Lime Tree Primary Core Curriculum: Year 6 · Lime Tree Primary Core Curriculum: Year 6 Subject NC programmes of Study Science Working Scientifically Be taught to how to report and

Lime Tree Primary Core Curriculum: Year 6

Subject NC programmes of Study

Science Working Scientifically

Be taught to how to report and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Be taught how to take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

Be taught how to record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

Be taught how to plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

Be taught how to set up further comparative and fair tests

Be taught how to use test results to make predictions

Be taught how to identify scientific evidence that has been used to support or refute ideas or arguments.. Light

Be taught to recognise that light appears to travel in straight lines

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

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

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

Animals, Including Humans Be taught to identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood

vessels and blood

To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Be taught to describe the ways in which nutrients and water are transported within animals, including humans Living Things and their Habits Be taught to describe how living things are classified into broad groups according to common observable characteristics and

based on similarities and differences, including micro-organisms, plants and animals

To give reasons for classifying plants and animals based on specific characteristics.


Properties and changes of materials UKS2 Electricity

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

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

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

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

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

Working Scientifically

I recognise that scientific ideas are based on evidence

I can explore ideas and raise different kinds of questions

I select and plan an appropriate investigation approach to answer different questions

I recognise when and how to set up fair tests

I can explain how to vary one factor while keeping others the same in a fair test

I can explain which variables need to be controlled in a fair test

I can explain why the variables need to be controlled in a fair test

I can identify, classify and describe living things and materials using keys

I can identify, classify and describe living things and materials using information records

I can develop my own simple keys and information records for classification

I can predict patterns that I might find

I can identify patterns in the natural environment

I can decide what observations to make


I can decide what measurements to take

I make a series of observations, comparisons or measurements with precision

I can choose appropriate equipment to make measurements

I can explain how to use equipment accurately

I can decide how to record data using tables, charts and graphs

I look for different cause/effect relationships and patterns in the data

I relate my conclusions to patterns in the data

I draw conclusions that are consistent with the evidence

I can identify evidence that refutes or supports my ideas

I use my results to identify when further tests might be needed

I select from a range of secondary sources to research ideas

I begin to separate opinion from fact in secondary sources

I use relevant scientific language and illustrations to discuss and communicate scientific ideas

I use relevant scientific language to justify scientific ideas

I use relevant scientific language to talk about how scientific ideas have developed over time.

Geography Locational knowledge Be taught to name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and

physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Place Knowledge

Be taught to understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and Physical Geography

Be taught to describe and understand key aspects of:

Be taught to about physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Geographical skills and fieldwork


Be taught to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Be taught to use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Learn how to use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies..

Geographical enquiry and fieldwork

I can create a key to illustrate my understanding of map symbols

I can use and understand map symbols

I can use the 8 points on a compass to give and follow directions

I can indicate compass directions in my local area

I can use 6 figure grid references to locate points on a map

I can measure straight line distance between two points on maps with various scales

I can recognise contour lines and layer tinting on maps to understand the landscape is not flat

I can annotate (add features) to a map of an area using aerial photographs

I can make, use and interpret maps, globes and plans

I can choose how to present my conclusions clearly

I can use primary and secondary sources of evidence

I can select appropriate skills to carry out geographical enquiry

I can ask relevant enquiry questions

I can use a consistent geographical argument

I can recognise and explain the views and opinions of others

I can use secondary sources to identify geographical questions

Place Knowledge

I can compare regions of the UK & Europe to North & South American regions

I can describe a range of places from around the world

I can offer reasons for differences between different localities

I can explain the similarities and differences between places


Locational Knowledge

I can recognise and explain Prime/Greenwich Meridian and time zones

I can recognise and explain land use patterns

I can understand topographical features

I can locate key physical and human characteristics of the countries of the world

I can locate the world’s environmental regions

I can use an atlas to find out about features of places e.g. wettest part of the world

I can search for locations on atlas maps using longitude and latitude Human and Physical Geography

I can describe economic activity including trade links

I can describe the distribution of natural resources

I understand and can explain vegetation belts

I understand and can explain biomes

I understand and can explain climate zones

I understand how people manage environments sustainably

I understand how people’s actions in one place can have consequences in another

I can understand why certain patterns appear in different locations and environments

I can use precise and specific geographical terms e.g. tributary, relief

I can describe and explain patterns

I know and can explain how human and physical processes interact to produce characteristics of the places I study

History Be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Be taught about study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Chronology.

1. I use a time line to place events, periods and cultural movements (linked to art, music and architecture) I have found out about from all around the world.

2. I can make links between past societies and periods of history.


3. I use a time line to demonstrate changes and developments in culture, technology, religion and society. 4. I use a time line to place events I have found out about both in this country and abroad. 5. I understand the broad chronology of major events in the UK and some key events in the wider world. 6. I understand that a time line can be divided into periods: Before Christ (Ancient Civilizations such as Ancient Greeks and

Egyptians or Maya etc) AD Romans (AD 43), Anglo-Saxons, Tudors (AD 1485) Stuarts (AD 1603), Georgians (AD 1714), Victorians (AD 1837), Today (AD 1939…).

7. I can describe the main changes in a period in history. (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’).

8. I can name the date of any significant event from the past that I have studied and place it in the right place on a time line. 9. I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the

passing of time. Knowledge

1. I can describe and begin to analyse the different types of events and changes 2. I can describe and make links between events and changes and give reasons for and results of these changes 3. I choose reliable sources of factual evidence to describe the effects of economic, technological and scientific

developments on the UK and the wider world over time. . 4. I choose reliable sources of factual evidence to describe the houses and settlements of people in the past. 5. I choose reliable sources of factual evidence to describe the culture and leisure activities from the past. 6. I choose reliable sources of factual evidence to describe the clothes, way of life and actions of people in the past. 7. I choose reliable sources of factual evidence to describe buildings and their uses of people from the past. 8. I choose reliable sources of factual evidence to describe the things people believed in the past (attitudes and religion) 9. I choose reliable sources of factual evidence to describe what was important to people from the past. 10. I choose reliable sources of factual evidence to show how the lives of rich and poor people from the past differed. 11. I choose reliable sources of factual evidence to find out how any of the above may have changed during a time period. 12. I make links between some of the features of past societies. (e.g. religion, houses, society, technology.) 13. I can identify changes within and across times studied. 14. With help, I choose reliable sources of factual evidence to describe the houses and settlements of people in the past. 15. With help, I choose reliable sources of factual evidence to describe the culture and leisure activities from the past.


16. With help, I choose reliable sources of factual evidence to describe the clothes, way of life and actions of people in the past.

17. With help, I choose reliable sources of factual evidence to describe buildings and their uses of people from the past. 18. With help, I choose reliable sources of factual evidence to describe the things people believed in the past (attitudes and

religion) 19. With help, I choose reliable sources of factual evidence to describe what was important to people from the past. 20. With help, I choose reliable sources of factual evidence to show how the lives of rich and poor people from the past

differed. 21. With help, I choose reliable sources of factual evidence to find out how any of the above may have changed during a time

period. 22. I give my own reasons why changes may have occurred, backed up by evidence I have researched. 23. I show on a time line, the changes that I have identified. 24. I can describe similarities and differences between some people, events and objects (artefacts) I have studied.

I can describe how some of the things I have studied from the past affect life today.

Causation 1. I can write another explanation of a past event in terms of cause and effect using evidence to support and illustrate my

argument. 2. I can suggest the most important cause of an event or change. 3. I can understand there are different types of causes of an event. 4. I can give some causes and consequences of the main events, situations and changes in a period of history.. Use of Sources 1. I test hypotheses using historical sources of evidence. 2. I can use a range of primary and secondary sources to gain a wider picture of an event or time. 3. I use sources critically to help me develop understanding about periods in history. 4. I can use sources of information/evidence to help me reach and support a conclusion. 5. I can select and combine information from sources to produce a structured answer. 6. I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts,


historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past. 7. I ask, “What was it like for a... (child, rich person, etc) “during… 8. I ask probing historical questions. 9. I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to

historical questions. 1. I can identify primary and secondary sources Interpretation 1. I am aware that different evidence can lead to different conclusions 2. I can describe and begin to explain different historical interpretations of events, people and changes. 3. I can describe a historical viewpoint and give reasons for the point of view being expressed, 4. I evaluate evidence, which helps me to choose the most reliable forms. 5. I can confidently use the terms: fact and opinion when discussing interpretations of a historical event or people from the

past. 6. I know that people both in the past and now, including myself, have a point of view and that this can affect interpretation

of the past. 7. I give clear reasons why there may be different accounts of history, linking this to factual understanding of the past. 8. I have looked at different versions of the same event in history and have identified differences in the accounts. 9. I know that people both now and in the past represent events or ideas in a way that persuades others. 10. I know and understand that it is important to know that some evidence from the past (and present) is propaganda,

opinion or misinformation, and that this affects interpretations of history. 11. I can explain that the past can be represented in different ways. 12. I have looked at two versions of the same event in history and have identified clear differences in the accounts. 13. I give reasons why there may be different accounts of history. Organisation and Communication 1. I present my findings about the past using speaking, writing, maths, technology, drama and drawing skills. 2. I use dates and terms accurately.


3. I use the key vocabulary of the time to convey my understanding of the past. 1. I chose the most appropriate way to present my information, which I realise is for an audience..

Computing Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Art and Design Create sketch books to record their observations and use them to review and revisit ideas

To use range of materials (pencil, charcoal, paint, clay) to:

improve their mastery of art and design techniques, including drawing with a range of materials.

improve their mastery of art and design techniques including painting.

to improve their mastery of art and design techniques including and sculpture

Be taught about great artists, architects and designers in history.

Pattern and shape

I can use positive and negative shapes to create an illusion/change the perspective for the viewer

I can use the techniques and styles of artists

I can create patterns for a specific purpose e.g. wallpaper, textiles, celebration


I can use technology to create complex repeated patterns

I am able to create detailed tessellating patterns with increasingly intricate shapes

I can identify negative shapes (the space between other shapes)

I can create simple tessellating patterns using simple shapes

I am able to discuss and understand the cultural importance of patterns

I can create repeating patterns that can be rotated four ways

I can make patterns using rotated and reflected images

I know that pattern is used to create texture Colour

I use the language of colour when discussing my work and the work of others (deep, hue, pale, pigment, intense, tint, shade, pallet, warm, cold).

I apply knowledge of colour for effect.

I can use my sketchbook to store information on colour mixing, consistency and the colour wheel.

I can use a variety of media to develop ideas (pastels, pencils, paints – acrylic, poster, water, oil, textiles, inks, dyes)

I understand the terms concord and discord relating to colour.

I can confidently apply colour in a composition to balance, contrast or compliment.

I can experiment using monochromatic images

I am able to create a tonal ladder of one colour

I understand and use the terms complimentary and contrasting colours

I can make accurate colour mixing predictions

I can match and replicate colours and combinations used by artists

I recognise the significance of starting with different coloured paper

I can explore colour combinations

I can blend colours e.g. red through to orange into yellow

I can mix natural skin tones using only primary colours and white Texture

I have an awareness of the expressive qualities in texture


I can interpret and respond to textures used in other artists work

I can compare and contrast textures and choose a texture for effect

I am experimenting with using texture to create mood (eg thick, textured paint for a dark and stormy night)

I can replicate a texture from a 2D image onto a 3D work of art (e.g. a landscape, sky, animal)

I can use of texture vocabulary (coarse, glossy, scratchy, waxy) Light and tone

I can develop the use of line to lead the viewer’s eye.

I can understand tonal balance in a composition

I can use tonal contrast to enhance composition

I can use tone to create mood (dark/light)

I can use cross hatching and shading techniques to create 3D effects confidently

I can show correct perspective in 2D drawing

I am beginning to develop a drawing style – incorporating various techniques.

I can accurately draw Figures/Portraits/ Body measurements/ proportions.

I can use shading correctly, showing light and dark in appropriate area.

I can use detailed lines for effect, including horizontal/vertical/diagonal

I am developing correct perspective, including use of foreground/middle ground and background

I can show increased control of 2D into 3D (Still life/ drawing from direct observation)

I can use shading and lines to show moods and feelings

I can experiment with drawing in ink/pens/ brushes

I can create tonal contrast

Design and Technology

Design

Be taught to use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make


Be taught to select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

To select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

To investigate and analyse a range of existing products

Be taught to evaluate their ideas and products against their own design criteria and consider the views of others to

Be taught how to improve their work

To understand how key events and individuals in design and technology have helped shape the world

Technical Knowledge

DT10:understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Be able to apply their understanding of computing to program, monitor and control their products. Cooking and Nutrition

To understand and apply the principles of a healthy and varied diet

To be taught to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

To understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed Design

I can give a report using correct technical vocabulary

I can create exploded diagrams

I can create cross-sectional diagrams

I can draw plans which can be read/followed by someone else

I can use a computer to model ideas (computer aided design)

I can plan something which has a particular audience in mind

I can use researched information to inform decisions


I can make prototypes

I can design something which is innovative

I can use drawings to help formulate design ideas

I can record ideas using annotated diagrams

I can plan the sequence of work using a storyboard

I can combine modelling and drawing to refine ideas

I can develop one idea in depth

I can sketch and model alternative ideas

I can investigate products/images to collect ideas Cooking and Nutrition

I understand seasonality of produce

I show an awareness of a healthy diet from an understanding of a balanced diet

I understand the hygiene rules in the kitchen and why they are important

I can use equipment safely and hygienically

I can decorate my product appropriately

I can join and combine food ingredients appropriately e.g. beating, rubbing in

I can cut and shape ingredients using appropriate tools and equipment e.g. grating

I can weigh and measure accurately using scales

I understand where and how a variety of ingredients have been grown/reared/caught/processed

I can taste a range of ingredients and food items to develop a sensory food vocabulary for use when designing recipes.

I can select and prepare foods for a particular purpose

I can prepare food products taking into account the properties of ingredients and sensory characteristics

Textiles

I can make quality products

I can combine fabrics to create more useful properties

I can create 3D products using pattern pieces and seam allowance


I can join fabrics using over sewing, back stitch, blanket stitch or machine stitching

I can pin and tack fabric pieces together

I can choose materials for their aesthetic qualities

I can decorate textiles appropriately often before joining components

I can understand pattern layout Construction

I can use bradawl to mark hole positions

I can use hand drill to drill tight and loose fit holes

I can cut strip wood, dowel, square section wood accurately to 1mm

I can incorporate motor and a switch into a model

I can control a model using an technology control programme

I can join materials using appropriate methods

I can use a cam to make an up and down mechanism.

I can build frameworks using a range of materials e.g. wood, card corrugated plastic to

support mechanisms

I can use a glue gun with close supervision

Technical Knowledge

I can programme, monitor and control my product

I can understand electronic circuits which may include switches, buzzers, bulbs and motors

I can understand and use gears and cams

I can choose an appropriate sheet material for the purpose

I can use a craft knife, cutting mat and safety ruler under one to one supervision (if appropriate)

I can join and combine materials with temporary, fixed or moving joins

I can cut accurately and safely to a marked line Evaluate

I understand how key events and individuals in design and technology have helped to shape the world


I can identify what does and does not work in the product.

I can consider the views of others to make improvements

I can reflect on my work using design criteria stating how well the design fits the

needs of the user

I can justify my decisions about materials and methods of construction

I can use my design criteria to inform my decisions about ways to proceed

I can make suggestions as how their design could be improved

I can analyse a range of existing products

Music Be taught to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Be taught to improvise and compose music for a range of purposes using the inter-related dimensions of music

Be taught to listen with attention to detail and recall sounds with increasing aural memory

Be taught to use and understand staff and other musical notations

Be taught to appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Be taught to develop an understanding of the history of music.

Composing Step eight

Accurately write and perform a simple tune on a conventional stave

Use a full octave to create/improvise melodies

Compose parts for a group piece for others to perform

Compose and record multiple layers of rhythm Step seven

Using a range of scales to create and play melodies for voice/instrument

Create contrasting sections simple musical forms

Compose a piece of music suitable for a particular occasion

Compose a melody to match a given lyric


Compose and record combinations of two rhythms

Step six

Using five note scales to compose and perform melodies

Combine pulse and rhythm and record using notation

Compose and play a melody with at least 5 different notes

Compose and record rhythm in extended time groups using a grid

Listening Step six

Identify melodies built around a five note, pentatonic scale

Use an extended music vocabulary to express personal opinions about a piece of music Step seven

Identify simple time signatures such as 2/4, 3/4 and 4/4

Recognise syncopated rhythms

Begin to identify melodies built around major and minor melodies and their associated keys Step eight

Understand how music reflect a given occasion or context

Listen to and comment on a wide range of genres and styles of music using a broad musical vocabulary

Identify how specific musical techniques and devices contribute to the impact of a piece

Performing Step six

Perform by ear and by using forms of notation

Explain how changes in performance affect the mood, character and sense of a piece of music

Hold their own part in a round


Maintain a part within a performance showing awareness of its contribution to the broader piece

Step seven Perform with control and sensitivity

Lead and support others within musical performances

Lead and control a particular part in a group performance

Control and adapt performance to suit a given occasion, venue and purpose, explaining the effects achieved

Suggest and perform accompaniments for a round

Step eight Lead, support and teach others in the development of performance skills

Perform longer parts from memory that contribute to an intended outcome

Sing or play harmony parts accurately and sensitively

Steps Understanding and Reviewing Step six

Use an extended musical vocabulary to express personal taste

Explain and comment on individual and combinations of instruments and their expressive use in their own and others’ music

Understand, interpret and perform from others’ graphic scores

Express an opinion or judgement about a piece of music and justify it in a basic way

Step seven Discuss the features of a piece of music which work together to reflect a mood, culture or sense of occasion

Present a well formed opinion and show a willingness to engage with alternative perspectives

Explain how different parts within a piece work together to reflect a mood, culture or sense of occasion

Understand how conventional staff notation can be used to notate, extend and think differently about melodies and rhythms

Step eight Evaluate musical choices in performance and composition and justify them in appropriate musical vocabulary

Demonstrate an ability to think widely about music and compare and contrast alternative viewpoints through discussion with others


Understand how music in a particular genre or style has developed over a period of time

PE Indoor

Be taught to perform dances using a range of movement patterns

Be taught to develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

use running, jumping, throwing and catching in isolation and in combination

compare their performances with previous ones and demonstrate improvement to achieve their personal best. Outdoor

Be taught to play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

Use a range of strikes effectively

Be taught to use running, jumping, throwing and catching in isolation and in combination.

Take part in outdoor and adventurous activity challenges both individually and within a team

RE To learn about: Jewish worship in the home and Synagogue Christmas: Christmas in the Chruch Sikhism: 5ks, Baisakhi Easter: Key events in the life of Jesus. Exploring evidence of religion in the local community

Foreign Languages

To listen attentively to spoken language and show understanding by joining in and responding

To write phrases from memory, and adapt these to create new sentences, to express ideas clearly

To read carefully and show understanding of words, phrases and simple writing

To present ideas and information orally to a range of audiences*

To explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

To appreciate stories, songs, poems and rhymes in the language

To develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

To describe people, places, things and actions orally* and in writing


To engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

To broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

To speak in sentences, using familiar vocabulary, phrases and basic language structures

To understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Documents

Lime Tree Primary Core Curriculum: Year 6 · Lime Tree Primary Core Curriculum: Year 6 Subject NC programmes of Study Science Working Scientifically Be taught to how to report and