Year 6 National Curriculum Non Core Subjects Explanation

Year 6 National Curriculum. Non Core Subjects

Explanation During this unit, no History or geography will be taught The final showcase will be…

Knowledge History/Geography N/A PSHE/Transition Celebrating differences Art Know who Dennis Francesconi is and explain why he is different to other artists DT To understand the purpose of a worry box To know what a good worry box needs Computing Science PSHE We are network technicians We are publishers Titanic/Light Relationships Changing me 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. RE Music

Vocabulary History/Geography PSHE /Transition N/A Unique Diverse Feelings Worry box Art DT Computing Science Mouth and Foot Painting Artists (AMFPA) Design Purpose Fit for purpose Success Criteria Evaluate Annotate Command prompt Internet IP address Packet of data The web Webserver Network Domain Name Service (DNS) Buoyancy Density Floating hypothermia iceberg ice sink thermal insulation Upthrust Cornea Iris light ray rainbow reflection Symmetry PSHE Grief Sadness Loss Death RE Music

Skills History/Geography N/A PSHE/Transition Art DT Computing Science PSHE Know that we belong to different groups but are also unique Know that some of our defining characteristics we have no control over. Know that our school is diverse ethnically, socially and in terms of faith. Know where stereotypes come from and have ways to challenge them. Know how to develop positive coping strategies for a range of emotions and predict how they could be useful in transition. To use a range of materials creatively to design and make products To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space To know bout the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Design purposeful, functional, appealing products for themselves and other users based on design criteria Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. This unit will enable the children to: • appreciate that computer networks transmit and receive information digitally • understand the basic hardware needed for computer networks to work • understand key features of internet communication protocols • develop a basic understanding of how domain names are converted to numerical IP addresses. Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Take measurements, use a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. Create a relationship web including the people who are close to them RE Music

PSHE/Transition Knowledge Know that we belong to different groups but are also unique Know that some of our defining characteristics we have no control over. Know that our school is diverse ethnically, socially and in terms of faith. Know where stereotypes come from and have ways to challenge them. Know how to develop positive coping strategies for a range of emotions and predict how they could be useful in transition. Vocabulary Unique Diverse Feelings Worry box National Curriculum - skill • Empathise with people who are different to us 6

Art Knowledge Vocabulary Know who Dennis Francesconi is and explain why he is different to other artists Mouth and Foot Painting Artists (AMFPA) • • Skill to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. 8

Design and technology Knowledge To understand the purpose of a worry box To know what a good worry box needs Vocabulary Design Purpose Fit for purpose Success Criteria Evaluate Annotate Skills • • 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 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 Understand how key events and individuals in design and technology have helped shape the world 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 9

Computing Knowledge Understand computer networks including the internet and the opportunities they offer for communication and collaboration. Vocabulary Command prompt Internet IP address Packet of data The web Webserver Network Domain Name Service (DNS) Skills 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. 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 technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. This unit will enable the children to: • appreciate that computer networks transmit and receive information digitally • understand the basic hardware needed for computer networks to work • understand key features of internet communication protocols • develop a basic understanding of how domain names are converted to numerical IP addresses. 10

Science – Knowledge 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. Vocabulary National Curriculum buoyancy: the ability of an object to float in water density: how much matter (stuff) an object has to its volume floating: when an object stays on the surface of a liquid hypothermia: occurs when there’s a dangerous drop in body temperature iceberg: large pieces of ice broken off from a glacier or large areas of floating ice sink: go below the surface of water thermal insulation: a material that decreases the flow of heat from a hot area to a cooler one upthrust: the force that pushes an object up and makes it seem to lose weight in a water cornea: the outer clear covering over the eye iris: the coloured part of the eye lens: the part of the eye that focuses the light ray: the path light takes pupil: the black hole in the centre of the coloured part (iris) that lets light into the eye rainbow: occurs when sunlight hits rain, splitting the light into its colours reflection: light bouncing off the surface of an object symmetry: when one shape becomes exactly like another if you flip, slide or turn it. The simplest type of symmetry is ‘reflection’ (or ‘mirror’) symmetry Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Take measurements, use a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations. Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. Use test results to make predictions to set up further comparative and fair tests. Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations. Identify scientific evidence that has been used to support or refute ideas or arguments. Gather and record data to help in answering questions. 11

RE Knowledge Vocabulary National Curriculum 12

PSHE Knowledge Understand the different stages of grief Understand how to cope with feelings of grief Understand the changes they will be going through as part of transition Explain what self-esteem is Vocabulary • • • Grief Sadness Loss Death Transition Self-esteem Skills Create a relationship web - including the people who are close to them 13

Music Knowledge Vocabulary National Curriculum 14

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. 15