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Rockland St Mary and Surlingham Primary Schools

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Rockland St Mary and Surlingham Primary Schools Rockland St Mary and Surlingham Primary Schools Year 6 Foundation Subjects Progression Map Computing History Geography Key Objectives Key Objectives Key Objectives Skills Skills – historical enquiry Skills and fieldwork (NC) E-Safety and communication Regularly address and sometimes devise historically valid questions about: - Use maps, atlases, globes and digital/computer • Agree upon and follow sensible and age-appropriate e- • Change and continuity safety rules for the classroom mapping to locate countries and describe • Cause and consequence • Use knowledge of domain names (.gov, .com, .co.uk etc) features studied • Similarity and difference and the secure ‘padlock’ symbol in the URL bar to validate • Significance data entry choices Knowledge (enquiries) • Demonstrate how to make safe choices about the use of - How is climate change affecting the world? Construct informed responses by selecting and organising technology, including privacy settings and reporting - Why is fair trade fair? historical information processes for cyberbullying and abuse - Who are Britain’s National Parks for? • Use appropriate strategies for finding, critically evaluating, and verifying information across multiple sources Note connections, contrasts and trends over time Locational Knowledge (including skim reading, cross checking, using different - Locate all countries, major cities and keywords) Use evidence and understand how knowledge of the past is constructed from a range of sources – know that context environmental regions studied, on a map. Algorithms and Programming affects interpretations - During each topic - name and locate counties and cities of the United Kingdom studied, their • Compose multiple strings of commands in a program (e.g. Knowledge - NC Expectation geographical regions and their identifying human in J2E, giving a sprite multiple instructions to follow when • A study of an aspect or theme in British history that and physical characteristics, and land-use different inputs are used, such as movement, directions, extends pupils’ chronological knowledge beyond patterns; and understand how some of these and interacting with other sprites) 1066 i.e. the Victorians • Make predictions about the outputs for different steps aspects have changed over time • A study of an aspect or theme in British history that when composing an algorithm (e.g. “When I use command X, the result will be Y) extends pupils’ chronological knowledge beyond Place Knowledge • Program a device (e.g. a Microbit) for a range of functions, 1066 i.e. the Battle of Britain - Understand the human and physical geographical • composing and copying the required code onto that A study of an aspect or theme in British history that similarities and differences: extends pupils’ chronological knowledge beyond device to make it work o Including the impact of climate change 1066 i.e. the British Empire • Use multiple ‘if / else’ statements in block coding to on an area of the UK and various other introduce conditions for certain events to take place (e.g. 1 Rockland St Mary and Surlingham Primary Schools with Microbit, if light level is >100, show a sunlight icon, if Chronology – NC Continue to develop a chronologically worldwide locations incl. Greenland, not, clear the screen) secure knowledge and understanding of British, local and North America world history, establishing clear narratives within and across o between national parks incl. those in the Data collection and handling periods studied e.g. UK and the Everglades, USA • Can independently create own timelines, on which • o Worldwide fair-trade incl. St Lucia Carry out the whole data gathering and presentation to accurately date and arrange key historical process, maintaining accuracy and absence of bias events within a period of study. throughout • Can independently create own timelines, on which Human and Physical • Collect live data using data logging equipment (e.g. to accurately date and arrange key historical - identify different types of settlement temperature, sound, light) and interpret the findings from events or periods (BC/BCE and AD/CE) across - Understand the concept of global warming and these periods of study. identify the impact of changing weather patterns • Using results from data logging experiments to suggest in various locations around the globe next steps, e.g. if investigating sound levels around school, - Identify biomes from photos and speculate what suggest what might happen to alleviate high levels climate conditions produced them. Multimedia text, images, video and sound - Identify what international trade entails (manufacture, selling & buying of goods and • Create and edit images, video or sound to promote or services between countries through exports and present ideas or products imports) • Experiment with and adjust the format of a document - Understand how and why almost half the food (layout, underlining, font style and size) to improve presentation bought in the UK comes from abroad • Compose and edit a video file, adding captions, opening - Understand the significance of National parks in and closing credits and other effects where required terms of conservation, cultural heritage and • Upload a video to a safe web portal (e.g. Vimeo) for ‘breathing space’ for urbanised areas others to view - Understand the economic activities within National Parks incl. farming and tourism Technology in our lives - Identify the similarities and differences between • Plan and conduct video calls with other classes under the Exmoor and Dartmoor National Parks with the supervision of staff Everglades National Park, USA • Construct a diagram / model of how the internet works NC Expectations Knowledge 2 Rockland St Mary and Surlingham Primary Schools E-Safety and communication - Develop contextual knowledge of the location of globally significant places – both terrestrial and • Discuss the importance of keeping an adult informed marine – including their defining physical and about your activity online, and how to report any human characteristics and how these provide a concerns • Understand that some malicious individuals may use geographical context for understanding the various techniques to make contact and elicit personal actions of processes information from you - Understand the processes that give rise to key • Discuss how messages and images that are sent and physical and human geographical features of the received online are permanent and even if deleted will world, how these are interdependent and how leave a digital trail they bring about spatial variation and change • Know that it is unsafe to arrange to meet unknown people over time online - Interpret a range of sources of geographical • Explain how to behave responsibly in a range of online information, including maps, diagrams, globes, scenarios aerial photos and geographical Information Algorithms and Programming Systems (GIS) - Communicate geographical information in a • Know that ‘computational thinking’ is about using a variety of ways, including through maps, computer to solve problems numerical and quantitative skills and writing at • Decompose a problem into smaller steps, recognising length similarities to solutions used before • Explain each of the steps in an algorithm to run a device or onscreen activity • Know how to evaluate and test the effectiveness and efficiency of an algorithm • Explain how to create and modify a flowchart, using the correct symbols, in order to solve a problem • Understand that a computer can be programmed to respond to certain inputs (e.g. light, direction) with different outputs depending on the strength of the input • Link errors in a program to a problem in the algorithm on which it is basedx11x 3 Rockland St Mary and Surlingham Primary Schools Data collection and handling • Discuss the process needed to present data, e.g. compose a question, conduct a survey, record the data in a chart or graph • Select the most appropriate / efficient tool to collect data • Know what ‘accuracy’, ‘bias’ and ‘plausibility’ mean in terms of data • Know that data on temperature, sound and light can be collected and recorded • Discuss and evaluate data that has been collected, based on critical feedback from peers Multimedia text, images, video and sound • Recognise that photography, sound files or video clips can be used as tools for promotion or advertising, or sharing of ideas • Explain how to insert shapes / pictures / links, edit text format, and adjust margins to improve appearance / function of a word document • Know that photos can be edited / cropped / adjusted to improve layout, brightness, colour saturation and contrast Technology in our lives • Demonstrate how an internet service (such as FTP/secure FTP) works and can leave the user vulnerable if not secured behind a firewall, for example • Discuss the range of services available on the internet – World Wide Web, email, uploading / downloading files (e.g. Dropbox) File Transfer Protocol (e.g. when sending attachments), Voice Over Internet Protocol (e.g. when using Zoom) 4 Rockland St Mary and Surlingham Primary Schools • Know how a simple computer network (e.g. school/home intranet) is organised, and demonstrate how information is transferred around the internet NC expectations • 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
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