Year Group 6 Year 2015 - 2016

Autumn 1 / Autumn 2 /

Spring 1

/ Spring 2 / Summer 1 / Summer 2
Maths /
  • Number: Number and Place Value
  • Number: Addition, Subtraction, Multiplication and Division
  • Number: Fractions and Decimals
  • Measurement
Geometry:
  • Properties of Shape
Geometry:
  • Position and Direction
  • Statistics
/
  • Number: Number and Place Value
  • Number: Addition, Subtraction, Multiplication and Division
Number: Fractions and Decimals
  • Ratio and proportion
  • Algebra
  • Measurement
Geometry:
  • Position and Direction
  • Statistics
/
  • Number: Number and Place Value
  • Number: Addition, Subtraction, Multiplication and Division
  • Number: Fractions and Decimals Ratio and proportion
  • Algebra
  • Measurement
Geometry:
  • Properties of Shape
Geometry:
  • Position and Direction
  • Statistics

Literacy / Fiction Genres
Extending Narrative / Poetry
Reading and Writing Narrative and plays
Biography and Autobiography / Journalistic Writing
Narrative writing
Reading and Writing fiction/ Non-fiction
/ Argument
Poetry / Short Story with Flashbacks
Reading and Writing fiction/ Non-fiction / Authors and Texts
Journalistic Writing Link with ‘Take One Picture’
RE / Harvest
Parables
Christian Worship
Prayer
Faith in Action / All Saints’ Day
Vestments and Colours
Christian signs and symbols & Christian Artefacts
Christmas / The Holy Land - Map, important places, Life in New Testament times
John the Baptist
Life of Jesus
Parables
Christ’s Teaching
Miracles
The Disciples / Lent
Easter and Christianity / How do people express their ideas about God?
How do Christian communities use the arts to express their beliefs about God? / Buddhism
ICT / Moving Image
Safe use of technologies / Information models
Safe use of technologies / Robotics and systems
Safe use of technologies
Topic / Ancient Greece (History) / Landscapes (Geography)
World / UK / Stone Age - Iron Age (History)
Science / Light / Electricity / Living things and their habitats / Evolution and inheritance / Animals including humans / Human reproduction and relationships
PE / Sports’ leader training
Invasion (hockey) /

Gymnastics

(Floorwork)
Dance / Multisports
Sportshall Athletics / Dance
Gymnastics
(Apparatus) / Striking/ fielding
(Cricket)

Athletics

/ Net/wall
(Tennis)

Athletics

Music / Greek music/ songs
Exploring singing
Rounds / Singing-
Christmas carols-
St Albans Abbey Carol Concert. / Exploring sound / Exploring lyrics and melody / Performing together / Performing
End-of-year play songs and music
Leavers’ song
Art / Pattern and Line
Experiment with line to produce a feeling of movement.
To observe and talk about how other cultures / times have used line and pattern-Ancient Greeks-Pottery designs.
3D work-Joining and modelling skills-Greek drama mask / Landscape painting
Create images using collage, printings.
Land art-Dry Stone Wall
David Hockney-Artist study (BritishArt) / Cave paintings
-paper making
-sketching
-paint mixing
-line drawings
-telling a story
Use of the computer
Jackson Pollock Artist study (American Art) -Abstract Expression-Drip painting in fire colours
DT / Greek Sandals / Bird Boxes / Putting on a performance
PSHE / New beginnings
Developing skills of communication and participation / Say No to Bullying
Anti-bullying week
Getting on and falling out / Going for goals
Financial capability
Looking after my money / Good to be me
How do rules and laws affect me? / Changes
Choices
Looking Backwards, Looking Forwards – / ‘Changes’
Sex and Relationships
Healthy Lifestyles
Moving on
Transition
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. / 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 how 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. / Living things and their habitats
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
• give reasons for classifying plants and animals based on specific characteristics. / 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 environment in different ways and that adaptation may lead to evolution. / Animals, including humans
The statutory requirements are that children are taught to:
• identify 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 function
• describe the ways in which nutrients and water are transported within animals, including humans.

Key Stage 2 Year 3/4

Digital Media
Paint Revelation Art
Purple Mash 2simple art Year 4 / Painting
Year 3/ Year 4 / Printing
Year 4 / Textiles / 3‐D
Year 3 / Collage
Year 3
Record and collect visual information using digital cameras /or recordings.
Present recorded visual images using software e.g. PowerPoint /Windows movie maker.
Use a graphics package to create images and effects with:
Lines by controlling the brush tool with increased precision.
Changing the type of brush to an appropriate style e.g. charcoal.
Create shapes by making selections to cut, duplicate and repeat.
Experiment with colours and textures. / Experiment with different effects and textures including: blocking in colour, washes, thickened paint creating textural effects.
Work on a range of scales e.g. thin brush on small picture etc.
Create different effects and textures with paint according to what they need for the task.
Colour
Mix colours and know which primary colours make secondary colours.
Use more specific colour language.
Mix and use tints and shades. / Create printing blocks using a relief or impressed method.
Create repeating patterns
Print with two colour overlays / Use a variety of techniques e.g. printing, dyeing, weaving and stitching to create different textural effects.
Match the tool to the material.
Develop skills in stitching, cutting and joining. / Plan, design and make modelsfrom observation or imagination e.g. join clay and construct a simple base for extending and modelling other shapes.
Create surface patterns and textures in a malleable material.
Use papier mache to create a simple 3D object. / Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures.
Use collage as a means of collecting ideas and information and building a visual vocabulary.

Park Street C. of E. Primary School and Nursery

Key Stage 2Year 5/6 Progression in Art and Design Skills Map Reviewed 2015

Purpose of study
  • Engage, inspire and challenge the children, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
  • As the children progress, they should be able to think critically and develop a more rigorous understanding of art and design.
They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Aims
Ensure that all children:
  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Exploring and Developing Ideas / Investigating and making art, craft and design / Evaluating and Developing Work / Knowledge and understanding
The children should be taught to:
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
The children should be taught to: create sketch books to record their observations and use them to review and revisit ideas. / The children should be taught to:
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
/ The children should be taught to:
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
The children should be taught to:
  • review their work in their sketch books
/ The children should be taught to:
  • know about great artists, architects and designers in history.

Drawing
Work from a variety of sources including observation, photographs and digital images.
Work in a sustained and independent way to create a detailed drawing.
Develop close observation skills using a variety of view finders.
Use a sketchbook to collect and develop ideas.
Identify artists who have worked in a similar way to their own work. / Lines, Marks, Tone, Form and Texture
Use dry media to make different marks, lines, patterns and shapes within a drawing.
Experiment with wet media to make different marks, lines, patterns, textures and shapes.
Explore colour mixing and blending techniques with coloured pencils.
Use different techniques for different purposes i.e. shading, hatching
Start to develop their own style using tonal contrast and mixed media. / Perspective and Composition
Begin to use simple perspective in their work using a single focal
point and horizon.
Begin to develop an awareness of composition, scale and proportion in their paintings e.g. fore, mid and background.
Show an awareness of how paintings are created i.e. Composition.

Key Stage 2Year 5/6

Digital Media
Paint Revelation Art
Purple Mash 2simple art Year 6 / Painting
Year 6 / Printing
Year 5 / Textiles
Year 5 / 3‐D
Year 5 / Collage
Year 6
Record, collect and store visual information using e.g. digital cameras/ recorders.
Present recorded visual images using software e.g. PowerPoint / Windows movie maker.
Use a graphics package to create and manipulate new images.
Be able to import an image (scanned, retrieved, taken) into a graphics package.
Understand that a digital image is created by layering.
Create layered images from original ideas (sketch books etc.) / Develop a painting from a drawing.
Carry out preliminary studies, trying out different media and materials and mixing appropriate colours.
Create imaginative work from a variety of sources e.g. observational drawing, themes, poetry, music.
Colour
Mix and match colours to create atmosphere and light effects.
Be able to identify primary secondary, complementary and contrasting colours.
Work with complementary colours. / Create printing blocks by simplifying an initial sketch book idea.
Use relief or impressed method.
Create prints with three overlays.
Work into prints with a range of media e.g. pens, colour pens and paints. / Use fabrics to create 3D structures.
Use different grades of threads and needles.
Experiment with a range of media to overlap and layer creating interesting colours and textures and effects. / Shape, form, model and construct from observation or imagination.
Use recycled, natural and man‐made materials to create sculptures.
Plan a sculpture through drawing and other preparatory work.
Develop skills in using clay/ modelling material including slabs, coils etc.
Produce intricate patterns and textures in a malleable media. / Add collage to a painted, printed or drawn background.
Use a range of media to create collages.
Use different techniques, colours and textures etc. when designing and making pieces of work.
Use collage as a means of extending work from initial ideas.

Key stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Location knowledge

locate the world’s countries- Year 6, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities –Year 5

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 –Year 6

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Year 6

Place knowledge

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 Year 5?

Human and physical geography

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts- Year 6, rivers- Year 4, mountains, volcanoes and earthquakesYear 5, and the water cycle- Year 4

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 Year 3?

Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Year 6

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 Year 6

use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Year 4

Out of this World

year 3 / year 4 / year 5 / year 6
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Down on the Farm
Drawing and painting:Farm animals from photographs. Maps of farms.
Other 2D work:Printmaking, Collaborative appliqué farm map.
3D work:Clay farm animals
ICT:Photograph animals
Artists work: Diane Whitehead and Peter Gray / Our Island’s Heritage
Drawing and painting:Boudicca from a range of sources
Other 2D work:mosaic pieces
3D work:newspaper models(figures)
ICT:Mosaic designer website
Artists work: Artists impressions of Boudicca, range of mosaic designs /
Where in the World?
Drawing and painting: Still-life fruit/veg Perspective-ships
Other 2D work:Natural compositions in school grounds
3D work: clay sculptures
ICT: design/perspective
Artists work: Arcimboldo /
River’s Tale
Drawing and painting: Reflections in water
3D work:Seascape weaving.
wall hanging
ICT:Photos on Bealieu trip
Artists work: Claude Monet, Elaine Fine, Malcolm Surridge
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Bombs Away!
Drawing and painting:Observational drawing of evacuees. Feelings poses.
Other 2D work: Wax resist.
3D work:Clay model maquette.
ICT:Photos of Evacuee day-feelings.
Artists work: Henry Moore Antony Gormley and Julian George /
Carnival
Drawing and painting:biro drawings of carnival scenes.
3D work:Carnival masks- mudroc
ICT:Dazzle pictures and patterns- Beatriz Milhazes
Artists work: Frances Hatch , Beatriz Milhazes / Out of this World
Drawing and painting:Colours of space
Other 2D work:Collaborative planet collages
3D work:Planet kinetic sculptures
ICT:Finding colours of space on the internet.
Artists work: Alexander Calder / 60 years of Change
Drawing and painting:Plants and leaves using permanent pen.
Selecting area for print.
Other 2D work:Printmaking -collagraphs and string
3D work: clay tiles
ICT: PowerPoint pitch to textiles company. Sepia portraits
Artists work: William Morris
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/ In Search of the Pharaohs
Drawing and painting:Ancient Egypt patterns and motifs
Other 2D work:Mixed media collage – tomb paintings
3D work:Canopic jars
ICT:Motif research
Artists work: Ancient Egyptian artefacts / Alfred’s England
3D work:Nightlights- DT link
ICT:Google research /

Ancient World

Drawing and painting:Myths
Other 2D work:Batik wall hangings
ICT:Internet
Artists work: Artists impressions of Greek artefacts.
Art Gallery Visit: Millais /
Round and Round
Fairground Art?

Assemblies Year 6 AUTUMN TERM RE Link

Thursday / Years / Theme / Brief Content / Leader / Time
Y6 / Fresh start: Thankfulness / ‘It’s a New Day’ Come and Praise 2 106 / Mary / 9.10am
Y6 / Dear God, Thank you for your power to heal.
Mark 1, Luke 4 / Jesus in Peter’s house
P.220 / Mary / 9.10am
Y6 / Fresh start: Thankfulness / Jesus’ teaching on prayer based on Luke Ch.11 v 5-13
‘The Parable of the Midnight Caller’ by Alan Macdonald / Mary / 9.10am
Y6 / Dear God, May I never pretend to be holier than others. / Matthew the tax collector
P.223 / Mary / 9.10am
Y6 / Fresh start: Thankfulness / The Lord’s Prayer A prayer hand-each finger is a reminder of different things to pray for. / Mary / 9.10am