Millfield

Academic Curriculum Summaries - Year 6

Curriculum Summaries - Year 6

Curriculum Summaries - Year 6

English

Throughout Year 6, pupils’ abilities are developed within a programme designed to sustain lively interest and to build firm foundations in speaking and listening, reading and writing. The schemes of work for each year are firmly based on the National Curriculum Key Stage 2 programme of study and the aims of the Literacy Strategy. Where appropriate, links are made with other subject areas in order to deliver an integrated and balanced curriculum.

Speaking and Listening (AT 1) ‘Listen carefully and you shall ‘hear’...’

Pupils are given opportunities to talk for a range of purposes – exploring, developing and explaining ideas; planning, predicting and investigating; sharing ideas, insights and opinions; reading aloud and telling and enacting stories and poems; reporting and describing events and observations and giving presentations to audiences. The course aims to give pupils the skills to express themselves confidently and clearly, to organize what they want to say, to identify gist and key points made in discussion, to make relevant contributions and reasoned evaluative comments, to listen carefully and respectfully to others, dealing politely with opposing points of view, seeking clarification if necessary and qualifying or justifying what they think in the light of different comments and opinions.

There are of course many natural links with Drama and each group receives a timetabled Drama lesson taught by the Year 6 Drama specialist who also teaches in the English Department. Year 6 pupils put on a play annually. Recent productions have included ‘Twelfth Night’ and ‘A Midsummer Night’s Dream’.

Reading (AT2) ‘Reading is to the mind what exercise is to the body.’

Pupils are encouraged to develop as enthusiastic, independent and reflective readers. They are introduced to a wide range of literature through independent and shared reading, and given opportunities to read extensively for their own interest and pleasure and for information, including access to IT-based reference materials. The course aims to give pupils the skills which will enable them to consider in detail the quality and depth of what they read; to respond imaginatively to plot, character and use of vocabulary; to make inferences and deductions; to evaluate texts, referring to relevant passages and episodes to support their opinions; to use appropriate reading strategies such as skimming, scanning and close reading; to distinguish between fact and opinion; to make succinct notes; to consider an argument critically; to use dictionaries and thesauruses; to note the meaning and use of newly encountered words, and to re-present information in different forms. The range of literature to which pupils are exposed embraces fiction by significant children’s authors, including some classic fiction, quality classic and modern poetry, myths, legends and traditional stories, and texts drawn from a variety of cultures and traditions. Other sources and genres are also introduced at this stage.

Writing (AT3) ‘Don’t just think it, ink it!’

Pupils are taught to develop, organize and communicate their ideas in writing for a variety of purposes and audiences. They are given opportunities to plan, draft, revise and proofread written work on paper and on screen and to discuss and evaluate the style, format, tone and other aspects of their own and others¡¦ writing. They are encouraged to write in response to a wide range of stimuli, including stories, plays, poems, and their own personal interests and experiences and to write in various forms, whether imaginative (e.g.: stories, poems, scripts) or non-fiction (e.g.: reports, notes, letters). Emphasis is placed on developing the pupils’ ability to organize and structure writing, using punctuation marks correctly within complete sentences, including speech marks and apostrophes, more sophisticated punctuation such as colons and semi-colons, linking sentences coherently, using paragraphs to demarcate topics and paying attention to features of layout and presentation. Close attention is given to the development of correct spelling, including the use of dictionaries where appropriate and the application of knowledge about the organization of dictionaries (headings, abbreviations and other conventions). Opportunities are given to develop an understanding of the grammar of complex sentences, including clauses and phrases. Pupils are expected to develop legible, joined up handwriting.

An important area of the curriculum is the work based on the Year 6 residential Visit to Dartmoor. Pupils produce a variety of work including letter writing, poetry, writing a myth/legend and diary writing, thus developing a wider understanding of genre. Within this work, specific links are made with the History and Geography departments in order to ensure transference of experience and knowledge between these subject areas.

Mathematics

Year 6 marks a transition from the Junior Department to teaching in the Mathematics Department by the full time maths staff. During this year priority is given to development of a sound understanding of number. Particularly important is the recognition of the patterns that support all ideas of place value, as further work on decimals, fractions and negative numbers is developed.

The pupils work in sets, based on their ability. Whilst all cover the same topics, the depth to which a topic is taken varies. Our schemes of work are developed on three levels to ensure that the content and pace of work is suitable and challenging for each group. At each half term, tests are set at three levels, allowing progress and understanding to be assessed. In addition a common exam is set for the end of the Summer Term.

Most sets start using Abacus 6 as their core text. All sets use a variety of other resources and much use is made of the National Numeracy Strategy. During the year number work will include continued learning and practice of multiplication facts; the development of the four rules to larger numbers and in varied applications; an introduction to negative number; the use of decimals in money and metric measure; the manipulation of fractions and investigation of patterns and sequences. In all our number work the development of mental strategies is a high priority and is a regular feature of our teaching. The computer programme CAMI Maths to help reinforce basic techniques.

The work in Algebra reinforces the importance of pattern, developing the idea of function machines and inverse operations. Simple formulae are introduced and used in a variety of contacts. The topics in the area of Shape and Space develop the ideas of angle, the correct use of the protractor, the recognition of types of angle, the area and volume of simple shapes and reinforce all our work on measure and estimation. These topics lend themselves to practical work and this is utilised as much as time allows.

The collection of data and its representation by a variety of simple statistical forms provide the core of our work under the heading Data Handling. Pictograms, Bar Charts, Line Graphs and Frequency Tables are introduced and simple ideas of probability are investigated.

It is intended that the work in Year 6 will encourage an interest in all aspects of mathematics, develop in each pupil the confidence in their ability that is so essential for progress and equip them with the skills on which to build in Years 7 and 8 as they approach the Continuous Curriculum Examination.

Science

In Year 6 the programme of study is based around major topics designed to cover some Key Stage 2 and some Key Stage 3 aspects of the National Curriculum with reference to both the ISEB 11+ and 13+ syllabuses. Pupils in Year 6 have a double period for each science discipline each week. In Year 6 specialist tutors in the disciplines of Biology, Chemistry and Physics deliver the following programme.

Biology topics include (Sc2):

• Human Biology – The skeleton (including the function of muscles, cartilage, ligaments and tendons;
• The organs (names, positions and functions);
• Characteristics of living things and the differences between plants and animals;
• Use of keys to identify plants and animals;
• Characteristics of vertebrates – fish, amphibians, reptiles, birds and mammals;
• Characteristics of invertebrates with particular reference to arthropods (insects, arachnids, crustaceans, centipedes and millipedes);
• Characteristics of fungi;
• An introduction to adaptations in animals and plants to their environment.

Chemistry topics include (Sc3):

• Basic introduction to safety in a laboratory and Chemistry in general;
• Ways of describing and grouping materials to include class practicals familiarising pupils with laboratory facilities;
• Temperature measurement – estimating and actual recording;
• Development of investigative procedures;
• Conduction and insulation investigations;
• Properties and uses of metals and non-metals;
• The effect of liquids on metals – production of hydrogen, corrosion and rusting experiments;
• An introduction to physical and chemical changes to include melting, evaporating, condensing, freezing, sublimation and dissolving.

Physics topics include (Sc4):

• Measurement, experimental work on length, area, volume, mass and time, the use of spreadsheets;
• The solar system, the Sun and the life of a star, the Earth and its seasons, the Moon, its phases and tides, an introduction to the universe and space exploration;
• Light, shadow formation, reflection in mirrors and its uses, producing spectra, coloured light and coloured objects, how the eye works, eye tests and the pinhole camera;
• Sound, the production of vibrations, sound waves, pitch and loudness, musical instruments, an investigation into making sounds, the ear, vocal chords, the transmission of sound through a variety of materials, measuring the speed of sound, the reflection of sound.

Topics are used to teach pupils about experimental and investigative methods and pupils are given opportunities to develop their IT skills. The school grounds are used at every opportunity within all three-science disciplines.

French

In Year 6 French is taught in sets based on ability and experience of the language. The teaching and learning of modern languages reflects the following aims:

• to promote pupils’ oral confidence through a communicative teaching approach;
• to give pupils a ‘database’ of useful phrases in the target language;
• to give pupils a thorough grasp of the grammar and conventions of the target language, so as;
• to enable them to form their own sentences;
• to cultivate good pronunciation through consistent, careful guidance;
• to create a stimulating teaching environment with engaging displays;
• to promote knowledge and understanding of the geography and culture of the countries where the target languages are spoken.

Language lessons include:

• listening activities involving native speakers, cassettes, videos and CD Rom;
• speaking activities in groups, pairs or individually, monitored by the teacher;
• written work guided by text books and ‘realia’;
• reading practice through text books, magazines, books, comics and realia.

Resources and methods include:

• videos, cassettes, slides, CD and tape recording facilities;
• flashcards, OHP, mime, role play, acting;
• a range of literature;
• IT software, CD Rom;
• board and card games;

The course book used in Year 6 is ‘Equipe’ Book 1. The course aims to introduce pupils to a wider range of language through various topic-based dialogues, games and songs which sustain interest and enjoyment as well build vocabulary and refine pronunciation. The emphasis is largely oral/aural with basic grammar explained as points arise.

Standards are assessed through:

• regular short tests
• end of year assessments
• graded continuous assessment tests in all four skills
• classwork and prep

Latin

Year 6 pupils cover the twelve chapters of Minimus course book. During the year pupils will acquire fluency in reading simple Latin using the present, imperfect and future tenses in all persons, together with a firm grasp of the nominative, vocative, genitive and ablative noun forms.

The teacher supplements the material with his own input of structured grammar, so the pupils not only learn to read Latin fluently but are also capable of analysing passages of particular difficulty. Considerable emphasis is placed on the appreciation of English derivations and linguistic connections with Romance languages.

The Minimus Latin course provides a lively introduction to the Latin language and the culture of Roman Britain. Pupils learn basic grammar and Latin vocabulary through stories. It provides a step-by-step explanation of the grammar points using practice exercises. At the same time, pupils’ knowledge of Roman Britain is broadened by way of a vividly illustrated range of myths and background information.

The department has an increasing stock of ‘hands-on’ material through which pupils are brought closer to the reality of life in Roman times. Wall displays, IT software and video material consolidate the pupils’ knowledge and stimulate their interest.

History

Autumn Term and first half of the Spring Term

The Victorians

Pupils develop further their understanding of chronology, timelines, using evidence to find out about the past and they begin to test the reliability of evidence. Assessment will take place at the end of each major unit. All work will be taught according to the ability level of each class.

They study The Victorians under three sub-topics:

Who were the Victorians? The Victorian period commences with the study of a portrait of Queen Victoria and a look at the achievements of her reign, e.g. the first postage stamps. Famous Victorians: – pupils study examples of famous Victorians and produce a fact file on one of them e.g. Florence Nightingale, Isambard Kingdom Brunel.

What was life like for Victorian Children?

(a) Country Life (b) Town Life/Child Labour – a study of living and working conditions

At the end of each topic a key skill will be assessed.

During the Autumn Term, Year 6 pupils also experience a residential visit to Morwellham Quay, which reconstructs life in a Victorian copper town, and Coldharbour Mill, a working wool mill

The Growth of Railways – pupils examine the growth of the railways and their benefits/disadvantages and the personalities involved. They discover what it was like to travel by train in Victorian times.

Education – The re-creation of a school day in Victorian times ensures that the study of Victorian Britain ends with some fun!

At the end of the topic a key skill will be assessed.

Second half of Spring Term and the Summer Term

The Second World War

Pupils study various topics based on the theme of: Life during World War II.

• The outbreak of the Second World War
• War time leaders
• Dunkirk
• Events in the Air ~ the Battle of Britain
• The Blitz on Britain’s cities by the Luftwaffe/Blackout
• How to protect yourself during the Blitz
• Evacuation ~ Operation Pied Piper
• Wartime rationing
• D-Day

Pupils will be assessed at the end of the unit on their general knowledge of the topic studied, their ability to use evidence and produce a piece of extended writing.

Geography

As the final year of Key Stage 2, the course aims to build on the skills and knowledge of the previous three years. The work of the Autumn Term centres on a cross-curricular project based on a residential visit to Devon. The term begins with British Isles mapwork followed by an introduction to National Parks in Britain. Dartmoor National Park is studied in more detail with some background knowledge on the geography of the area. This is in preparation for the residential visit. The geographical element of the visit to Dartmoor investigates what it is like to live and work in the Dartmoor National Park. Pupils visit a moorland farm and go for a guided walk on the moor. The term finishes with a study of national parks in Kenya and how they differ from those in Britain. The Spring Term begins with some Ordnance Survey map work, consolidating what has been learnt in the junior department and introducing some new skills. This is followed by Environmental Issues which looks at ways we can help protect our environment. The focus is on the problem of waste with a visit to Carymoor Environmental Centre, which is sited at a working landfill. We also look at the problems of overfishing and pollution at sea. The Summer Term starts with some physical geography studying Coastlines, particularly how the coastline of the British Isles is changing. In the second half of the term, pupils work independently on a project on Australia, where they can combine a variety of research and presentation skills.

Autumn Term

Unit 1: The British Isles – atlas work Unit 2: National Parks in Britain Unit 3: A study of Dartmoor- land use within the National Park with visits to the High Moorland visitors centre and a hill farm as well as a moorland walk. Unit 4: National Parks in Kenya

Spring Term

Unit 5: Ordnance Survey map work Unit 6: Environmental Issues

Summer Term

Unit 7: Coastlines Unit 8: Australia

Religious Studies

The RS syllabus aims to create an understanding of religious concepts at a level appropriate to the age of the children being taught. As a result, each year group will often cover similar concepts but at different levels. A revision and assessment programme is undertaken in conjunction with the set topics. Pupils are tested regularly and progress is assessed through both written and oral questioning.

The subject is studied through seven key areas:

• Beliefs and Values
• Origins and Founders
• Sacred texts
• Worship and Symbols
• Festivals and Celebrations
• Mystery and Meaning
• People of Faith

In Year 6 there are 1 lesson and prep each week, enabling us to give an overview of Christianity.

• Introduction to Christianity
• Old Testament – themes and stories
• Life of Jesus – birth, teachings, death and resurrection
• Growth of the early church

The syllabus is designed to fulfil the following aims:

• Enable students to acquire a basic knowledge of religious studies to help them through life and the future study of the subject
• Develop student’s spiritual awareness
• Help students acquire ultimate meaning
• Encourage students to explore questions of morality and the values of contemporary society

Art

Year 6 marks the end of Key Stage 2 development and our emphasis is on synthesizing the skills and techniques that pupils have acquired during their previous years, in preparation for Key Stage 3.

An understanding and appreciation of the work of European and non-European cultures is an ongoing aspect of our studies.

Pupils are actively encouraged to use subject-specific and critical vocabulary during discussions.

Autumn Term

Colour

Building on their prior knowledge, pupils are encouraged to deepen their understanding of this theme by studying the work of various Colourists. They gain an understanding of how to use colour effectively to create a mood or evoke an emotion in a painting. Much of this term’s work is based on colour mixing and matching through close analysis of the paintings of European and non-European artists.

Spring Term

Still Life

In this theme we explore formal perspective and composition through observational drawing. Pupils use first hand visual information and carry out library research to produce sculptures, drawings, paintings and prints. We look at a range of artists’ styles and traditions from around the world related to still life and arranged objects.

Summer Term

Nature

This term’s work gives pupils the opportunity to explore Nature with a particular emphasis on Pattern, texture and design. Pupils will respond with drawings, paintings, printing and relief, whilst also studying related issues such as the environment. They gain an appreciation of the work of artists who have used nature as a starting point in their work.

Design and Technology

In Year 6, the aims of the course are:

• to increase pupils’ understanding of the design process;
• to increase the repertoire of tools, materials and processes available to them, including an introduction to textiles and plastics technology;
• to introduce pupils to food technology, including nutrition, food hygiene and safety awareness.

The programme of study is as follows:

a) kite project, including introduction to the use of electric sewing machines.

b) thermoplastics – a series of design and make activities using acrylic, foamex and high density polystyrene, including use of the vacuum forming process and the strip heater. Outcomes will vary, but initial set projects may include a photograph holder in acrylic and a desk tidy in foamex. Vacuum forming outcomes may include the use of ready made formers or pupil designed formers in clay to make vehicles, boat, masks, mobiles, door signs etc.

c) Food:

• use of the kitchen as a workshop and subsequent development of associated skills;
• accurate measurement of materials, appropriate selection of utensils,
• awareness of the hygiene and safety standards that encompass all food production;
• awareness of dietary goals in relation to healthy eating and basic nutritional needs for all members of society;
• designing and evaluating work in a methodical manner in the production, understanding and appreciation of food products

Assessment of the course is by:

short progress tests in a) technical vocabulary b) tools and processes, safety and skills general observation, including written work in pupils¡¦ design books.

Information and Communication Technology

Pupils in Year 6 study the following topics and begin to build a portfolio of work using Microsoft Office as their main software. The skills learnt will become the backbones of those required during Years 7 & 8 when pupils work through and complete the OCR RSA CLAIT Stage 1 course.

Autumn Term – 1st half term – Graphical Representation of Data

Pupils will be taught how to produce the following types of graphs from sets of given data:

« Bar Graph; « Line Graph; « Pie Chart « Comparative Bar Graph; « XY Scatter Graph; « Doughnut Graph

The following skills will also be taught:

« Labelling axis « Heading up graph « Formatting graph – font/colour/pattern « Naming (in footer), saving & printing

Autumn Term – 2nd half term – Communicating Information

Using Microsoft Word pupils will be taught how to do the following:

« Page layout – Portrait/landscape, no. of column « Formatting font style/size/colour « Use of Word art « Use of borders « Inserting clipart & pictures « Inserting tables & charts « Formatting different types of letters – business/personal

Spring Term – 1st half term – Basic Desktop Publishing

Through the following task pupils will learn the following skills:

‘Design a poster showing the many different activities that go on at MPS’

« Using Word art « Using Clipart « Creating & using your own borders « Copying & pasting information from the net « Saving and inserting information from the net « Formatting font style/size/colour « Naming, saving & printing their work

Spring Term – 2nd half term – Internet & Email

Using the Internet the following skills will be taught:

« Searching the internet for specific information « Copying & pasting information from the web into a number of different applications « Using the internet to find pictures and images « Saving pictures and images from the web to pupil’s folders « Inserting saved images into a number of different applications

Using the school email system the following skills will be taught:

« Writing an email « Sending an email « Retrieving an email « Attaching a file to an email and sending it « Setting up an email address book

Summer Term – 1st half term – Basic Presentation Graphics

The following basic skills will be taught:

« Creating & formatting a slide – background colour, font style/size/colour « Inserting a new slide « Adding text, word art and clipart to a slide « Animating a slide « Viewing a slide show « Saving a slide show

Personal, Social and Health Education and Citizenship

In Year 6 the PSHE programme is taught by Group Tutors in registration and Group Tutor periods at the start of the day and in a weekly timetabled lesson by the Head of PSHE, Head of Year Six and the Deputy Head on a carousel.

Topics covered include:

• Introduction: Myself, Friendship, Class, Co-operation, Communication, Differences;
• Conduct: At School, At Other Schools, Outside School, On Trips:
• Safety: At Home, On the Road, Near Water, Personal Safety;
• Health: First Aid, Cleanliness, Nutrition, Illness, Exercise, Environment;
• Conflict: Bullying, Cheating, Stealing, At Home;
• Citizenship: Customs and Manners, Rules and the Law, Cross-Cultural Differences, Fairness, Responsibilities and Rights, Contemporary Issues.
• Study Skills Learning styles, preparation, dealing with difficulties.
• Internet Security How to use the Internet, safety on-line, problems that may arise from misuse of the Internet

Music

Music is regarded as an essential element in the education of the whole child. The cognitive advantages bestowed by musical education, which are transferable to other subject areas, have been clearly demonstrated in recent research.

Music in Year 6 begins with a musical production, consolidating technical skills learnt through the previous years. Focus is on good singing practice, including the importance of using the diaphragm, phrasing, diction and fine-tuning. The second term concentrates on Maths and Music: firstly revising common groupings of beats, then meeting more unusual ones, through singing, listening and playing. The next set of lessons develops the work on listening and appraising. Focus here is on the range of styles in popular music during the 20th Century. The final term revises and consolidates all that has been learnt before. We take an overview of many aspects of music such as how musical developments reflect the changing times and fashions. We finish Year 6 music making with an end of year quiz.

Drama

The pupils have one drama lesson per week with a specialist Drama teacher. Drama is currently under review (see Mr Clarke for further information).

Physical Education

The aims of Physical Education at MPS are to promote physical development and confidence and the resultant rise in self-esteem; to provide individual programmes to help all pupils realise their full potential, including outstanding athletes and pupils with special needs; to ensure pupils understand the short and long-term effects of exercise on the body systems and to make pupils aware of the various methods of improving fitness, preparing for activities and recovering afterwards; to help pupils to value safety codes, minimise risk, avoid danger and respond appropriately, when necessary, to emergency situations; to teach pupils to know about and value the benefits of participation in physical activity and to develop in them a positive, committed, enthusiastic, hard-working approach which will help them derive maximum enjoyment and satisfaction from successful endeavour both at school and throughout life; to develop an appreciation of skilful and creative performances across the areas of activity; to develop problem-solving skills; to develop interpersonal skills and qualities such as integrity, fairness, self-discipline and a concern for quality as well as success, and to ensure pupils in teams treat opponents, fellow team members and officials with respect.

While MPS has earned a wide reputation for high standards in Physical Education, gained mainly through the success of our teams in County, Regional and National events, and outstanding individual performances, our competitive achievements are only part of the picture. The major part of our programme is concerned with teaching pupils a broad, balanced syllabus that is differentiated to meet the needs of individual pupils. We study all parts of the National Curriculum but go far beyond its basic requirements in terms of range of sports and activities offered, curriculum time allotted, and standards expected.

Year 6: The PE curriculum embraces Gymnastics, Dance, Swimming, Athletics, Tennis, Trampolining, Cricket (boys), Rounders (girls), Rugby (boys), Netball (girls), Hockey and Football (boys).

The theme of Health-Related Fitness, with its emphasis on developing and maintaining cardio-vascular fitness and flexibility, runs through all PE programmes.

Language Development Centre

Information regarding the LDC (Special Needs) is available from Mary Mountstephen, Director of Learning Development, or from Sally Garland-Jones, Tutor for Admissions.

English as an Additional Language (EAL)

Information regarding EAL is available from Pippa Wynn, EAL co-ordinator or from Sally Garland-Jones, Tutor for Admissions.