Year 6

Main Theme: Stone to Steel

End project: Stone to Steel Museum exhibition

  • Cave paintings made with authentic tools/materials
  • Replica tools/equipment/jewellery
  • Information portfolios
  • Shelter creations

Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?

  • Problem solving
  • Working as part of a team
  • Reasoning
  • Ability to show leadership
  • Information gathering
  • Making links
  • Confidence

Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?

  • Cave paintings – use tools that would have been available at the time as well as collect materials to make their own paint (berries, flowers, grass etc.)
  • In depth research project about different aspects of Stone Age life to be contrasted with Bronze and Iron age
  • Diary entries chronicling a day in the life of a Stone Age citizen
  • Investigation of tools/artefacts focus on both function as well as design.
  • Sketching of artefacts as well as crafting replicas from found materials as well as clay.

Intent: What opportunities will there be to develop Literacy and Numeracy skills?

Literacy

  • Diary entry written from Stone Age point of view
  • Collected research notes on various topics collated into meaningful non-chronological report format

Numeracy

  • Comparing and ordering dates on a timeline
  • Organising and interpreting information present in charts and tables

Impact: What opportunities will be provided to assess the development of knowledge and skills?

  • Children will be given response time based on how much they have understood the task/concepts. This may be opportunities to extend learning, clearing up misconceptions and reasoning.
  • Justifying their choices/predictions for what they think different artefacts were used for
  • Providing evidence and reasons for the transition from hunter-gatherer to farming and settlements

Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Subject Knowledge/Skill Curriculum Areas Covered
Makes accurate use of specific dates and terms. History
Describes main changes in a period in history using words such as: social, religious, political, technological and cultural. History
Identifies how any of above may have changed during a time period. History
Gives own reasons why changes may have occurred, backed up with evidence. History
Describes similarities and differences between some people, events and objects studied. History
Identifies and uses different sources of information and artefacts. History
Presents information in an organised and clearly structured way English
Makes use of different ways of presenting information. English/Computing
Presents information in the most appropriate way. English
Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay). Art
Create sketch books to record their observations and use them to review and revisit ideas. Art

Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Learning Skills Statements

Resilience

  • Can they cope with criticism and learn from it?

Resourcefulness

  • Are they able to listen to a range of opinions before coming to their own conclusion?

Reflectiveness

  • Do they revise their work after listening to the views of others?

Reciprocity

  • Are they able to make the most of others' strengths when organising work?

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Reynolds Academy Principal

Rebecca Scott

Tollbar MAT Chief Executive

David J Hampson
OBE, BSc, BA.
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