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Year 6 curriculum

 Autumn - Where does all of our stuff come from?

Learning Objectives:

  • Describe and understand key aspects of 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. 
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Skills Objectives:

During this unit, the children will work on a variety of mapping tasks, from mapping the locations where their clothes and lunch originate, to working with climate zone maps. They will also look at the journeys of various familiar foodstuffs, household products and recycled items.

Fieldwork:

The children will go on a field visit to investigate the products available in the local area, and find out about which products are produced locally and which are imported. They will be posing their own enquiry questions and collecting the information to answer their questions.

Cross-curricular Opportunities:

English: compiling a leaflet explaining clothing production, with advice on ethical consumerism : scripting a documentary discussing issues involved in buying locally produced versus imported products, writing an adventure story on the journey of a product.

Mathematics: creating a frequency chart and bar graph showing countries of origin for products at home, handling data to create tables, graphs, and charts. Calculating food miles.

Science: learning about seasons, the life cycle of plants and seed dispersal

Art & design: drawing and annotating: school uniform, fruits and their origins.

History: discussing exploration and trade, with a link to Tudor times.

Spring - Are we damaging our world?

Learning Objectives:

  • Describe and understand key aspects of the distribution of natural resources including energy, minerals and water
  • Use maps, atlases and globes to locate countries and describe features studied
  • Use the eight points of a compass, symbols and keys to build their knowledge of the United Kingdom and the wider world
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Skills Objectives:

The children will use maps and atlases throughout this unit to locate different countries, regions, oceans and habitats. They will learn to read a range of different types of map, including those that show mineral distribution around the world.

Fieldwork:

This unit includes opportunities for fieldwork within the school grounds, looking at how the school grounds can be made more attractive to wildlife and investigating how sustainable the school is, and suggesting areas for improvement. The children will pose their own specific enquiry question, before collecting evidence from around the school.

Cross-curricular opportunities:

English: writing a script, producing a fact sheet, formal letter writing and persuasive texts, report writing.

Science: learning about minerals, learning about energy production, learning about habitats, learning about marine life.

Computing: researching online, creating a comic strip, creating a website.

Summer - How will our world look in the future?

Learning Objectives:

  • Describe and understand key aspects of: −physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle −human geography, including: types of settlement and land use, economic activity, and the distribution of natural resources including energy, food, minerals and water
  • Learn geographical skills and fieldwork: use maps and symbols to build their knowledge of the United Kingdom.
  • Use fieldwork to observe, measure, record and present features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Skills Objectives:

The children will work with local maps to identify the current features of the area. They will also look at historical maps, in comparison to modern maps, noting any changes to the area. The children may create their own maps of the future

.Fieldwork:

This unit has many opportunities for fieldwork and any of the lessons could potentially include an element of fieldwork. The children will plan and carry out fieldwork activities, answering enquiry questions such as: What, in our region, should we preserve for the future? They will also look at the types of housing and industry in the region. Key to this unit is understanding and considering the views and needs of the community.

Cross-curricular opportunities:

English: writing surveys/questionnaires, reports, captions, a job advert, persuasive speech, diary entry, annotating maps.

Maths: interpreting a line graph

Art & design: artwork, exploring the work of L.S. Lowry Computing: researching online, using a mapping tool, creating an app or website

Design & technology: learning about architecture and housing design

History: learning about local history

PSCHE: considering the needs of others, developing community spirit.