BARLBY BRIDGE CURRICULUM COVERAGE 2017/2018 (YEAR 6)
|YEAR 6 Experimentation||YEAR 6 Science||YEAR 6 History||YEAR 6 Art|
|YEAR 5 and 6 Working scientifically
I can plan different types of scientific enquiry.
I can control variables in an enquiry.
I can measure accurate and precisely using a range of equipment.
I can record data and results using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
I can use the outcome of test results to make predictions and set up a further comparative fair test.
I can report findings from enquiries in a range of ways.
I can explain a conclusion from an enquiry.
I can explain causal relationships in an enquiry.
I can relate the outcome from an enquiry to scientific knowledge in order to state whether evidence supports or refutes an argument or theory.
Read, spell and pronounce scientific vocabulary accurately.
I can explain how light travels.
I can explain and demonstrate how we see objects.
I can explain why shadows have the same shape as the object that casts them.
I can explain how simple optical instruments work, e.g. periscope, telescope, binoculars, mirror, magnifying glass etc.
I can explain how the number & voltage of cells in a circuit links to the brightness of a lamp or the volume of a buzzer.
I can compare and give reasons for why components work and do not work in a circuit.
I can draw circuit diagrams using correct symbols.
Living things and their habitats
I can classify living things into broad groups according to observable characteristics and based on similarities & differences.
I can describe how living things have been classified.
I can give reasons for classifying plants and animals in a specific way.
Animals, including humans
I can identify and name the main parts of the human circulatory system.
I can describe the function of the heart, blood vessels and blood.
I can discuss the impact of diet, exercise, drugs and life style on health.
I can describe the ways in which nutrients and water are transported in animals, including humans.
Evolution and inheritance
I can describe how the earth and living things have changed over time.
I can explain how fossils can be used to find out about the past.
I can explain about reproduction and offspring (recognising that offspring normally vary and are not identical to their parents).
I can explain how animals and plants are adapted to suit their environment.
I can link adaptation over time to evolution.
I can explain evolution.
Chemistry (No content)
|I can place features of historical events and people from the past societies and periods in a chronological framework from the Stone Age to the Iron Age.
I can summarise the main events from a period of history, explaining the order of events and what happened.
I can study the achievements of the earliest civilizations and study one in depth.
I can summarise how Britain has had a major influence on the world.
I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently).
I can identify and explain differences, similarities and changes between different periods of history.
I can identify and explain propaganda.
I can describe the features of historical events and way of life from periods I have studied; presenting to an audience.
YEAR 6 Geography
I can use Ordnance Survey symbols and 6 figure grid references.
I can answer questions by using a map.
I can use maps, aerial photographs, plans and e-resources to describe what a locality might be like.
I can describe how some places are similar and dissimilar in relation to their human and physical features.
I can contrast a region of the UK with a European country and with a region within N or S America.
I can identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic Circles.
I can explain how time zones work and calculate time differences around the world.
|I can explain why I have used different tools to create art.
I can explain why I have chosen specific techniques to create my art.
I can explain the style of my work and how it has been influenced by a famous artist.
I can over print to create different patterns.
I can use feedback to make amendments and improvement to my art.
I can use a range of e-resources to create art.
YEAR 6 Design and Technology
I can use market research to inform my plans and ideas.
I can follow and refine my plans.
I can justify my plans in a convincing way.
I can show that I consider culture and society in my plans and designs.
I show that I can test and evaluate my products.
I can explain how products should be stored and give reasons.
I can work within a budget.
I can evaluate my product against clear criteria.
YEAR 6 Music
I can sing in harmony confidently and accurately.
I can perform parts from memory.
I can take the lead in a performance.
I can use a variety of different musical devices in my composition (including melody, rhythms and chords).
I can evaluate how the venue, occasion and purpose affects the way a piece of music is created.
I can analyse features within different pieces of music.
I can compare and contrast the impact that different composers from different times have had on people of that time.
I am developing an understanding of music history.
BARLBY BRIDGE CURRICULUM COVERAGE 2017/2018 (YEAR 6)
|YEAR 6 P.E||YEAR 6 Computing||YEAR 6 Computing|
I can play to agreed rules.
I can explain rules.
I can umpire.
I can make a team and communicate plan.
I can lead others in a game situation.
I can combine my own work with that of others.
I can link sequences to specific timings.
I can develop sequences in a specific style.
I can choose my own music and style.
I can demonstrate stamina.
Outdoor and adventurous
I can plan a route and a series of clues for someone else.
I can plan with others taking account of safety and danger.
I can use a range of strokes to swim competently over a distance of 25 metres.
I can perform self-safe rescue in different water based situations.
YEAR 6 French
I can hold a simple conversation with at least 4 exchanges.
I can use my knowledge of grammar to speak correctly.
I can understand a short story or factual text and note the main points.
I can use the context to work out unfamiliar words.
I can write a paragraph of 4-5 sentences.
I can substitute words and phrases.
|Algorithms and programming
I can design a solution by breaking a problem up.
I recognise that different solutions can exist for the same problem.
I can use logical reasoning to detect errors in algorithms.
I can use selection in programs.
I can work with variables.
I can explain how an algorithm works.
I can explore ‘what if’ questions by planning different scenarios for controlled devices.
I can select, use and combine software on a range of digital devices.
I can use a range of technology for a specific project.
I can discuss the risks of online use of technology.
I follow the school’s safer internet rules.
I can use technology in ways which minimises risk. e.g. responsible use of online discussions, etc.
I can create strong passwords and manage them so that they remain strong.
I can independently, and with regard for e-safety, select and use appropriate communication tools.
I can competently use the internet as a search tool.
I can reference information sources.
I can use appropriate strategies for finding, critically evaluating, validating and verifying information.
I can use knowledge of the meaning of different domain names and common website extensions (e.g. .co.uk; .com; .ac; .sch; .org; .gov; .net) to support validation of information.
|Knowledge and understanding
I understand the potential risk of providing personal information online.
I recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content.
I understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented.
I recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing).
I understand that some material on the internet is copyrighted and may not be copied or downloaded.
I understand that some messages may be malicious and know how to deal with this.
I understand that online environments have security settings, which can be altered, to protect the user.
I understand the benefits of developing a ‘nickname’ for online use.
I understand that some malicious adults may use various techniques to make contact and elicit personal information.
I know that it is unsafe to arrange to meet unknown people online.
I understand I should not publish other people’s pictures or tag them on the internet without permission.
I know that content put online is extremely difficult to remove.
I know what to do if I discover something malicious or inappropriate.