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The circulatory system, lifestyle, health and disease; transport of water in animals

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Perform mental calculations including with mixed operations and large numbers and decimals.

Add and subtract whole numbers and decimals using formal written methods (columnar addition and subtraction).

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Perform mental calculations, including with mixed operations and large numbers.

Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.

Multiply one-digit numbers with up to two decimal places by whole numbers.

Divide numbers up to 4 digits by a two-digit whole number using the formal written methods of short or long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.

Use written division methods in cases where the answer has up to two decimal places. §Solve problems involving all four operations, including those with missing numbers.

Use common factors to simplify fractions; use common multiples to express fractions in

the same denomination.

Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

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Manipulate sentences to create particular effects.

·     Use devices to build cohesion between paragraphs in persuasive, discursive and explanatory texts e.g. adverbials such as: on the other hand, the opposing view, similarly, in contrast, although, additionally, another possibility, alternatively, as a consequence.

·     Use devices to build cohesion between paragraphs in narrative e.g. adverbials such as: in the meantime, meanwhile, in due course, until then.

·     Identify audience and purpose.

·     Choose appropriate text-form and type for all writing and select the appropriate structure, vocabulary and grammar.

·     Blend action, dialogue and description within sentences and paragraphs to convey character and advance the action e.g. Tom stomped into the room, flung down his grubby, school bag and announced, through gritted teeth, “It’s not fair!"

·     Evaluate, select and use a range of organisation and presentational devices to structure text for different purposes and audiences e.g. headings, sub-headings, columns, bullet points, tables.

·     Develop self-checking and proof-checking strategies, including the use of a dictionary and thesaurus

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I can explain why believers hold key beliefs, and why they use worship and rituals to mark important events in life.

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Other important aspects of writing in Year 6

·     Write, using a joined style, with increasing speed. ·          Use ellipsis to link ideas between paragraphs.

·     Identify and use semi-colons to mark the boundary between independent clauses e.g. It is raining; I am fed up.

·     Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved.

·     Identify the subject and object of a sentence. ·    Punctuate bullet points consistently.

·      Identify and use colons to introduce a list ·      Identify and use semi-colons within lists.

·     Explore how hyphens can be used to avoid ambiguity e.g. man eating shark versus man-eating shark

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Multiply simple pairs of proper fractions, writing the answer in its simplest form e.g. 1 x 1 = 1

Solve problems involving the calculation of percentages (e.g. of measures and such as 15% of 260) and the use of percentages for comparison

Draw 2-D shapes using given dimensions and angles.

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Find unknown angles in any triangles, quadrilaterals, regular polygons. §Describe positions on the full coordinate grid (all four quadrants). §Express missing number problems algebraically.

Find pairs of numbers that satisfy an equation with two unknowns

Use, read and write standard units of length, mass, volume and time using decimal notation to three decimal places.

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

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Earthquakes Depth focus:

The Christchurch earthquake, New Zealand.

Causes of earthquakes: tectonic plates, fault lines

Depth focus: California & San Andreas fault, Indian Ocean tsunami

Effects of earthquakes How humans live in earthquake zones and adapt their settlements (e.g. Japan)

Revisits knowledge on volcanoes from Year 4 Spring 1. Geographical skills: Thematic maps Disciplinary focus: interaction

How do earthquakes affect people and environments?

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Deserts Distribution and climate of deserts

Depth focus: The Sahara Desert How deserts are formed, variety of landscapes. Plants and animals in deserts

How humans live and adapt in deserts

Depth focus: The Patagonian Desert

Geographical skills: Interpreting thematic maps and satellite photographs Disciplinary focus: diversity

Why are deserts located where they are?

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Water as a resource

Depth focus on California (region in North America), continuing natural resources theme (revisit water cycle from Year 3)

Water resources in California Farming - intensive farming, growing almonds

California aqueduct – providing water.

The future of water supply in California.

Geographical skills: Interpreting a range of thematic maps Disciplinary focus: change How have the actions of people affected the drought in California?

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Oceans Locational framework – world oceans, seas in Europe Oceans and trade, oceans and climate, major currents. Oceans and the land masses we’ve studied in depth – the Atlantic and West Wales.

The Pacific and South America.

Oceans and climate change, the human impact on oceans. Geographical skills: Interpreting world and thematic maps Disciplinary focus: change How can oceans affect human behaviour and settlements?

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Real migration stories in people’s own words, from Northern Ireland to Liverpool and from Turkey to London.

Why do people migrate? Push and pull factors revisited (from Year 5 Autumn 1) and extended in new contexts. Refugees, persecution, asylum, asylum seekers; challenges for refugees

How does migration change places? London, Shetland Islands, Cambridgeshire Migration and identity: examples from diverse settings showing complexity of identity, dual nationalities, multiple identities, and the role of place in identity. Understanding place in relation to scale. Geographical skills: Asking questions, eight-point compass Disciplinary focus: change Why do people migrate?

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Human and physical characteristics of North and South America, including population distribution and climate. Megacities including Lima and depth focus on Brazil’s megacities.

Urban-rural migration in Brazil, including informal settlements, like favelas.

Challenge stereotypes often held of the favelas.

Geographical skills: 4-figure references, thematic maps Disciplinary focus: diversity

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I can consider the challenges of belonging to a religion today.

I can explain my view of how people express their ideas about the meaning and purpose of life, giving examples.

I can explain how beliefs and teachings influence what people think about ethical/ moral questions. I can give my own view.

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This unit focuses on three cities: Rome, Constantinople and Adulis (in the African empire of Aksum), representing three types of Christianity influenced by and influencing local culture. Stories examine the role of rulers in the spread of Christianity. Narrative as follows: 1.Revisit Christianity in Rome. Persecution etc. Constantine and Battle of Milvian Bridge. Christianity becoming official religion of Roman Empire. 2.Constantine founding of Constantinople. 3.Fall of Rome in 5th century. Byzantine Empire, including more on Constantinople - confluence of European & Asian influences in art and architecture. 4.Trade in East Africa & links with civilisations already studied. Port of Adulis on the Red Sea. Kingdom of Aksum. 5.Ethiopian Christianity: the rock churches and other cultural artefacts; ongoing importance in world Christianity. 6.Christianity spreads into Africa. Conversion of King Ezana via Eastern (Syrian) Christianity. Recent archaeological finds refining our understanding of early Christianity in Aksum. Disciplinary focus: similarity/difference What made each early Christian state special?

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Arabia and early Islam Arabia before Muhammad Bedouin culture, trade and life in the desert; the place of the Makkah in the trade of the Middle East and the world. An oral culture and a land of poetry. Stories about the birth of Muhammad. Makkah, Medina and the birth of Islam. Disciplinary focus: change and continuity What kind of change did Muhammad bring about in Arabia?

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Reasons for migration Anglo-Saxon kingdoms Christianity arrives in the British Isles (1) (Jutish rule in Kent: Ethelberht and Berta) including Augustine etc, up to Synod of Whitby 664). Link back to Romans (Year 4 Summer 1): the mission to the Angles (Pope Gregory: ‘not Angles but angels’). Early monasteries in British Isles; Bede. Offa and Cwynethrith of Mercia How archaeologists learn about Anglo-Saxons – art, everyday life, villages; Sutton Hoo Disciplinary focus: evidence How have historians learned about Anglo-Saxon Britain?

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How light travels, how we see objects, the shape of shadows

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The effects of changing the number and voltage of cells in a circuit; varying the function of components; representing circuits using symbols

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What we learn by looking at fossils; variation, reproduction and adaptation. Evolution

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Summer 1 Living things and their habitats

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Summer 1 Living things and their habitats

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Classifying microorganisms, plants and animals

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I can explain the influence and impact religions and beliefs have on individual lives, communities, and society

(recognising the similarities and differences found within and between religions.)

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What does it mean to be a Buddhist?

·     To know and remember what Buddhism teaches about suffering.

·     To know and remember the role the noble eight-fold path plays in helping a Buddhist live their life well and to end suffering.

·     To understand what samsara is and how a Buddhist understands karma as a way of breaking free from samsara.

·     To know what being part of the sangha means for a practising Buddhist.

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How would Christians advertise Christmas to show what Christmas means today?

·     To know and remember the meaning of the core concept:   Incarnation

·     To understand the difference between the secular and religious views of Christmas.

·     To know the different emphases, the Gospels give to the Nativity narrative and the reasons why.

·     To know and understand some of the reasons why churches advertise Christmas.

·     To know and remember the key religious vocabulary and what each word means.

To understand what Christians believe happens after death.

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What might the journey of life and death look like from a Christian perspective?

·     To know what a rite of passage is within the Christian Faith.

·     To know and understand what a sacrament is.

·     To understand the meaning of baptism and confirmation as sacraments of initiation.

·     To know what marriage means for a believer.

·     To understand how the sacraments are significant to a believer’s life.

To understand what Christians believe happens after death.

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How does the Christian festival of Easter offer hope?

·     To know and remember what forgiveness, salvation and hope mean from a Christian perspective.

·     The parable of the prodigal son and the key concepts within it:  Forgiveness, jealously, repentance, redemption

·     The story of Zacchaeus and the paralysed man and the concept of repentance and forgiveness.

·     To know and remember the stations of the cross and how they link to the concepts of forgiveness, salvation and hope.

To know and remember how the resurrection narratives, help to understand what Christian hope is.

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How has the Christian message survived for over 2000 years?

·     To know and remember the account of Pentecost found in Acts and its impact.

·     Key concepts found within the Apostles’ Creed and its significance.

·     How Christians use the Bible and reasons why translating it into different languages is important.

·     To know about the experience of the persecuted church in North Korea.

To know about world and local mission and the reasons why Christians are motivated to share the Christian message.

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Who decides?

·     Story of Moses

·     Prophet Mohammad (PBUH) and the birds

·     The story of ‘The People who Hugged the Trees’

Beliefs of Albert Schweitzer

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I can explain ways in which difference can be a source of conflict or a cause for celebration and can show empathy with people in either situation.

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I an describe some ways in which I can work with other people to help make the world a better place I can identify why I am motivated to do this

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I can evaluate when alcohol is being used responsibly, anti-socially or being misused I can tell you how I feel about using alcohol when I am older and my reasons for this

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I can recognise when people are trying to gain power or control I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain po

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I can describe how a baby develops from conception through the nine months of pregnancy, and how it is born and I recognise how I feel when I reflect on the development and birth of a baby.