Year 6 Curriculum Overview at ACE...both nationally and locally and at times to adapt the curriculum map in order for the children to cover areas of learning that are naturally interesting

RevisedApril2018(changesinblue) 1

Year 6 Curriculum Overview at ACE

Year 1 2 3 4 5 6


Year 6 Curriculum Overview at ACE Foreword by the Head Learner I am delighted to present the ACE Primary Curriculum - a guidance document that aims to support teachers at ACE to implement the new national curriculum that will be taught in all maintained primary schools from September 2014. I would like a curriculum that promotes an enquiry-based approach, using practical demonstration where appropriate, enabling pupils to learn about the complexities of a subject area and ensuing activities are challenging and stimulating for children. The document, which was created by subjects leaders at ACE, highlights opportunities for curriculum development exploiting the wealth of cultural, historic and natural resources that the locality and the community of Arundel has to offer. Practical hints and tips on how to implement the new programmes of study in each subject are rooted in cross-curricular links, creative learning, outdoor learning using our wooded area and independent learning. This is the start of an innovative curriculum adventure to develop and maximise exciting and invigorative learning opportunities for all pupils. “Make learning irresistible at ACE!” I trust that you find this document inspires creative teaching across the whole curriculum. I would always encourage staff to look at things which are current in the media both nationally and locally and at times to adapt the curriculum map in order for the children to cover areas of learning that are naturally interesting to them. An example of this is the plastic debate which has led to the controversial issues of plastics in our oceans which was then built on by the class teacher in Year 6 to provide the children with the opportunity of a cross curricular multi-skills approach to learning. Another example in our school in recent times is when the class teacher in Year 5 covered the local history theme through a local debate of how World War 1 should be reflected upon. KEY PRINCIPLES at ACE As teachers at ACE always remember the School Mission Statement which states; “We view each child as a gift from God. We aim to inspire, striving for the highest academic standards. Our mission is to develop young people with active and creative minds, a sense of understanding and compassion for others, and the courage to act on their beliefs. We stress the development of each child as a unique person. We nurture them to become confident, caring, respectful and responsible members of our global society.” In light of this please consider the starting points. What are the learning needs of your pupils? What knowledge, skills and behaviours are they likely to have as they begin? How will you assess these? What will you do about those pupils who are starting behind their peers? Layers of Learning at ACE: The Onion as an ACE Learning Metaphor Peeling the onion is a learning process. It means looking deeper. It is a discovery process. It involves gently peeling layers of data, layers of interpretation, layers of emotion, layers of meaning. Asking "Why?" and "What do you mean?" and "What else?" persistently. Peeling the onion also means discovering things about yourself. It means being honest with yourself and going deeper. When I have peeled the onion of my Self, I can reach greater self-awareness, greater self-acceptance and greater personal effectiveness.


In everything we teach, it is important that we model our expectations of the children and what they can accomplish in class. Only with the highest expectations can we find children working at the very highest level. Or as one of my colleagues once said, 'a high tide raises all ships' and another said, ”If you always do what you always did, you’ll always get what you always got”. Some Key Components to Include in the Planning Process

• What if they can already do it? What if they can’t do it? • Learning opportunities based on National Curriculum objectives and ACE Curriculum Overview • Regular assessment opportunities • Cold task – pre teaching • Hot task- post teaching • Main key questions • Key vocabulary • Intended end product • Enquiry based learning opportunities - use a big question/stimulus • Cross curricular links • Transferable skills • Opportunities to apply skills learned and show perseverance • Quality key texts • Consistently engaging and hands-on learning - remember that 61% are boys • Success criteria • Opportunities to magpie and spotlight activities • ACE Values – Hope, Faith and Love – where do these values feature in your learning? • Links to ACE Vision Statement – Love of God, Love of Neighbour, Love of Learning • WAGOLL (What A Good One Looks Like) • Make learning have an audience and purpose • Why are we doing this? Is it purposeful?

Questioning at ACE We must ask: Are we giving questioning the thought and planning time something so essential to learning obviously deserves? Do we need to consciously teach pupils to ask good questions and not just answer them? How do we create a ‘culture of inquiry’ in our classroom that open minds and provokes truly independent thought? Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. What we must do is put questioning back in the core of our pedagogy and planning – we need to create is a climate of enquiry and engagement in high quality, high order questioning if formative progress is to be identified effectively. We need to carefully formulate questions with precision, as well as targeting the right questions with the right pupils. Effective questioning is key because it makes the thinking visible: it identifies prior knowledge, reasoning ability and the specific degree of student understanding – therefore it is the ultimate guide for formative progress. As a school we have developed our own Bloom’s Taxonomy Guide for Staff (see below), the use of Big Questions to begin a topic/theme such as “Are we alone in the universe?” and the importance of using dialogic talk to stimulate and extend children’s thinking, and to advance their learning and understanding. Such strategies can be used


to promote Spiritual, Moral, Social and Cultural (including the 3 ACE Values) dimensions of learning. Such thinking can be inspirational if it enables our ACE pupils to connect concepts or ideas across different topics or areas of work.


Characteristics of an ACE Classroom that promotes Questioning

Before Planning Process Begins CONSIDER THE USE OF THREE KEY QUESTIONS AS LEARNERS BEFORE YOU START THE LEARNING PROCESS ALWAYS (both for pupils and as staff)

• What do I see? • What is it telling me? • What am I going to do about it?


“What makes great teaching at ACE?” Great teaching is defined as that which leads to improved ACE pupil progress. The six components of great teaching by Mr A Simpson November 2017

1. (Pedagogical) content knowledge As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students’ own methods, and identify students’ common misconceptions.

2. Quality of instruction Includes elements such as effective questioning and use of assessment by teachers. 3. Learning Spaces/Environments Covers quality of interactions between teachers and students, and teacher expectations: the need to create a classroom that is constantly demanding more, but still recognising students’ self-worth. 4. Classroom and Learning Space management A teacher’s abilities to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students’ behaviour with clear rules that are consistently enforced, are all relevant to maximising the learning that can take place. 5. Teacher beliefs, enthusiasm, beliefs about potential of pupils and understanding of “Life in all its fullness” for all. A teacher’s ability to use Jesus as a role model as a teacher, who teaches with compassion, encouragement and inspiration. 6. Professional behaviours Behaviours exhibited by teachers such as reflecting on and developing professional practice and being a true team player who puts the needs of the many before the needs of the one. In conclusion at ACE we believe a ‘good learner’ has all the following attributes; makes connections, questions, is confident, takes risks, is skilled, perseveres, is independent, has a thirst for knowledge, is critical and self-editing, is creative, is willing to have-a-go, is curious, literate, communicates well, generates ideas, flexible, listens and reflects, acts with integrity, sharper, gets on well with others, shows initiative, has self-esteem, has a ‘can-do’ attitude, makes a difference, learns from mistakes As a teacher and using this curriculum we need to provide the opportunities for these to happen. ‘Make sure learning is irresistible at ACE!’


Introduction to this Booklet If you compare the learning/curriculum that is needed in each year to parts of the body… Part 1 - the spine (overview, which here just lists the sci, his, geog themes), Part 2 - the bones (the NC content), Part 3 - the organs and blood vessels (knowledge, concepts and skills please refer to part 3 below and use of Target Tracker for skills progression), the muscles, tendons and ligaments (the connections), Part 4 - the skin (how the curriculum is brought to life and presented) Teachers therefore should look at this document in this order before even attempting to plan and I would also ask all staff to check the children’s prior knowledge and interests before planning –

Part 1 - The Curriculum Spine : Year 6 science/history/geography ★Stars-shortstudiesofanumberofhours/ahalfdayorday■Blocks-longerperiodsofstudy,athreadofenquiryrunningfora4-weekblock(Becautiousnottospendtoolongonathemeandtoalwaysaskthequestionofwhyyouarecoveringthematerialinclass)TheCurriculumOverviewforYear6

Part1-TheSpine-Pleaseiden/fythekeyques/onsandexplorethe

ques/on'WHYareyouteachingthisunitofwork?'

Part2-NCreferencesandconsiderwhatkeycontentneedstobe

covered.

Part3-Whatkeyconceptsandskillswill

youcover.

Part4-Howwillyoubringthelearningtolifeandensurechildrenareabletomakemeaningfulconnec/onstoother

subjectareas.


AutumnTerm

Canwebendlight?★ScientificEnquiryCanyoubendlightandhowdoesittravel?HOWMIGHTWECLASSIFYLIVINGTHINGS?■ScientificEnquiryWhatcanourlocalenvironmentteachusaboutgroupingandclassifyingmicro-organisms,plantsandanimals?WhatwaslifelikeinTudortimes?■HistoricalEnquiryWhatwasitliketoliveinArundelinTudortimes?

SpringTerm

Howcanyoubuzz?★ScientificEnquiryBulbs,buzzersandcircuitryHistoricalKnowledge:★MayancivilisationinSouthandCentralAmerica:contrastinglinkswithBritishhistory.Howdoesthelandaffectthecountry?★GeographicalEnquiryWhereisMexico?Howisitconnectedtotherestoftheworld?Geographicalknowledge:■HowhasthephysicalgeographyofMexicoaffectedthelifeandeconomyofthepeople?ComparisonofhumanandphysicalgeographybetweenMexicoandUnitedKingdom.

SummerTerm

Whydidn’tArundeldeveloplikeothernearbytowns?■GeographicalEnquiry


WhatarethegeographicalfeaturesofArundelandhowhasthathadanimpactonitsdevelopment?“ACommunityTownDevelopmentPlan–whatimpactdoesithaveonusasaschool?”HowcanwesharethisinformationwithchildreninYear1whoarealsostudyingthis?■HistoricalEnquiryHowaccurateisourknowledgeofthehistoryofourlocalarea?Howishistorycreatedandinfluencedbythosewhowritethebooks?WHEREINTHEWORLDISSIERRALEONE?★GeographicalknowledgeHowmuchinformationcanwegatheraboutSierraLeoneandwhyistheresolittlethatweknow?GeographicalknowledgeFeaturesofatownandlanduseHowdoourbodiesfunction?■ScientificKnowledge:Mainbodyfunctions:Humancirculationsystemandtheimpactofdiet,exerciseanddrugs★Fossils,newlifeandadaptation.

PART2 Year 6

Autumn Term Spring Term Summer Term Science Living things and

their Habitats • describe how

living things are

Light • recognise that

light appears to travel in straight

Electricity • associate the brightness of a lamp or

the volume of a buzzer with the number and voltage of cells used in the

Animals including humans • identify and

Evolution and Inheritance • recognise that


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 characteristic

Visit to local woods Tangrams Carroll diagrams Venn diagrams Tables, tally charts, continuous and discrete data, mean, mode median, tree diagrams (classification

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.

Angles, reflection

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

Working scientifically (year 5 and 6 across the year)

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

• using test results to make predictions to set up further comparative and fair tests

• reporting and presenting findings from enquiries,

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.

Line graphs Averages Calculating time intervals Temperature

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 (use of ACE planters)

Study of the scientist Charles Darwin. Make connections


including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations

• identifying scientific evidence that has been used to support or refute ideas or arguments

with our ethos as a church school – how can this fit in with the theory of creation? Understanding of negative numbers

Geography LinkedtoTudorexplorersothercountriesincludingTradelinks

Mexico (linked to Mayan culture) • Influence of civilisation on Mexico

today – chocolate, fair trade Timezones,differenceintimebetweenUKandMexico

Contrasting Locality: Sierra Leone & Arundel Scales, coordinates, grid references, Calculating distances. Use of the field for scale

History Tudors • Reformation • Henry VIII and St. Nicholas and

Fitzallen Chapel • Elizabeth I • Shakespeare • Explorers and the Spanish

Armada(link to: Mayan civilisation & Indigenous people of south America)

Tudor Arundel intrigue at court, Catholicism, river embanking and straightening Trip to Shakespeare’s Globe theatre Difference in periods of time

Mayan civilisation Indigenous people of South and Central America

• Local history, St Nicholas Church. John Morrison, John Barkshire

• Comparing churches,


Art/DT Portraits Reconstructing the Globe

Printing Pattern, symmetry- line and rotational

Collage Jewellery making

3D models 3D shape Considering mathematical stable structures

Line Drawings

RE Creationandscience:Conflictingorcomplementary?

WhatkindofkingisJesus?

HowcanfollowingGodbringfreedomandjustice?

WhatdifferencedoestheresurrectionmakeforChristians?

Islam(communitycohesion)

WhatisIslamandwhatdoMuslimsbelieve?

WhatdoesitmeantobeaMuslim?HowcanaMosquehelpusunderstand

theMuslimfaith?

MovingonandownershipWhatdoesthebiblesayaboutmoving

on?(5hours)

WhatdoestheBiblesayaboutMoneyandOwnership?

(7hours) FatherDavidvisitstodiscussabove FatherDavidandFoundation

Governorsvisittodiscussabove

Year6–StNicholasChurch,BaptistChurchandArundelCathedral

(SummerTerm)WorthingMosque(SummerTerm)

Music Tudor music use of the recorder Greensleeves , Tudor songs

Jewish songs and dance Make up a Jewish song and notate if possible

Mexican music and how it relates to Spanish music

Local folk songs – musicians?


ICT understandtheopportunitiescomputernetworksofferforcollaboration

bediscerninginevaluatingdigitalcontent(link to whole school e-safety)

combineavarietyofsoftwaretoaccomplishgivengoals(Tudor art through ‘Paint a Picture’ Diary Logs by Voice-recording/ video logging – linked to exploration theme)

select,useandcombinesoftwareonarangeofdigitaldevices

(e.g.managingownvoicemp3s,applytodigitalmusic)analysedata

evaluatedata

designandcreatesystems(Link to electricity: circuits)

solveproblemsbydecomposingthemintosmallerparts

useselectioninprogramsworkwithvariables

uselogicalreasoningtoexplainhowsomesimplealgorithmswork(Note: chn will need to progress through prior learning modules – see espresso for guidance)

uselogicalreasoningtodetectandcorrecterrorsinalgorithms

understandcomputernetworksincludingtheinternet

appreciatehowresultsareranked

PE Hockey developabroaderrangeoftechniquesandskillsforattackinganddefendingdevelopconsistencyintheirskillsknowandapplythe

Dance performdancesusingarangeofmovementpatternsperformexpressivelybecreativeand

Gym developflexibility,strength,technique,controlandbalanceMakecomplex

Netball playcompetitivegames,modifiedwhereappropriate,andapplybasicprinciplessuitableforattackingand

Athletics developflexibility,strength,technique,controlandbalanceChoosethebestpaceforrunning

Swimming swimunaidedforasustainedperiodoftime UsearmsandlegsinaconfidentandcoordinatedmannerUsebreaststroke,frontcrawlandback


basicstrategicandtacticalprinciplesofattack,andtoadaptthemtodifferentsituationschooseandapplyskillsmoreconsistentlyinallactivities

imaginativewhencomposingowndancescomparetheirperformanceswithpreviousonesOAA–year6residentialBlacklandsfarmtakepartinoutdoorandadventurousactivitychallengesbothindividuallyandwithinateamMapreading,useofscalescoordinatespositionanddirection

sequencesthatincludechangesindirection,levelandspeedCombineactionsshapesandbalancesMakemovementsthatareclearaccurateandconsistent

defendingdemonstrateimprovementtoachievetheirpersonalbestworkwiththeteamoralonetogainpossessionChooseappropriatetactics

ShowcontrolandaccuracyCombinerunningandjumpingTimes,distancesanddifferencesbetween

strokestylesswimcompetently,confidentlyandproficientlyoveradistanceofatleast25metresperformsafeself-rescueindifferentwater-basedsituations

MFL Animals and their habitats • Give a simple description (of animals

and habitats) • Tell the time on the hour • Ask and answering simple questions Skillsfocus Grammar Phoni Vocabulary

What is the weather like • Describe the weather • Revision of numbers up to 40 • Say the temperature (plus and minus) • Say the date Skillsfocus Grammar Phonic Vocabulary

Sport and Food • Say/know healthy foods and drinks • Make simple statements (about activities and diet Skillsfocus Grammar

focusPhonicfocus

Vocabulary


focus cfocus

Giveasimpledescription(ofanimalsandhabitats)TellthetimeonthehourAskandansweringsimplequestions

Adverbs:formationwith-mentUseofl’beforeavowel

ou,ou/u

Oùhabites-tu?J’habitedans...rapide,lentrapidement,lentement,doucement,fortQuelleheureest-il?uneheure,deuxheures,etc

Concepts:havingself-awarenessandawarenessofotherlivingcreatures.Awarenessofanimals’habitatsandhowwerespondtoanimals.Connections:toPE(moving)andScience(howourbodiesmove)linkstomathsandtime,timechanges,clocksaroundtheworldTimeandtimedifferences

focus focus

DescribetheweatherRevisionofnumbersupto40Saythetemperature(plusandminus)Saythedate

ComplexsentencesstartingwithaclauseusingQuand...

an/en Ilneige,ilgèleQuand...iltefaut...moinslundi5juin,etcle5juin,etc

Concepts:awarenessofclimatechange,anunderstandingofhowseasons/weatherimpactsonourlives(Harvest).Howdoflooding/naturaldisastersimpactonus?Connections:maths(temperature),dates,seasons,specialdatesinthecalendaryear(REfestivals

Say/knowhealthyfoodsanddrinksMakesimplestatements(aboutactivitiesanddiet)

QuestionswithQu’est-ceque...?faire:jefais,tufaisjouerau(+sport)fairedu/dela(+sport)

on/omcomparedwithonn/omm

Qu’est-cequetufais(lundi)?Jejoueautennis/aucricket/aubasketJefaisduvélo/duskate/deladanse/delanatationzérolejusd’orange,leyaourt,lepoisson,unepomme,lescarotteslechocolat,lecoca,lespommesfrites,lesbonbonsOui,c’estbonpourlasantéNon,c’estmauvais


pourlasanté

Concepts:whyweneedtoeatabalanceddietandbeactive.Interculturalunderstandingeg:controversialtennisintheOlympics,enhancingyourperformance(rightvwrong).Connections:healthyliving,activelifestyle,famoussportsmen,Olympics(particularly2012LondonOlympics).Highlightchildren’sstrengthsandachievements.TourdeFrance(beingunhealthyandnotshowingsportsmanship).Makingchoices;rightvwrong.Doeswantingtowintemptustodothewrongthingsometimes?

Part 3 - the organs and blood vessels (knowledge, concepts and skills please refer to part 3 below), the muscles, tendons and ligaments (the connections) Concepts and Skills at ACE (General)


HistorySimilari/esanddifferences

CauseandconsequenceChronologicalChangeandcon/nuityTimelinesReconstruc/onofeventse.g.throughroleplay

Understandingperspec/vethroughstoryandnarra/veFirsthandexperiencePrimaryandsecondarysourcesBuildingamuseumCri/calthinking

Local,UK,EuropeandWorlddevelopments(apprecia/onofhistoryindifferentculturesincludingart)

GeographyPlace,loca/onanddistribu/on

Jigsawapproachtomaps,globes,Usingandmakingmaps(withsymbols),diagrams,tables,sketches,fieldwork,aerialphotographsMovementandroutesPaVernsofdevelopmentVillages,townsandci/es

DevelopingandusinglandscapeandlandmassesHumanandPhysicalcharacteris/csofchange

WeatherandtheseasonsKeyphysicalfeaturesofseaside,hills,valleys,towns,villages,ci/es,rivers,seas,equator,northandsouthpole,tropics,Usesimplecompassdirec/ons(North,South,EastandWest)andloca/onalanddirec/onallanguageandgridreferences

PEMovementandphysicalcompetence

Hop,skip,jump,catchandcontrolandrepe//onofac/onsTransferofweight,bodys/llness,contrastinspeed,quick/slow,wide/narrow,high/low,turning,shaping,linkingmovementsasasequence,travellingandgesture

Useofspace,apparatus,movementandmood,travellingandturningsequenceSwimming,dance,ballskills,inven/ngandplayteamgamesandrulesVaria/onofspeed,repe//onandrefiningsequencesofmovement.

Balance


MusicExperiment,selectanddescribesounds

Pitch(highandlow)Dynamics(loudandsoZ)Timbre(colourandtexture)Dura/on(longandshort)Songs,clappingrhythmicpaVerns,emo/onresponse

UnturnedpercussionsandmelodicpaVerns(includingscales)ontunedpercussionAccompaniment,improvisa/on,useofvoice,playingbyear

Composi/on,sounds,symbolsandnota/on(graphicandconven/onal)Electronicsound,melody,chords,os/nato,drone,descantes,roundsandcanons

ListeningtoliveandrecordedmusicExpressivequalityofmusicandapprecia/onandinterpreta/onofmusic(includingindifferentcultures)

ArtDrawing,pain/ng,sculpture,3d,craZ,etching,

Producecrea/vework,shadingtechniques,apprecia/onofartandinterpreta/onofitLine,form,paVern,beauty,colour,spa/alrela/onships,depthofcolouranduseiflight,digitalphotograph

Techniquesofdifferentar/sts,apprecia/onofartinothersubjectsBlockprin/ng,tyedye,watercolour,oilpain/ng,tex/lesandcollage

Texture,shape,techniquesandrangeofmaterials

DTSolvingprac/calproblems,producingartefacts,

Makingjudgements(aesthe/c,social,economicandtechnologicalquality)Controlofproductofsystems

Designingforapurpose,combiningmechanismsUsinghandtools,cut,joinandrearrangematerials

Makingworkingmodels,strengtheningstructuresandsimplemechanisms(leversetc)Measuredistancesandforces,physical,visualandtac/leproper/esofcommonmaterials

Accuracyandimprovementsoffinishedproducts(developprototypes)


ProgressioninSkillsandUseofTargetTrackerForaprogressionofskillsstaffareaskedtorefertotheschoolassessmenttrackingsystem“TargetTracker”.Pleasecanallfoundationsubjectsbeassessedtermly/orwhennecessarydependingoncoveragebutallFoundationSubjectsmustbeassessedatleastonceperyear.TargetTrackerhasahierarchyprogressiongridofskillsweshouldbeconsideredandlookedatdependingontheyeargroupofthechild.

ICT(Compu@ng)Howdigitalsystemswork,presen/ng,analysing,evalua/ngandcollec/ngdata

CreateprogrammesandsystemsandarangeofcontentUseandexpressthemselvesthroughtheuseofICT

Abstrac/on,logicandalgorithmsondigitaldevices,datarepresenta/onCrea/veuseofinforma/onandcommunica/on

Createanddebug(andcorrec/ngsimpleprogrammes,usetechnologytocreate,store,manipulatedigitalcontent.Controlandsimulatephysicalsystemsandsor/ngandsearchingdata.

Usesequence,selec/onandrepe//onVariableofinputandoutput


ThinkingSkills–CrossCurricularskills

THINKINGSKILL Autumn Spring SummerIdentifyingdifferencesandsimilarities

Explainingvaluesandbeliefs Findingco-operativesolutions

Debating,interpreting,deducingandunderstanding Interpretationofevidence Recallinginformation

Usingandanalysingarangeofsourcematerials Organisingandputtingthingsinacorrectorder

Posingandaskingquestions Understandinginfluencesonpeopleandbiasedviewpoints

Reconstructingsituationsofdifferentviewpoints Makinginformedjudgements

Understandinganddevelopingnarrative

ThinkingSkillsatACEByusingthinkingskillspupilscanfocuson‘knowinghow’aswellas‘knowingwhat’–learninghowtolearn.Thefollowing

thinkingskillscomplementthekeyskillsandareembeddedintheNa/onalCurriculumandtheACEcurriculum.

Informa(on-processingskillsTheseenablepupilstolocateandcollectrelevantinforma/on,tosort,classify,sequence,compareandcontrast,and

toanalysepart/wholerela/onships.

EnquiryskillsTheseenablepupilstoaskrelevantques/ons,toposeanddefineproblems,toplanwhattodoandhowto

research,topredictoutcomesandan/cipateconsequences,andtotestconclusionsandimprove

ideas.

Crea(vethinkingskillsTheseenablepupilstogenerateandextendideas,tosuggesthypotheses,toapplyimagina/on,andtolook

foralterna/veinnova/veoutcomes.

ReasoningskillsTheseenablepupilstogivereasonsforopinionsand

ac/ons,todrawinferencesandmakededuc/ons,tousepreciselanguagetoexplainwhattheythink,andto

makejudgementsanddecisionsinformedbyreasonsorevidence.

Evalua(onskillsTheseenablepupilstoevaluateinforma/on,tojudgethevalueofwhattheyread,hearanddo,todevelopcriteriaforjudgingthevalueoftheirownandothers’

workorideas,andtohaveconfidenceintheirjudgements.


Listeningcarefullyandcritically Applyingknowledgetonewsituations

Interpretinggrids,maps,sketches,understandingsymbolsandmakinglinks

Findingreasonsandformulatingappropriatequestions Planandorganiseprojectorinvestigation

Makeaccurateobservations Prepareanduseaquestionnaire Collectanddescribeandclassify

Locateandextractinformationfromsources Organiseandmeasure,recordinformation

Drawinferencesfromevidence Draftandedit(findingwaystoimproveoutcomes)

Preparematerialsforpresentationincludingorganisationtopresentfindingsaccordingtoaudienceandbeingabletoevaluatesuccess

Recogniseandmakecomparisons Appreciatedifferentlifestylesandcultures

Recogniseandinvestigatechange Constructingframeworksofknowledge

Extendandrefiningvocabulary Using,applyingandbeabletorelate

Communicatingideas Comparingsetsofinformationandlookingforalternatives Describingandidentifyingdifferenttypesofinformation

Recognisingandsolvingproblems UsingICTinallareas

Findingthemosteffectivewayofcommunicatingfindingstoaudience Discerningthemostappropriateevidence

Extendrange,scopeandvariety Logicalreasoning

Values at ACE Please do consider where our school Christian Values are relevant when planning unit of work. Term Faith Hope Love Autumn Spring Summer


PART 4 - the skin (how the curriculum is brought to life and presented)


ExamplesofgoodplanningatACE





Documents

Year 6 Curriculum Overview at ACE...both nationally and locally and at times to adapt the curriculum map in order for the children to cover areas of learning that are naturally interesting