by witnessing and participating in a unique Ancient Greek workshop which will no doubt be an experience they will never forget! As part of this experience, the pupils will work together to plan, create and participate in their own Olympics; demonstrating a range of activities and sports from the Greeks. Linking the text with our foundation subjects is also a key part of our topic. Therefore as our pupils will be learning about a range of myths and legends, they will also be provided with an opportunity to allow these myths and legends to come to life as they use role play to perform their narratives to an audience. As part of this, our pupils will also be learning about electricity and learning in more depth about twisters and tornadoes; relating to the lightning bolt. Linking to the Year 4 topic ‘Long Live the King!’ our Year 6 pupils will build on their prior knowledge and will also discuss links and themes which they can identify with our topics they have participated in. As part of this, they will be given an opportunity to create helmets and shields which correlates to when they created and evaluated the swords they designed in Year 4 as part of their topic.

English: Percy Jackson by Rick Riordan is the driving text this term. Beginning the topic with a diary entry, the children will be provided with an opportunity to revisit their prior learning and write a diary entry, detailing the events that occurred between Percy and the Minotaur whilst developing characters’ thoughts and feelings. The children will then continue their writing journey by developing their persuasive language skills to design, plan and write a persuasive text to encourage attendance at their own camp Half-Blood. Building on skills from Year 4 and Year 5, the children will create instructions for their own version of the game Capture the Flag. SPaG:

- Use of the semi-colon, colon and dash to mark the boundary between independent clauses - How hyphens can be used to avoid ambiguity - Subordinate clauses and relative clauses

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- Antonyms/synonyms - Plural possession and apostrophes - Adverbials of time/order - Semi colons and bullet points - Superlatives - Use of the passive and active voice to affect the presentation of information in a sentence

Topic: Ancient Greece (legacy of culture) is the exciting topic for this term. The children will identify a range of architecture and link this with geometry whilst researching mathematicians. Children will research who the Ancient Greeks were and therefore will know and understand significant aspects of Ancient Greek history: nature of ancient civilisations, expansion and dissolution empires in the context of learning about the Ancient Greek Empire. The children will learn about the Ancient Greek Empire and investigate how it grew and why. They will develop a chronologically secure knowledge and understanding of the Greek timeline. Building on their prior knowledge from previous lessons, the children will learn about Ancient Greek Democracy and note connections, contrasts and trends over time. They will ask questions about change, cause, similarity and difference in the context of learning how the ruling systems in Ancient Greece changed, before the democratic system, after and in the modern day. As part of their knowledge and understanding of the Ancient Greeks, children will research into the Olympics and understand that knowledge of the past is constructed from a range of sources e.g. Greek vases. They will note connections, contrasts and trends over time e.g. how the Olympics have changed over time but how some features have remained the same. Children will combine their existing and prior knowledge by exploring the Battle of Marathon. They will make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses of the Battle of Marathon. Utilising their English skills, children will learn about Greek Gods and Goddesses. They will understand different methods of historical enquiry and how evidence is used to make historical claims. NC Links: I can explain how time zones work and calculate time differences around the world. I can summarise the main events from a period of history, explaining the order of events and what happened. I can identify and explain differences, similarities and changes between different periods of history. I can describe the features of historical events and way of life from periods I have studied; presenting to an audience. Science:

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Is light more dangerous than dark? Apply knowledge from previous years, electricity is the science topic this term. Links here can be made to natural phenomenon such as twisters and tornados, and to the English text through Zeus’s lightning bolt. The children will begin their topic of electricity by understanding and researching about the history of electricity. Moving on from this, the children will then begin to revisit their knowledge from Year 4 & Year 5 of symbols and circuits, developing this by evaluating the effectiveness of different circuits and why circuit breakers are used. Working scientifically, the children will then use their knowledge of circuits and symbols and apply this into their learning about volts. They will then continue working scientifically by participating in a wide range of science activities linked to electricity, for example building their own light up beacon and creating circuits to generate a small current. NC Links: I can explain how the number & voltage of cells in a circuit links to the brightness of a lamp or the volume of a buzzer. I can compare and give reasons for why components work and do not work in a circuit. I can draw circuit diagrams using correct symbols. Science: How do we see that? Building on their understanding of electricity, the children will find links with light. Children will explain how shadows are formed and why shadows have the same shape as the object that’s casts them. Working scientifically, they will use a range of materials to create their own periscope and test the effectiveness of this. The children will explore different styles and which is more effective, and why, taking on the project of Percy Jackson being able to see his enemies approaching. NC Links: I can explain how light travels. I can explain and demonstrate how we see objects. I can explain why shadows have the same shape as the object that casts them. I can explain how simple optical instruments work, e.g. a periscope, telescope, binoculars, mirror, magnifying glass etc. Art/ DT: The children will work collaboratively to design, plan, create and evaluate helmets or shields as part of the Ancient Greece topic work. Using their research and knowledge from English and History, the children will continue to learn about the Gods of Greece and use this to design a temple for the Gods. Designing and researching their own temple, the children will focus on materials and features that would be prominent in today’s society. By using their DT skills, the children will complete an investigation into why temples were used in

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Greece and later use this knowledge to create a Parthenon. After designing, planning and creating their Parthenon. The children will then learn the importance of evaluating and suggestions improvements for their model. NC Links: I can follow and refine my plans. I can justify my plans in a convincing way. I can show that I consider culture and society in my plans and designs. I show that I can test and evaluate my products. I can evaluate my product against clear criteria. The children will participate in a Burst of Hurst and learn more information about Damien Hurst and his artwork. They will explore how colour can be used and how art has developed over time. The children will have opportunities to create their own art work, drawing on influences from the artist. To facilitate learning about a range of artists, the children will then compare differences and similarities between Picasso and Damien Hurst. NC Links: I can over print to create different patterns. I can explain why I have used different tools to create art. I can explain why I have chosen specific techniques to create my art. I can explain the style of my work and how it has been influenced by a famous artist. RE: The children will build on their skills of RE from previous years by investigating what matters most. They will explore how this will vary based on religious beliefs and moral values. They will learn about the similarities and differences between Christians and Humanists and by using their observational skills, the pupils will consider different dimensions of religion and explain reasons for this. Using their knowledge from previous RE lessons, the pupils will produce an in depth explanation and explore similarities and differences between different religions and world views, developing a deeper understanding of what different religions are based upon and why people may choose to follow them. SACRE Link: B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and world views. The children will also discuss and consider ideas about how do we express spiritual ideas through the arts. SACRE Link:

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A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. Outdoor Links: Create and evaluate the effectiveness of their own set of instructions, while creating a game, similar to ‘Capture the Flag’. The children will analyse the importance and create links between architecture, geometry and mathematicians. Building on their mathematical skills of pie charts, the children will create and analysing pie charts to present data and results from an investigation. Applying their mathematical knowledge of using mirror image to look at rotation, translation and reflection Maths Links: Using their historical skills, the children will discuss and illustrate an understanding of different time zones and calculating time around the world. RSE: How were Greek communities different from one another? Was one better than the other? What about in terms of physical wellness? Would the same community have had the best mental wellbeing? Why/ why not? The weather is improving; how can being outside doping a hobby help with our mental wellbeing?

Summer 1

6% and falling During this topic, our pupils will be taking an adventure to the rainforest where they will be ‘Running Wild’ with Michael Morpurgo. This remarkable book will provide our pupils with an opportunity expand their knowledge about the rainforest and outdoors. Our pupils will find out all about Living things and their habitats and later describe how living things have been classified. Throughout this topic, our pupils will enjoy a memorable experience to the Botanical Gardens, as they participate in a wide range of activities, including a hunt around the gardens to find out facts and build on their existing knowledge. Our pupils will also work alongside their peers to understand conditions in the rainforest and build on their vocabulary, by learning about climate, biomes and also the water cycle. In comparison to the previous topics, this topic also provides our pupils with a unique opportunity to be creative at home as they design, produce and evaluate a glass bottle garden. This allows our pupils the opportunity to understand how links

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within school can also be made outside of school. In addition, this task also illustrates to our pupils the link with their Science topic as they learn and investigate further in regards to living things and their habitats; learning about a range of living things which can be witnessed in the rainforest. This topic also encourages our pupils’ creativity skills as they learn the importance of designing and evaluating before making. Our pupils will learn a range of vocabulary linking to series circuits and will then use this knowledge to design, produce, evaluate and apply technical knowledge to produce a product using a series circuit, for example a game linking to the water cycle.

English: Running Wild by Michael Morpurgo is the key text in this new term’s work. This is coupled with a Read, Write, Perform unit called the Dual Narrative pack. This will allow children to use their comprehension skills alongside their writing skills as they read a wide range of texts that they will summarise and then use their inference, deduction and retrieval skills to answer a range of comprehension questions. Non-fiction texts related to the Rainforest will also be used to give children information surrounding the real situation in the Rainforests and the impact this has on the rest of the world. SPaG:

- Expanded noun phrases to convey complicated information concisely - Use of the semi-colon, colon and dash to mark the boundary between independent clauses - How hyphens can be used to avoid ambiguity

Topic: Rainforest vocabulary will be developed, for example: climate, biomes, vegetation, position in relation to other countries, rivers, oceans, mountains, volcanoes. The children will build on their trip to the Botanical gardens by completing an educational hunt, providing them with an opportunity to learn about a range of outdoor plants and rainforest animals. The focus will be on climate, with the children learning about how climates are changing and the irreparable consequences for our planet. Using geographical knowledge, the children will use maps, aerial photographs, plans and e-resources to describe what a locality might be like and how this has changed over time. The children will be asked to use their prediction and inference skills to predict changes which may occur in the future. NC Links: Cooking and Nutrition skills: Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

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I can use Ordinance Survey symbols and 6 figure grid references. I can answer questions by using a map. I can use maps, aerial photographs, plans and e-resources to describe what a locality might be like. I can name the largest desert in the world and locate desert regions in an atlas. I can identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic Circles. Science: How does/will your garden grow? The children will design, plan and evaluate a glass bottle garden. Using their design and technology skills developed throughout the year, they will create a mini glass bottle garden by using a wide range of materials. This will further demonstrate their understanding of climates. Working collaboratively, the children will participate in a trip to the Botanical gardens to enhance their understanding of the rainforest and animals and will recap ways of grouping organisms according to their characteristics. Using their knowledge from the inheritance and evolution topic, the children will look more in depth at living things and how this is defined. The children will be able to classify plants according to their characteristics. The children will then be able to explore micro-organisms and discuss how they can be grouped. NC Links: I can classify living things into broad groups according to observable characteristics and based on similarities and differences. I can describe how living things have been classified. I can give reasons for classifying plants and animals in a specific way. Art/ DT: Using skills of design, create and evaluation, the children will apply technical knowledge to make a product using a series circuit (e.g. a game linked to the water cycle). The children will also test and evaluate their product and work collaboratively with others to receive feedback. They will also be able to give details about the style of notable artists and will create a colour pallet based upon colours in the natural world. NC Links: I can use market research to inform my plans and ideas. I can follow and refine my plans. I can justify my plans in a convincing way. I show that I can test and evaluate my products. I can explain how products should be stored and give reasons.

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I can work within a budget. [Some of these will also be covered in Enterprise work- summer 2] RE: The children will debate, discuss and share ideas about what they can learn from religions about temptation. The children will explore ideas of temptation and how they impact our choices in daily life. Looking at religious teachings from a variety of faiths on the idea of temptation, the children will define and provide examples of temptation. Applying knowledge from previous lessons, the children will look at religious teachings from a variety of faiths on the idea of temptation. SACRE Links: A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and world views. C3. Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. Maths Links: Exploring the outdoor area and creating an outdoor co-ordinates grid will allow the pupils to link in mathematical skills while using 6 figure grid references. The children will implement their knowledge of co-ordinates and use 6 figure grid references. Using their prior learning, the children will use existing knowledge of Carroll and Venn Diagrams for classification. RSE: Why do people find gardening helps their mental wellbeing? What else could you do outside? Would a local gardener or allotment owner recommend gardening and tending to plants as a hobby? Why? What are the benefits of working outside? Rainforest communities; how do they do it well? What makes a successful rainforest community?

Summer 2

Transition This is an emotional yet memorable time of year as our pupils will be reflecting back on their time at Barcroft Primary School and will work collaboratively to create and perform a leaver’s performance and assembly to parents. This time of year is a significant time as our pupils will be able to plan, create and perform not only a leaver’s performance but also an emotional assembly; a memory which will last with them and their parents for the future. As part of this topic,

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our pupils will embed and illustrate their Oracy skills; a skill which has been encouraged throughout their time at Barcroft. They will be able to work alongside their peers to reflect back on the aspects of school life which has contributed to shaping them into independent, responsible and caring individuals. Not only will our pupils perform to the rest of the school and parents, but they will also be working independently to build, organise and participate in an enterprise project. This experience will encourage our pupils to build on their existing vocabulary as well as learning new vocabulary. They will understand a range of aspects throughout their enterprise project, including; profit, loss, stock, receipt, budget, revenue and so much more!

The children will participate in a range of transition activities; linking with the KS3 curriculum as they prepare for their transition to Secondary School. English: The children will create, learn and perform their end of year performance to their parents and their peers. The Land of Neverbelieve from the Literacy Trust is used as a transition unit to enable the children to feel ready for secondary school and their continuing learning journey. SPaG:

- Use of the semi-colon, colon and dash to mark the boundary between independent clauses - How hyphens can be used to avoid ambiguity - Recap on all spelling, punctuation and grammar throughout the year

Science: The children will continue working scientifically by participating in a wide range of scientific activities which have been covered throughout years 5 & 6. They will be building on their prior knowledge of planning, investigating and evaluating experiments. The children will design and carry out scientific enquiry to respond to a current question, for example how plastic waste can be prevented or how the climate changes can be slowed down. NC Links: I can plan different types of scientific enquiry. I can control variables in an enquiry. I can measure accurate and precisely using a range of equipment. I can read data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

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I can use the outcome of test results to make predictions and set up a further comparative fair test. I can report findings from enquiries in a range of ways. I can explain a conclusion from an enquiry. I can explain causal relationships in an enquiry. I can relate the outcome from an enquiry to scientific knowledge in order to state whether evidence supports or refutes an argument or theory. Read, spell and pronounce scientific vocabulary accurately. Art/ DT: Applying their knowledge of key vocabulary from the mathematics curriculum, the children will participate in their own enterprise project. Working collaboratively, the children will support their peers and design, plan and produce a range of products to sell to an audience. Embed Art and DT skills through the Enterprise project. Outdoor Links: Advertise and sell a range of items outdoors for parents and pupils as part of the Enterprise project. Maths Links: The children will use their mathematical knowledge of tables, scatter graphs, bar and line graphs to present and interpret results from scientific investigations. RSE: How are you feeling today? How would you rate your mental wellbeing? What have we learnt about loneliness and bullying? How can we stand up for others, and for ourselves? How can we have a positive mind-set so that we can get through tough times?