Curriculum · 2020. 8. 16. · Our curriculum is of vital importance to us at St James Hatcham...

Year 6

Curriculum

Our curriculum is of vital importance to us at St James Hatcham because we understand that our curriculum sets our children up as learners for life.

Curriculum at St James Hatcham CE School

A curriculum for the self:

At the heart of all that we plan and deliver is the understanding that without positive behaviour for learning, achievement won’t be maintained. Hence, we ensure that children

understand the importance of, and build within themselves; creativity, the ability to manage distractions, resilience, focus, listening, empathy, reflection, risk taking, independence,

responsibility and collaboration. Our curriculum includes work around leadership and organisation skills as well as that of critical thinking – we never expect our learners to be placid and

accept what they are told; becoming critical thinkers with independent, inquisitive minds. Our pupils will realise and release their unlimited potential as learners for a life with no

boundaries. At the heart of all of this is self-efficacy.

A curriculum for the community:

We are placed in a wonderfully diverse area in a cosmopolitan capital and are pleased to serve our community with the best education on offer - tailored to support and grow the key

skills that our pupils will need as they move forward. We have a varied group of learners and, whilst serving an area of high economic and social deprivation, are aware of the high

aspirations for the children that the parental community share with us. We recognise the myriad of talents and qualities in each individual. At St James Hatcham, we build exceptional

relationships with our children and strive to provide an excellent education that nurtures, challenges, develops and extends each child from their starting point and supports character

development, good the understanding of good relationships and community pride.

A curriculum for the world:

Our focus on a global curriculum is important, as knowledge of the world in which they live and the history of the peoples within it will provide a sound base for their future lives on the

global stage. We aid their communication with peers around the world through pen-pal projects and by taking part in the Global Scholars programme – a programme with ecology and

culture at the heart of all communication. Shaping our children to speak out on injustices that they see is core to our belief and we all learn about the UN Sustainable development Goals

through the British Council Connecting Classrooms project and Global Citizenship Weeks. This helps our pupils become articulate advocates for what they believe in and enables them to

join the conversation in inter-cultural and inter-generational dialogue and debate; becoming agents of positive change in society.

A curriculum for the future… whilst understanding our past:

We wish to ensure that our pupils become technologically and financially sound and that they fully understand and have the ability to lead a safe and healthy life; making a positive

contribution to society; not just with tolerance, but full acceptance and a strong moral grounding.

Our curriculum reflects our beliefs and is a broad, well-balanced and exciting thematic curriculum that supports outstanding development of English and maths skills across all subjects.

This includes a heavy focus on developing vocabulary for all subjects in order to provide the language for thinking, debate and enquiry. Maths in the real world remains a core focus and

includes building upon statistic skills through Science and strengthening a love of reading for pleasure.

Our curriculum is flexible, child-centred and responsive, understanding that opportunities to learn outside of the classroom are as important as those inside. We focus on learning from

our history to meet the National Curriculum objectives but also to learn about the history and cultural make-up of our own community. We do not shy away from political history where

it aids the development of the child whilst always putting the emotional needs of the children first and we plan to build a deep political awareness in our pupils. Our teaching of religions

matches the dynamic and forward thinking curriculum of the Southwark Diocese Board of Education, as does our curriculum statement.

Overall, our curriculum reflects Christian and British values, builds upon and celebrates the wide base of cultures shared amongst our ‘St James family’ and prepare our pupils for not

only the next stage of their education, but also for life.

London Life

Creative and Expressive Arts - Article 31

Examine what constitutes ‘Street Art’

Study the work of ‘Banksy’

Explore political messages portrayed in art

Create stencils that represent self & city living

Use a craft knife carefully & safely

Use spray paint to create an image from a stencil

Music – Voices foundation songs (timing, pitch and

internal hearing voice)

Communication, Language and Literacy

Explore characters that display learning

disabilities & how emotions can be ‘read’ in

different ways

Understand the key features of a story that

involves a mystery

Look at how clues are used and decipher ‘red

herrings’

Respond to text with specific focus on the

representation of character’s emotions &

motives

Balance direct speech with action in a

composition

Create a mystery story using features studied

and identified through key texts

Understand how advertising features are

created to persuade a buyer

Know the key terms in advertising such as logo

and slogan; identify these in modern

advertisements

Ensure a good understanding and ability to

create literary features including imperative

verbs, word-play, alliteration, rhetorical

questions and

Select & use the correct suffix to create

comparatives and superlatives independently

Create an advert using features

Destination Reader:

Core skill – Combining strategies – using all taught

strategies for understanding vocabulary, answering

questions, predicting, inferring meaning, summarising

and making connections

Visits, visitors and big ideas – Article 31

The London Eye

London Tour

Interactive display: London maps & artefacts

Maths, Economics & enterprise

Read, write, order and compare numbers up to

10,000,000 and determine the value of each digit

Round any whole number to a required degree of

accuracy

Use negative numbers in context, and calculate

intervals across zero

Solve addition and subtraction multi step

problems in contexts, deciding which operations

and methods to use and why

Multiply multi-digit number up to 4 digits by a 2-

digit number using the formal written method of

long multiplication

Divide numbers up to 4 digits by a 2-digit whole

number using the formal written method of long

division, and interpret remainders as whole

number remainders, fractions, or by rounding as

appropriate for the context

Divide numbers up to 4 digits by a 2-digit number

using the formal written method of short division,

interpreting remainders according to the context

Identify common factors, common multiples and

prime numbers

Scientific and Technological Understanding

Identify and name the main parts of the

human circulatory system, and describe

the functions of the heart, blood vessels

and blood

Recognise the impact of diet, exercise,

drugs and lifestyle on the way their bodies

function

Describe the ways in which nutrients and

water are transported within animals,

including humans

Take measurements, using a range of

scientific equipment

Record data and results of increasing

complexity

Computing relating to Global Citizenship

through Global

Supporting Article 28

Core text: The London Eye Mystery - Siobhan Dowd

Destination reader text: High Rise Mystery – Sharna Jackson

Physical Wellbeing, Health & Keeping Safe – Article 29

Val Sabin scheme of work for Physical Education

Swimming for Physical Education

Knowing and respecting your local and wider environment

Transition work on the Year 6 balance

Mind to be Kind – Kindness Unit

Discuss what kindness is

Consider the motivation for kindness

Explore the difference between giving and receiving

Open conversations about secondary transfer

Exploration of British Values & Rights Respecting School –

Article 42

Respecting all backgrounds

Unicef Rights – article 13 – Freedom of expression

Historical, geographical and wider cultural and ethnic

aspect of learning – Articles 8 & 31:

BAME authors and BAME representation through

books

Understand the cultural make-up of London as a city

Historical, Global, Social, Religious and Spiritual

Understanding

Key objectives:

Name and locate counties and cities of the United

Kingdom

Understand & locate the 32 boroughs of London

Locate the bridges of the River Thames & understand

its geographical features

Communicate geographical information in a variety

of ways, including through maps, numerical and

quantitative skills and writing at length (link to

maths)

Examine how London has changed over its history

Look specifically at the multicultural make-up of the

city and contributions from migrants

Global Citizenship – Articles 17, 13 & 14:

Ask questions about the world and critically

analyse information given

Explore local / global connections and engage in

multiple perspectives

Explore the issues of social justice – where is there

injustice in the world? Where can we see injustice

at a local level?

Discuss why free education is important

Consider the power and possibilities afforded by

those with an education

Look at where in the world education is not

accessible to all

Specifically focus on countries or areas where

gender is a barrier to free education and the life

and work of Malala

Use voices to speak out against an unfair education

system

How will we use our voices to create fairer

education opportunities?

Religious and Spiritual Understanding:

RE: Sikhism - supporting Article 14

Know and be able to name the Panj Kakke (5 Ks) and

explain what they mean to Sikhs

Know the key teachings of Sikhism

Know Sikhs have a special place of worship called a

Gurdwara and what happens there

Know how Sikhs keep and protect the Guru Granth

Sahib

Understand some of the things that are important to

Sikhs and how these make a difference to their lives

Key vocabulary for pupils to

understand and use:

City

Capital

Borough

Population

Census

Geography

Demographics

Building

Tourism

Economy

River

Bridges

Bank

Estuary

Current

Flood barrier

Meander

Sediment


Southwark Cathedral (Victorian day)

Interactive display: Victorian artefacts


Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions >1

Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

Multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8). • Divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6 )

Associate a fraction with division to calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)

Identify the value of each digit to three decimal places, multiply, and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places

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

Use written division methods in cases where the answer has up to two decimal places

Solve problems which require answers to be rounded to specified degrees of accuracy

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


Use the perfect form of verbs to mark

relationships of time and cause

Punctuate and take notes from a presentation

at a pace

Understand how bullet points are used to help

summarise for note taking

Use factual information collected to create a

factual report

Debate through written and oral presentations,

using facts to back opinions

Identify how language, structure and

presentation contribute to meaning in non-

fiction

Recognise vocabulary and structures that are

appropriate for formal speech and writing,

including subjunctive forms

Use semi-colons, colons or dashes to mark

boundaries between independent clauses

Understand how advertising was created ion

the Victorian times

Know the key terms in advertising such as logo

and slogan; identify these in both Victorian and

modern advertisements

Select & use the correct suffix to create

comparatives and superlatives independently

Compare modern and Victorian advertising

using key persuasive features

Destination Reader:


strategies for understanding vocabulary, answering

questions, predicting, inferring meaning, summarising

and making connections

Supporting Article 28 Supporting Article 28

Core text: Various non-fiction, Cogheart – Peter Bunzi

Destination reader text: Street Child – Berlie Doherty

Global Citizenship - Articles 17, 13 & 14:

Ask questions about the world and critically analyse

information given

Explore local / global connections and engage in

multiple perspectives

Computing relating to Global Citizenship through

Global Scholars Nature in our Cities programme

Victorians


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

Explore advances made in the

understanding of light and sight during this

period and the use of optical illusions


through Global


Creative and Expressive Arts – Article 31:

Identify different art styles from the

Victorian era

Study the life work of a key British

Victorian designer (William Morris) and

his influence on British art

Design a piece of art using a Morris’

design as stimulus

Consider colour and design choices

Link this to William Morris’ influence

Create a wallpaper of a repeating

Victorian style image using printing

techniques

Music – Voices foundation songs (timing,

pitch and internal hearing voice)

CHRISTMAS BASED PERFORMANCE


Understanding – history:

Key objectives:

Place the Victorian period on a timeline (link to

maths)

Contrast the differences of the lives of the rich and

the poor during this period (focusing on childhood)

Explore a range of sources and evaluate their

objectivity

Examine changes to education that were made

during this period (supporting Article 28)

Assess the differences between Victorian and

modern day schooling

Select and organise information, evaluating its

effectiveness throughout

Secondary objectives:


Key vocabulary for pupils to understand and

use:

Victorians

Reign

Hierarchy

Education

Compulsory

Industrial Revolution

Workhouse

Punishment

Class system

Governor / Governess

Poverty

Legislation

Charity

Philanthropist

Advances

Orphan

Hereditary

Source

Bias

Exploration of British Values & Rights Respecting

School - Article 42

Respecting all backgrounds

Unicef Rights – article 28 – Right to education


RE – What makes a Christian & How Christians

advertise

Know the qualities and values needed to be a

Christian

Ask if and how Christian faith supports famous

people in who they are

Distinguish between qualities that make a famous

person just famous and qualities needed to be a

Christian

Think about how these practices and way of life

relates to the way they and others act, referring to

people who have inspired themselves and others




Looking after others – link to Barnardo’s work

Leadership & Enterprise (PiXL Primary Edge materials)

Leading others

Being creative - what is enterprise? Link to Dragon’s Den

school challenge


aspect of learning– Articles 8 & 31:

Consider the contribution to the Salvation Army

made by Agnes Foster (nee Bizzett)

Look carefully at the contribution to nursing made

by Mary Seacole

Millions!


Global Scholars computing programme

Unit 3

Associate the brightness of a lamp or the

volume of a buzzer with the number and

voltage of cells used in the circuit

Compare and give reasons for variations

in how components function, including

the brightness of bulbs, the loudness of

buzzers and the on/off position of

switches

Use recognised symbols when

representing a simple circuit in a diagram

Plan a unit with a circuit and an on / off

element (such as a switch or alarm)

Create a unit to house the circuit that

has an everyday use


Use passive verbs to affect the presentation of

information in a sentence

Consciously control sentence structure in

writing and understand why sentences are

constructed as they are

Spell a range of prefixes involving the use of a

hyphen; co-ordinate, re-enter

Use a thesaurus to make an effective word

choice

Listen with sustained interest to a novel of

greater length

Retell a dramatic event from a novel

Make relevant and sensible predictions about

what might happen from details stated and

implied in a text

Discuss and evaluate how authors use

language considering the impact on the reader

Link paragraphs throughout a story that allow

flow for the reader

Create a recount of an element of the story

read that balances description, suspense &

action

Balance action and speech throughout a story

Destination Reader:

Core skill – prediction & summarising – all answers

given with explanation (build upon and challenge)


Bank of England

Houses of Parliament

Interactive display: Coins from different

parts of the world with map


Identify the value of each digit in numbers

given to 3 decimal places and multiply

numbers by 10, 100 and 1,000 giving answers

up to 3 decimal places

Multiply 1-digit numbers with up to 2

decimal places by whole numbers

Use written division methods in cases where

the answer has up to 2 decimal places

Solve problems which require answers to be

rounded to specified degrees of accuracy

Solve problems involving the calculation of

percentages and the use of percentages for

comparison

Recall and use equivalences between simple

fractions, decimals and percentages including

in different contexts

Use simple formulae

Generate and describe linear number

sequences

Express missing number problems

algebraically

Find pairs of numbers that satisfy an

equation with two unknowns

Enumerate possibilities of combinations of

two variables

Core text: Millions – Frank Cottrell Boyce

Destination reader text: All about politics

Exploration of British Values & Rights Respecting

School – Article 42

Article 6 – Governments must do all they

can to ensure that children survive and

develop to their full potential

Democracy – everyone has a vote

Presenting an argument clearly (debate)



Music – Voices foundation songs (timing, pitch and internal

hearing voice)

Look at the way money has been used within art & explore

why artists might choose to use money within their art and

the messages that they may be expressing

Examine in detail money collages (in the style of Justine

Smith)

Use old coins / reproduction notes to create a collage and

be prepared to discuss the message that may be intended

Historical, Global, Social Understanding – Geography & politics

Understand that the UK is geographically part of the

continent of Europe

Know the geographical makeup of the UK, Great Britain and

its countries

Know what is meant by ‘Democracy’

Identify the main political parties in the UK

Identify some key politicians from all parties

Explore the role and content of parliament

Debate the voting age in the UK (supporting Article 12)

Examine what is meant by the term ‘Referendum’

Begin to understand the term ‘Brexit’

Look at the history of the European Union & identify the

countries that currently form part of the EU

Historical, geographical and wider cultural and ethnic aspect of

learning– Articles 8 & 31:

Know some key Black British politicians

Understand the science of skin colour

Identify things to be proud of in own heritage

Look at the similarirties & differences between

different cultural make-up of the class


understand and use:

Currency

Democracy

Parliament

Election

Referendum

European Union

Political party

Politician

Representative

Budget

Expenditure

Salary

Taxation

Expenditure

Credit

Debit

Exchange rate

Enterprise

Commercial


RE – Who decides (rules and responsibilities)?

Consider some key questions in relation to rules

Relate the breaking of rules to a local topical issue

Know the story of God, the Creator, as told in Genesis

Consider the questions: What happens if rules are not

followed? Are there punishments? When are rules

difficult to follow?

Consider the consequences of actions

Learn a traditional story from Islam

Discuss what values does teaches

Think about how Muslims could put these beliefs/values

into practice in their daily lives

Think about how people communicate their values, rules

and responsibilities

Discuss what is a ‘creed’



My Life (PiXL Primary Edge materials)

Identifying positive connections, self-esteem, good choices &

what we mean by positive character

Global Citizenship – Articles 17, 13 & 14:

Ask questions about the world and critically analyse

information given

Explore the issues of social justice – where is there injustice

in the world? Where can we see injustice at a local level?

Discuss the meaning of a finite resource

Question what sustainable development means and how

can we live more sustainably – focus on eco-bricks

Look at urbanisation, the reasons and predictions for it and

problems it creates

Examine the role of the urban planner and use this to create a

Green Space for our local community


Recognise that living things can be grouped

in a variety of ways

Describe how living things are classified

into broad groups according to common

observable characteristics and based on

similarities and differences, including

micro-organisms, plants and animals

Give reasons for classifying plants and

animals based on specific characteristics

Describe the life process of reproduction in

some plants and animals


complexity using scientific diagrams and

labels, classification keys, tables, scatter

graphs, bar and line graphs


through Global Scholars programme


The Rainforest Cafe

Interactive display: Leaves and items

associated with / from the Amazon

(such as chocolate, coffee, rubber & fruit)


Revise previous measurement work relating to length, mass and capacity

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

Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 dp

Convert between miles and kilometres Solve problems involving the relative sizes of two

quantities where missing values can be found by using integer multiplication and division facts

Solve problems involving similar shapes where the scale factor is known or can be found

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Use simple formulae for algebra Generate and describe linear number sequences Express missing number problems algebraically Find pairs of numbers that satisfy an equation

with two unknowns Enumerate possibilities of combinations of two

variables Revision of previous time objectives

The River Sea


Use a colon to introduce a list

Evaluate and edit by proposing reasoned

changes to vocabulary, grammar and

punctuation to make the meaning clearer

Use hyphens to avoid ambiguity

Discuss the way the author has achieved

their purpose through word choice / order /

ambiguity

Provide reasoned justifications for own

views, using evidence to validate

Draw inferences such as inferring characters’

feelings, thoughts and motives from their

actions, and justifying inferences with

evidence lifted directly from the text

Quickly and concisely retrieve and record

information from non-fiction

Identify how language, structure and

presentation contribute to meaning in a text

Using all techniques taught, write a

description of the rainforest

Examine how an author might adapt their

writing to suit different audiences (i.e. age)

Use a full range of features to create a set of

instructions for two different audiences and

use techniques that suit both

Destination Reader:


strategies & answering using evidence from the text


Core text: Various non-fiction texts

Destination reader text: Journey to the River Sea – Eva Ibbotson


Consider what is inequality Investigate what inequality has looked like in

history Examine closely the Civil Rights movement in the

USA and link to the Black lives Matters movement Use own voices to protest against current inequality


Explore the painting ‘Still life with parrot’ by Freda Kahlo

Examine the influence that Freda Kahlo has had on the art world

Use earlier studies of fruit and vegetables as a basis for a painting

Be able to discuss colour choices and use the ‘double-primary’

system to create a range of colours that are seen in nature

Learn the range of colours seen on the colour wheel and

understand the terms tertiary, primary and secondary colours

Use paint to recreate a still life

Music – Voices foundation songs (timing, pitch and internal

hearing voice)


Understanding – geography:

Key objectives:

Understand where rainforests are in the world

Look at & identify countries in which the Amazon

Rainforest are on a map

Identify why the Amazon Rainforest is so important to

the world

Learn the layers of the rainforest, their key purpose

and which animals and other life-forms they support

Examine the ways in which indigenous tribes use the

rainforest

Explore the range of everyday products that we, here

in Britain, use from the Amazon rainforest and what we

mean by ‘Fair Trade’



Key vocabulary for pupils

to understand and use:

Rainforest

Tropical

Tropics

Layers

Canopy

Emergent

Under canopy

Shrub

Biosphere

Biodiversity

Species

Environment

Decomposers

Sustainable

Preservation

Tribes

Native

Shaman

Fair-trade


RE – What Are The Beatitudes?

Make links between Christian beliefs and show how they

are connected to believers’ lives

Consider the moral decisions I and (other) Christians make

and understand what might happen as a result of those

decisions, including those made following The Beatitudes

Easter hope unit: Describe and link the Christian belief of

forgiveness with the Easter story and how this has an

impact upon Christians

Understand the meaning of each station of the cross

Reflect on the concepts of forgiveness, hope and salvation

as shown in the different ‘stations’ of the Easter Story and

what these mean for different people

Explain how religious sources give answers to the purpose

of Easter and important questions about life




Appreciate the value of laws, rules and traditions

Recognise how respectful and disrespectful behaviour make us feel

Discuss thoughts about the reasons why someone would not treat

another group with respect. Agree that often the reason is a lack of

understanding and acceptance

Discuss whether knowing more about a group will help make it easier

to show respect towards them

Accept differences as positive and of equal value to similarities

Recognise how it feels to be spoken to disrespectfully

Historical, geographical and wider cultural and ethnic aspect of

learning– Articles 8 & 31:

Study Indigenous tribes that make up the Amazon Basin and how

they live

Exploration of British Values & Rights Respecting School - Article 42

Respecting the environment

Unicef Rights – article 29 – Educating for respect of the environment

The Amazon



Draw 2-D shapes using given dimensions and angles

Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons

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

Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

All key knowledge revision with a focus on mental strategies, drawing out a problem, the four operations and place value

Emphasis focus on efficient methods and understanding key vocabulary


The Rainforest Cafe

Interactive display: Leaves and items

associated with / from the Amazon

(such as chocolate, coffee, rubber & fruit)


In relation to revision for key testing:

Distinguish between homophones and

other words which are often confused

Revise, use and know the meaning of

the terms: subject, object, active,

passive, synonym, antonym, ellipsis,

hyphen, colon, semi-colon, bullet point

Add suffixes beginning with vowel

letters to words ending in -fer =

referred, referral, preferring etc.

Research the nature of deforestation in

the Amazon rainforest and use notes as

a basis for writing

Orally discuss and debate reasons for

deforestation then create a written

argument that balances both sides of

the debate with factual information

Be clear about an author’s viewpoint

and distinguish between fact and

opinion referring to textual evidence

Write a formal letter to the Brazilian

Environmental Minister outlining

concerns about deforestation

Destination Reader:


strategies & answering using evidence from the text


Examine the power of protest and what

constitutes a protest

Look at racial profiling

Examine local history with regards to the

Battle of Lewisham, the New Cross Fire and

the protests that followed through the

Black People’s Day of Action

Investigate how the above was reported in

mainstream media and discuss racism


Building upon prior unit, pupils will:

Recognise that living things have changed

over time and that fossils provide

information about living things that

inhabited the Earth millions of years ago

Recognise that living things produce

offspring of the same kind, but normally

offspring vary and are not identical to

their parents

Identify how animals and plants are

adapted to suit their environment in

different ways and that adaptation may

lead to evolution

Study the evolution of primates including

humans

Core text: Various non-fiction texts

Destination reader text: Revision short texts


Explore the painting ‘Still life with parrot’ by Freda Kahlo

Examine the influence that Freda Kahlo has had on the art world

Use earlier studies of fruit and vegetables as a basis for a painting

Be able to discuss colour choices and use the ‘double-primary’ system to create a range of colours that are seen in nature

Learn the range of colours seen on the colour wheel and understand the terms tertiary, primary and secondary colours

Use paint to recreate a still life

Historical, Global, Social, Religious and Spiritual Understanding –

geography:

Look at the history of deforestation in the Amazon rainforest

over the past 30 years

Examine the reasons for deforestation with an open-mind and

from the viewpoint of several different groups / interested

parties

Understand the debate regarding the impact of deforestation,

linking to Science and other previous learning

Explore the process of how to communicate with politicians

and why / when people may choose to do so



understand and use:

Rainforest

Layers

Canopy

Emergent

Understory

Shrub

Biosphere

Environment

Decomposers

Sustainable

Deforestation

Slash & burn

Shifting cultivation

Preservation

Afforestation

Conflict

Agro-forestry

Urbanisation

Bias

Exploration of British Values & Rights Respecting School - Article 42

Unicef Rights – Article 13 – You have the right to information and

to share what you think

Playing your part in what you believe is right


aspect of learning– Articles 8 & 31:

Look at the impact of modern population shifts

and agriculture methods / deforestation is having

on indigenous tribes Religious and Spiritual Understanding:

Re unit: What Do the Monastic Traditions Within Christianity Show

Us About Living In Community?

Use religious and other language accurately to describe,

compare and evaluate what practices and experiences may

be involved in belonging to Christian monastic communities

and other group

Ask questions about identity and what it means to belong

Recognise that there are monastic communities of men and

of women within the Church of England;

Explore how living in a monastic community is a particular

way of living out the Christian faith, followed by some

people

Know that there are different models of monastic life, some

active, some contemplative

Physical Wellbeing, Health & Keeping Safe – Article

29


PiXL – Power to perform scheme

Think about the performance you wish to

achieve

Consider the actions that can help you be

prepared to perform

Focus on healthy nutrition and sleep

Ensure there is a balance between work, rest

and play

Using mindfulness techniques

Setting goals


Statistics & Data (link to Science and topic and then to Global Scholars Community Action Project)

Read and interpret line graphs Draw line graphs Use line graphs to solve problems Read and interpret pie charts Read Pie charts with percentages Draw Pie charts Interpret and construct pie charts and

line graphs and use these to solve problems

Calculate the mean as an average Read line graphs relating to climate

change and draw conclusions from them Create data to support findings in Science

that can be read for different audiences


Recycling & processing centre

Interactive display: Rubbish found

fashioned into the cover picture from the

book ‘Trash’

Core text: The Garbage King

Destination reader text: Trash – Andy Mulligan



Understand key features of climate change,

its causes and effects

Watch ‘An Inconvenient Truth’ with

sustained listening for key details and assess

its scientific value

Report and present findings from enquiries in

oral and written forms - including drawing

conclusions and explaining how & why

things happen

Identify scientific evidence that has been

used to support or refute ideas or arguments


complexity using scientific diagrams and

graphs (link to maths)

Discover the British attitude to recycling and

the key terms associated with it

Measure food waste within the school

Report findings through statistics and

arguments to pupils, parents, governors and

local Council



Debate the question of why people go to war

through investigations into current wars and

those previously studied

Look at how certain countries, including the UK,

contribute to wars through the sale of arms

Examine the work of Amnesty International

Link to the teachings of Jesus

Use voices to bring about a peaceful world

What a load

of rubbish!



Use passive verbs to affect the

presentation of information in a

sentence

Consciously control sentence structure

in writing and understand why

sentences are constructed as they are

Spell a range of prefixes involving the

use of a hyphen; co-ordinate, re-enter

Use a thesaurus to make an effective

word choice

Listen with sustained interest to a

novel of greater length

Retell a dramatic event from a novel

Make relevant and sensible predictions

about what might happen from details

stated and implied in a text

Discuss and evaluate how authors use

language considering the impact on

the reader

Using statistics gained through Science

and Maths, create a sensible argument

and proposal that includes statistics to

support a point

Destination Reader:

Core skill – Combining strategies – using all

taught strategies & answering using evidence

from the text

Creative and Expressive Arts – Article 31 including


aspect of learning– Articles 8:

Examine the portrait work of Ephrem Solomon Tegegn (Ethiopian artist)

Explain how artists use images to communicate their ideas/feelings

Explore how texture is used in collage Learn the positioning of the key facial features Select & use text to support a message conveyed

through art

Create a self-portrait made from recycled material in the style of Ephram Solomon Tegegn

Look at the visibility of black artists across the world

Historical, Global, Social, Religious and Spiritual Understanding –

geography & social sciences:

Learn about the terrain of Ethiopia

Understand the great Ethiopian famine, its causes and effects

Relate to, and understand, aspects of why some people are

homeless around the world

Explore the differences between wants and needs


understand and use:

Recycle

Reuse

Reduce

Facilitate

Famine

Homelessness

Shelter

Wants

Needs

Resources

Temporary

Permanent

Injustice

Refugee

Volunteer

Shelter

Assumptions

Stereotyping

Exploration of British Values & Rights Respecting School - Article

42

Playing your part Helping the homeless

Examine the whole UN convention on the rights of the child

Assess where the rights of the child are not being met (link to

English)


Re unit: What does it mean to be a Buddhist?

Explain the significance of different forms of religious

expression

Use religious words to describe some of the different

ways in which Buddhists live their lives

Link things that are important to them and other people

with the way they and others think and behave

Use the right religious words to describe and compare

what practices and experiences may be involved in

belonging to Buddhism

Consider the purpose of life for a Buddhist and think

about how this relates to their own life

Explain how religious sources are used to provide

answers to important questions about life and mortality

Write some questions about life after death and suggest

answers that refer to resurrection and reincarnation

Physical Wellbeing, Health & Keeping Safe – Article

29


PiXL – My Life unit / transition work

Examine what connections are and why they are

important

Consider the characteristics of how to be a good

friend

Know the importance of peer relationships and

how they are beneficial

Think about the people in your life who you trust

Identify a support network of people who you can

talk to when you need help

Practise asking for help when you may be worried

Understand what personal growth is

Identify life aspirations

Visualise where we would like to be in the future

Consider why it is important to be responsible

Curriculum · 2020. 8. 16. · Our curriculum is of vital importance to us at St James Hatcham...

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