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.

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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

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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

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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)

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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 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

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Rockland St Mary and Surlingham Primary Schools

Vocabulary – Vocabulary (NC – develop the appropriate use of historical Vocabulary – Animated story, audio, formulae, data, graph, commands, terms) Desertification, subsistence, commercial, sub- props, location, interview, film, secure, content Victorian vocabulary needed, victory, Nazi, allies, allied, tropical, insurance, territory, conurbation,

Dunkirk, Hitler, invasion, supremacy, territory, surrender, megalopolis, residents, commuter, infrastructure,

occupied, territories, parliament, Churchill, Pathé, embankment, tidal surge, indigenous, methane, chancellor, Fuhrer, evacuation, civilians, coalition, navy, petroleum, geothermal heat, hydroelectric power, Kriegsmarine, Luftwaffe, Reich, Establishment, expansion, solar power, biofuel, merchant, commodities, decline, empire, imperialism, dominion, Commonwealth, manufacture, factory, arid, profit, domestic, colonies, independence, territories, defence, sovereign, international, import, export, brand, company, minerals, missionary, convert, government, politician, savages, exploitation, slavery, abolish, monarch, separation, hectare, smallholder, wholesaler, retailer, fair trade, withdrawal, moral, possession, unnatural, domination, self- premium, co-operative, ethical, conservation, determining viaduct, tradition, custom, culture, heritage, cultural heritage, industrial revolution, prehistoric, pastoral, technology, bracken, diversify

SMSC ideas – SMSC ideas – S: Lessons should provide a sense of awe and SMSC ideas – S: Through providing opportunities for children to explore wonder, and will raise questions about how things could S: Pupils should: reflect on their own values and their creativity and imagination when developing digital have been different if events and/or individuals had been beliefs, and those of others; explore their own products. different feelings about the people, places and environments M: Discussing the moral implications of cyber bullying and M: Pupils will be asked to consider ‘big questions’ or moral the consequences of different courses of actions in response dilemmas highlighting how events and/or beliefs in the past they are learning about; and appreciate the awe and to online scenarios. are often at odds with what would be considered wonder of the natural and manmade environments S: By discussing the impact of ICT on the ways people acceptable today. M. Pupils should consider the moral dimensions of communicate and helping pupils express themselves clearly. S: Pupils will study social issues by comparing the geographical issues being studied e.g. issues of an C: Through developing an awareness of their audience when similarities and differences between past and present increasing population on natural resources, communicating in a digital environment. societies. urbanisation putting pressure on wildlife, the C: Children will learn about people from different cultural economic and environmental impact of global trade backgrounds and their impact on the development of ‘British’ culture. They will develop a better understanding of and commerce multiculturalism. S. Pupils should acquire an understanding of the rights and responsibilities of being members of a family, a class and the wider community (local, national and global). They should develop an ability 6

Rockland St Mary and Surlingham Primary Schools

to relate to others and work together for the common good. C. Children should acquire an understanding of cultural traditions and heritage. They should acquire a respect for their own culture and that of others

Enrichment ideas – Enrichment ideas Enrichment ideas – Presenting work to other pupils/parents Outdoor learning – Make Anderson shelters (WW2) Outdoor learning, OAA Using computing throughout the curriculum e.g. creating a Local visits, Gt Cressingham Victorian School; Gressenhall poster for persuasive writing ‘Victorian Whodunnit’; Gressenhall ‘Evacuee Day’; Time & Local visits, become a Fairtrade accredited school, Safer Internet Day Tide ‘Evacuee Day’; Kentwell Hall ‘history through the ages day’ (Tudor to the 1960s incl. WW2); Broads visit (National Parks), Residential Trip, HMS Belfast (WW2) Cross Curricular Connections: Cross curricular ‘Climate Change’ links: Y4 Geography – Map reading (empire) sustainability; ‘Fairtrade’ links: History – Baghdad and Drama sessions to create a sense of the period/events China (Silk Road); ‘National parks’ links: history/art – being studied. Romanticism and history - Bronze Age

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Rockland St Mary and Surlingham Primary Schools

Year - ______6______/ Class - ______Art Design Technology Music MFL Key Objectives Key Objectives Key Objectives Key Objectives Artists to be covered Design: Developing Planning and Skills Skills Richard Haring and/or Banksy communicating ideas • Play and perform in solo, ensemble Skills from Rigolo 2 – units 7 –12: Barbara Hepworth contexts using voices and (New topics for year 6, non-highlighted = Zaha Hadid (architect) Investigate similar products to the one to be instruments revision from previous years) Exploring and developing ideas made to produce own design criteria • Compose music individually or in pairs • Talking about what you and others do in their free-time Record and explore ideas from first-hand Sketch and model alternative ideas • Sing and play in harmony • Saying what you like/don’t like to do observations, experience and imagination, and confidently • Clothing – opinions and prices explore ideas for different purposes Develop one idea in depth • Read music using standard notation • Daily routine inc.breakfast and food Knowledge items Question and make thoughtful observations Combine modelling and drawing to refine • Notation including basic key • Transport about starting points and select ideas and ideas signatures • Plans for a trip/buying a ticket processes to use in their work • Use of musical symbols such as < • Talking about sports you Plan the sequence of work using a and > enjoy/giving opinions on sport Explore the roles and purposes of artists, storyboard • Know the disciplines a successful • Discussing sports events craftspeople and designers in different times and performer and musician follows cultures Record ideas using annotated diagrams • Revise transport, places and travel and attempt to use these. plans • Develop an understanding of Evaluating and developing work Use models, kits and drawings to help • Revise clothing and describing modern music and the concepts people formulate design ideas associated with this. For example, Compare ideas, methods and approaches in their • Revise giving opinions on the works of Philip glass. food/clothing own and others work and say what they say what Make prototypes • Using prior musical knowledge and think and feel about them using language of art, • Ordering items in a café experience to respond thoroughly • numbers 60-80 craft and design Use found information to inform discussions to respond to live and recorded music. Adapt their work according to their views and Use a computer aided design to model ideas EXTRA – preparing for a French day/event, describe how they might develop it further NC expectations setting up a café, project on a famous French Draw plans which can be read/followed by • develop an understanding of the person/French speaking country, present an Drawing someone else aspect of French culture through history of music. Demonstrate a wide variety of ways to make songs/drama. • play and perform in solo and different marks with dry and wet media Give a report using correct technical Knowledge ensemble contexts, using their vocabulary • Know ordinal numbers. 8

Rockland St Mary and Surlingham Primary Schools

Identify artists who have worked in a similar way voices and playing musical • Have knowledge about a famous to their own work Design innovative, functional, appealing instruments with increasing French person products that are fit for purpose that are accuracy, fluency, control and • Be able to order items in a café Use sketches to develop ideas aimed at particular individuals or groups expression • Describe clothing and people • improvise and compose music for a Manipulate and experiment with the elements, When designing produced pattern pieces range of purposes using the inter- NC expectations line, tone, pattern, texture and shape related dimensions of music • understand basic grammar Working with tools, equipment, materials • appreciate and understand a wide appropriate to the language Painting and components to make quality products range of high-quality live and being studied, including (where relevant): feminine, masculine FOOD Projects on a page: Celebrating recorded music drawn from and neuter forms and the Create shades and tints using black and white culture and seasonality different traditions and from great composers and musicians conjugation of high-frequency Prepare foods products taking into account verbs; key features and patterns Choose appropriate paint, paper, and implements the properties of ingredients and sensory to adapt and extend their work of the language; how to apply characteristics these, for instance, to build

Carry out preliminary studies, test media and sentences; and how these differ Understand how to feed themselves and from or are similar to English materials and mix appropriate colours other affordably now and in the future

Work from a variety of sources inc. those Working with tools, equipment, materials researched independently and components to make quality products CONSTRUCTION Show an awareness of how paintings are created (composition) Use bradawl to mark hole positions

Printing Build frameworks using a range of materials e.g. wood, card corrugated plastic to Describe varied techniques support mechanisms Projects on a page:

Frame Structures Be familiar with layering prints

Be confident with printing on paper and fabric Choose materials based on their functional properties and aesthetic qualities Alter and modify work Apply their understanding of how to Work relatively independently strengthen, stiffen more complex structures 9

Rockland St Mary and Surlingham Primary Schools

Textiles/Collage Understand and use mechanical systems in their products eg gears, pulleys, cams, Awareness of the potential of the uses of levers and linkages material Working with tools, equipment, materials Use different techniques, colours and textures and components to make quality products etc, when designing and making pieces of work TEXTILES Projects on a page: Textiles – Combining fabric shapes

Create 3D products using pattern pieces and seam allowance

Pin and tack fabric pieces together

Join fabrics using overstitch, back stich, blanket stich or machine stitching

Make quality products

Working with tools, equipment, materials and components to make quality products SHEET MATERIALS

Use craft knife , cutting mat and safely ruler under one to one supervision

Evaluating processes and products

Reflect on their work using design criteria stating how well the design fits the needs of the user

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Rockland St Mary and Surlingham Primary Schools

Vocabulary – Vocabulary – Vocabulary – Depth, Computer aided, Innovative, Functional, Appealing, Sensory characteristics, Affordably, key, dissonance, harmony, key signature, J’habite en/au ……. [I live in……] Bradawl, Hole positions, Frameworks, Corrugated, Mechanisms, Tehri functional, Aesthetic, influences, semi quavers, rests, français(m) française (f) [French] Gears, Pulleys, Cams, Levers linkages, Seam allowance, Pin and tack, Overstitch, Back stitch, semidemiquavers, modernism, perform, canadien (m) canadienne (f) [Canadian] Blanket stitch improvise, compose, evaluate suisse (mf) [Swiss] belge (mf) [Belgian] Dry and wet media, Manipulate, Shades, Tints, Implements, Preliminary studies, Composition, luxembourgeois(m) luxembourgeoise (f) Layering prints, Alter, Modify [Luxembourger]

SMSC / Enrichment Ideas – SMSC ideas – SMSC ideas – Music from different cultures Bastille Day GoGo Hare campaign (Dinosaurs (2019-2021)) Community choir integration? High School Students Sainsbury’s art Centre Musical Evening Performance French Parent Volunteer Religious art work trips (church, Buddhist retreat) KS2 Play Performance Artist visits Big Sing/ St Andrews Hall Performance Engineering club (Hosted on school site) Composer Study (Choral group) Enrichment ideas – Enrichment ideas – Art club (Hosted on school site) Musical Evening Bastille Day Scratch club (Hosted on school site) KS2 Performance French speaking visitors and volunteers City college Art galleries Composer Study Contacts with Wymondham College D&T lead to host lessons Music Maestroes Arts Festival (Wymondham college) Art projects linked to festivals/calendar dates

RE Key Objectives

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Rockland St Mary and Surlingham Primary Schools

Skills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder * To ask questions about life and death. * To express your own views about religious beliefs, stories and practices. * To consider right, wrong, and moral values. * To understand others have different world views, shaped by religious beliefs, and listen to them. * To understand and respect the different opinions of others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Christmas: How significant is it that Mary was Jesus’ mother? * Easter: Is Christianity still a strong religion 2000 years after Jesus was on Earth? Islam * Beliefs and Practices: What is the best way for a Muslim to show commitment to God? * Beliefs and moral values: Does belief in Akhirah (life after death) help Muslims lead good lives?

NC expectations ‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed Syllabus Aim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well. Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives. Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

Vocabulary – Akhirah (life after death), beliefs, belonging, Christianity, Christmas, commitment, community, heaven, important, Islam, meaning, Allah, muslims, submission, Muhammad, prophet, Quran, moral, nativity, pilgrimage, practices, pray/prayer, relevant, religion, scripture, shrine, significant. 12

Rockland St Mary and Surlingham Primary Schools

SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth. Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities). Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school). Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences. Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…) Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice. Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions. Considering the importance of rights and responsibilities and the development of a sense of conscience. Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter). Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…). Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion. Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my Celebrating Dreams and goals Healthy me Relationships Changing me world difference Year 6 universal rights for How differences Working with other Responsible and How people try to How a baby all children but not can be a source of people to make the irresponsible use of gain power or develops from all children’s rights conflict or cause for world a better alcohol control conception to birth are met celebration place and how it is born

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Rockland St Mary and Surlingham Primary Schools

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