Lions 2022 - 23 Curriculum Map

Curriculum Map Annual Overview Class: Y6 Lions Subject

2022 - 23

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

(7 weeks)

(7 weeks, 2 days)

(5 weeks, 1 day)

(6 weeks)

(6 weeks)

(6 weeks, 3 days)

From North to…

Mighty Maya

Home wasn’t built in a day!

Equality’s Call

South America

(History)

(Geography & History)

(History)

Global Trade, Global Citizens

(Geography)

Theme

(Geography)

Values Week

Oracy Week

Science Week

Easter Reflections

Outdoor Learning

Key Dates

Residential Trip RE Day

Rock Star Day Language Day Anti-Bullying Week Safer Internet Day

Language Day RE Day

SATs Week RE Day

Sports Day Enterprise Week

Leavers Performance Language Day

Survival – Running Wild, Michael Morpurgo

Britten’s Got Talent – Mary Poppins, PL Travers

Heroes and Villains – Macbeth, William Shakespeare

Super Sleuth – The London Eye, Siobhan Dowd

Beside the Seaside – Kidnapped, Pie Corbett

Oh, I do like to be beside the Seaside – Why the whales came, Michael Morpurgo

Narrative Novel as a Theme

Narrative Classic fiction

Narrative Older Literature

Narrative Detective/Crime

Narrative Flashback/Time Shift

Non Fiction Recount - Biography

Non Fiction Persuasion – A formal review

Non – Fiction Information Text Hybrid

Non – Fiction Explanation Text

Non – Fiction Discussion and Debate – A discursive essay and a formal debate.

Non – Fiction Recount: Autobiography

Poetry Songs & Lyrics

Poetry Poems with Imagery

Poetry Classic Narrative Poetry

Poetry Poems on a Theme

Decimals Writing and Reading Dividing by whole numbers Fractions as Decimals Multiplying Decimals Dividing Decimals

Percentages Finding Percentages of a Number Finding Percentages of a Quantity Finding Percentages of Change Using Percentages to Compare

Position and Movement Describing Translations Describing Reflections Describing Movements Using Algebra

Algebra Describing a Pattern Algebraic Expressions Formulae Solving Equations

Graphs and Averages Understanding Averages Calculating the Mean Showing information on Graphs

Theme Park Project

Maths (Target Tracker)

English (Target Tracker)

Mini Themes

Numbers to 10, 000, 000 Reading and Writing Numbers Comparing Numbers Rounding Numbers Four Operations Mixed Operations (BIDMAS) Multiplication Division Word Problems

Measurements Converting Units of Length Converting Units of Mass

Ratio Comparing Quantities Comparing Numbers Word Problems

Geometry Opposite Angles Angles in a Triangle Angles in a Quadrilateral Parts of a Circle Drawing Shapes Drawing 3D nets Position and Movement Showing Negative Numbers

Narrative Novel as a theme

Common Multiples Common Factors Prime Numbers Fractions Simplifying Fractions Ordering and Comparing Adding and Subtracting Multiplying and Dividing

Science (Target Tracker)

Evolution and Inheritance Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

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

Identify how animals and plants are adapted to suit their environments in different ways and that adaptation may lead to evolution.

Science Experiments Fossil habitats.

Egg Strength

Working Scientifically Explain degree of trust in results.

Identify and evaluate scientific evidence (their own and others) that has been used to support or refute ideas of arguments.

Describe and evaluate their own and other people’s scientific ideas related to topics in the National Curriculum (including ideas that have changed over time), using evidence from a range of sources.

Computing (Target Tracker)

Converting Units of Volume Converting Units of Time Word Problems Solving Word Problems

Area and Perimeter Finding the Area and Perimeter of Rectangles Finding the Area of Parallelograms Finding the Area of Triangles

Describing Position Drawing Polygons

Negative Numbers Adding & Subtracting Negative Numbers Using Negative Numbers

Volume Finding the Volume of Cubes and Cuboids Solving Problems

Light Recognise that light appears to travel in straight lines.

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.

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.

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

Science Experiments Investigating shadows

Working Scientifically Take measures, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.

Animals including humans

Living things and their habitats

Identifying and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies functions.

Describe the ways in which nutrients and water are transported within animals, including humans.

Describe the changes as humans develop to old age (Y5)

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.

Give reasons for classifying plants and animals based on specific characteristics.

Science Experiments

Science Experiments Creating outdoor keys.

Invertebrate research Mouldy bread experiment

Heart Rate Investigation.

Working Scientifically Report and Working Scientifically Use test results to make predictions to set up further comparative and fair tests.

Record and present findings from enquires, including conclusions, casual relationships and explanations of and degree of trust in results, oral and written forms such as displays and other presentations.

Identify scientific evidence that has been used to support or refute ideas or arguments.

Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat

Reading Pie Charts Reading Line Graphs Converting Miles to Kilometres

present findings from enquires, including conclusions and causal relationships, in oral and written forms such as displays and other presentations, using appropriate scientific language.

Find things out using a wide range of secondary sources of information.

Group and classify things and recognise patterns.

Electricity Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.

Compare and give reasons for variations in now components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.

Use recognised symbols when representing a simple circuit in a diagram.

Science Experiments Testing the bulb brightness.

Working Scientifically Plan different types of scientific enquiry to answer their own questions, including recognising and controlling variables where necessary.

Use appropriate scientific language and ideas from the national curriculum to explain, evaluate and communicate his/her methods and findings.

Use test results to make predictions to set up further comparative and fair tests.

My Online Life

Crossy World

VR Worlds

Online Safety Dilemmas Money

Coding Playgrounds

Networks

Coding

Net Searching

E-Safety

Using Computer

Coding

Understanding how computing networks enable computers to communicate and collaborate.

Begin to use internet services within his/her own creations to share and transfer date to a third party.

Include use of sequences, selection and repetition with the hardware used to explore real world systems.

Solve problems by decomposing them into smaller parts.

Create programmes which use variables.

Use variables, sequence, selection, and repetition in programmes.

Use logical reasoning to explain how increasingly complex algorithms work and detect and correct errors in algorithms and programs efficiently.

Be discerning when evaluating digital content.

Use filters in search technologies effectively and is discerning when evaluating digital content.

Use technology respectfully and responsibly.

Identify a range of ways to report concerns about content and contact in and out of school.

Independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information.

Design and create a range of programs, systems and content for a given audience.

Independently, select, use and combine a variety of software to collect, analyse, evaluate and present data and information.

Include use of sequences, selection and repetition with the hardware used to explore real world systems.

Solve problems by decomposing them into smaller parts.

Create programmes which use variables.

Use variables, sequence, selection, and repetition in programmes.

Use logical reasoning to explain how increasingly complex algorithms work and detect and correct errors in algorithms and programs efficiently.

RE (Blackburn Diocese Syllabus)

6:1 Life as a journey (other faiths link)

PHSE (Target Tracker)

How can we keep healthy as we grow?

Spanish (Target Tracker)

Los Comandos En Clase (Classroom Commands)

6:2 How do Christians prepare for Christmas?

6:3 Why do Christians celebrate the Eucharist?

6:4 Who was Jesus?

Who is Jesus?

6:3A Why is the Exodus such as significant event in Jewish and Christian history?

6:5 Ascension and Pentecost – In what ways do these events and beliefs make Christianity distinctive?

How can we keep healthy How can the media as we grow? influence people?

Los Verbos Irregulares (Irregular Verbs)

El Fin De Semana (The Weekend)

How can the media influence people?

La Cominda Sana (Healthy Lifestyle)

6:6 Ideas about God (Other faiths link)

6:7 People of faith. How does having faith affect a believer’s lifestyle?

(Other faiths link)

What will change as we become more independent?

What will change as we become more independent?

How do friendships change?

Los Planetas (The Planets)

How do friendships change?

Yo En El Mundo (Me in the World)

Invasion Games

Invasion Games

En El Colegio (At School) PE (PE Passport)

Gymnastics

Gymnastics

OAA

Dance

History (Target Tracker)

Subject Content A non – European society that provides contrast with British History - Mayan civilization.

.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Describe a local history study.

Use evidence to support arguments.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Describe a non – European society that provides contrasts with British history Mayan civilization c.AD 900.

Use evidence to support arguments.

Location Knowledge

Location Knowledge

Locate the world’s countries using maps to focus on Europe (inc the location of Russia), North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

Name and locate the countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features ( hill, mountains, coasts and rivers) and land – use patterns and understand how some of these aspects have changed over time.

Understanding geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country and a region within North or South America.

Human & Physical Geography Describe and understanding key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.

Geographical Skills and Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Extend map skills to include non – UK countries.

A study of an aspect or theme in British history that extends pupils’ chronology knowledge beyond 1066: (From: Democracy and the Suffragette Movement)

Understand how our knowledge of the past is constructed from a range of sources.

Make confident use of a variety of sources for independent research.

Understand how our knowledge of the past is constructed from a range of sources.

Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Place Knowledge

Subject Content

A local history study.

Historical Enquiry

Historical Enquiry

Geography (Target Tracker)

Subject Content

Geographic Skills and Fieldwork 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 his/her knowledge of the United Kingdom and the wider world.

Use maps, charts etc. to support decision making about the location of places e.g. new bypass.

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.

Historical Enquiry Address and sometimes devise historically valid questions about change, cause, similarity and difference and significance.

Understand how our knowledge of the past is constructed from a range of sources.

Understanding or events, people and changes Describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies.

Note connections, contrast and trends over time and show developing appropriate use of historical terms.

Describe a study of an aspect or theme in British history that extends his/her chronological knowledge beyond 1066

Human and Physical Geography Describe and understand key aspects of human geography including: types of settlement and land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water.

Geographic Skills and Fieldwork Understand a widening range of geographical terms e.g. specific topic vocabulary – urban, rural, land use, sustainability, tributary, trade links etc

Art & Design (Target Tracker)

Learning

Techniques

Learning

Select ideas based on first hand observations, experience or imagination and develop these through open ended research.

Refine his/her use of learnt techniques.

Use techniques, colours, tones and affects in an appropriate way to represent things seen – brushstrokes following the direction of the grass, stippling to paint sand, watercolour, bleeds to show clouds.

Use different techniques, colours and textures when designing and making pieces of work and explain his/her choices.

Be able to identify primary and secondary, complementing and contrasting colours wok with complementary colours.

Explore colour making and blending techniques using coloured pencils.

Carry out preliminary studies, trying out different media and materials and mixing appropriate colours.

Use dry media to make different shapes.

Experiment with wet media to make different shapes.

Follow a design brief to achieve an effect for a particular function.

Describe the work and ideas of various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts.

Adapt his/her own final work following feedback or discussion based on their preparatory ideas.

Explain and justify preference towards different styles and artists.

Refine his/her work against their intended outcome.

Techniques Create intricate printing patterns by simplifying and modifying sketchbook designs.

Use relief or impressed method.

Create prints with three overlays.

Work into prints with a range of media e.g. pens, colours, paints.

Produce intricate patterns and textures in a malleable media.

Plan, design and make models from observation or imagination.

Join clay adequately and contract a simple base for extending and modelling other shapes.

Create surface patterns and textures in a malleable material.

Shape, form, model and construct from observation or imagination.

Techniques Begin to develop an awareness of composition, scale and proportion in their work.

Begin to use simple perspective in their work and how an awareness of how paintings are created.

Show an awareness of how paintings are created.

Use simple perspective in their work using a single focal point and horizon.

Use techniques, colours, tones and effects in an appropriate way to represent things seen – brushstrokes, following the direction of the grass, stippling to paint sand, watercolour bleeds to show clouds.

Work from a variety of sources including observation, photographs and digital images.

Work in a sustained and independent way to create a detailed design.

Develop close observation skills using a variety of view finders.

Use a sketchbook to collect and develop ideas.

Focus Strands

Focus Strands

Drawing Painting

3D Printing

Focus Strands Drawing Painting

DT (Kapow)

Structures: Playgrounds

Textiles: Waistcoats

Design

Design

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.

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

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.

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

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Make

Mechanical Systems: Automata Toys

Electrical Systems: Steady Hand Games

Food: Come Dine with Me

Design

Design

Design

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.

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

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.

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

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.

Make

Make

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,

Make 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

Music (Target Tracker)

shaping, joining and finishing], accurately.

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.

shaping, joining and finishing], accurately.

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

Evaluate

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

shaping, joining and finishing], accurately.

shaping, joining and finishing], accurately.

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 Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Evaluate Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical Knowledge Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Technical Knowledge

Technical Knowledge

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

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

How does music bring us together?

How does music connect us with our past?

How does music improve our world?

How does music teach us about our community?

How does music shape our way of life?

Understand how key events and individuals in design technology have helped shape the world.

Food and Nutrition Understand and apply the principles of a healthy and varied diet.

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

How does music connect us with the environment?