1. Year 6 : I’m a Year 6 pupil, can you get me out of here?
KS2 Geography:
use the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
WOW: Take part in an orienteering activity around the school grounds.
LC1
What would a bird’s eye view of your school look like?
LC2
Can you put together a map of the immediate area around your school?
LC3
Can you explain why your *town exists and what would have brought people to live there in the first place and why do people live there today?
LC4
Can you use an OS map, including compass point directions, to help someone plan a route between two local points?
LC5
If you got lost within 50 miles of your home, how would you go about finding your way home?
LC6
From the photographs you have taken of the immediate area, can you create a painting?
LC7
How would you go about planning a trip to a European city to include cost and time?
Ref
As a class could you create an ‘Urban’ or ‘Rural’ School pointing out the features in your locality.
Literacy Link: Research opportunities, especially in LC3 should see children linking to some of their history skills.
Numeracy Link: Huge number of measurement opportunities in this Learning Challenge. LC1, LC2, LC4, LC5, LC7 provide these opportunities.
Creative Art Link: LC6 should provide an opportunity for children to use their water colour or acrylic paint skills to paint a local scene that they have photographed.
Reflection: The reflection should provide a unique challenge. Children will have heard of ‘Forest School’ and this is their opportunity to create something similar in their locality.
Kensuke’s Michael
Kingdom Morpurgo
When you Rebecca
reach me Stead
© Focus Education 2014 1

2. Year 6 Geography Knowledge, Skills and Understanding
Geographical Enquiry
Physical Geography
Human Geography
Geographical Knowledge
Can they confidently explain scale and use maps with a range of scales?
Can they choose the best way to collect information needed and decide the most appropriate units of measure?
Can they make careful measurements and use the data?
Can they use OS maps to answer questions?
Can they use maps, aerial photos, plans and web resources to describe what a locality might be like?
Can they give an extended description of the physical features of different places around the world?
Can they describe how some places are similar and others are different in relation to their human features?
Can they accurately use a 4 figure grid reference?
Can they create sketch maps when carrying out a field study?
Can they map land use with their own criteria?
Can they describe how some places are similar and others are different in relation to their physical features?
Can they recognise key symbols used on ordnance survey maps?
Year 6 (Challenging)
Can they define geographical questions to guide their research?
Can they use a range of self-selected resources to answer questions?
Can they plan a journey to another part of the world which takes account of time zones?
Do they understand the term ‘sustainable development’?
Can they use it in different contexts?
Can they explain how human activity has caused an environment to change?
Can they analyse population data on two settlements and report on findings and questions raised?
© Focus Education 2014

3. Year 6 Art & Design Knowledge, Skills and Understanding
Drawing
Painting
Knowledge
Sketch books
Can they explain why they have combined different tools to create their drawings?
Can they explain why they have chosen specific drawing techniques?
Can they explain what their own style is?
Can they use a wide range of techniques in their work?
Can they explain why they have chosen specific painting techniques?
Can they make a record about the styles and qualities in their work?
Can they say what their work is influenced by?
Can they include technical aspects in their work, e.g. architectural design?
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphics and text based research of commercial design, for example magazines, etc., to influence the layout of their sketch books.
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
© Focus Education 2014

4. Year 6: Could we create a model Minecraft school?
Pupils should be taught:
To develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
WOW: Use Minecraft and ask the children to help the teacher design a classroom.
LC1
What is special about the design of Minecraft?
LC2
Can we sketch what parts of our school would look like in Minecraft?
LC3
Can we develop a sketch into a drawing and finished coloured picture?
LC4
How could we use modelling materials to make 3D models and colour them to look like Minecraft ‘products’?
LC5
Can we construct a model of part of our school to look like a Minecraft screenshot in 3D?
LC6
Can we publish pictures of our models online?
Ref
If we designed our own online world, what would it look like?
Science Link: Opportunities for the children to
discuss the properties of different materials.
The Ultimate Player's Guide to Minecraft
The 3-D Paper Book
Stephen O'Brien
Hannah Tofts
© Focus Education 2014

5. Could we create a model Minecraft school?
Year 6 3D
Can they create models on a range of scales?
Can they create work which is open to interpretation by the audience?
Sketch books
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphics and text based research of commercial design, for example magazines, to influence the layout of their sketch books?
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
Use of IT
Do they use software packages to create pieces of digital art to design.
Can they create a piece of art which can be used as part of a wider presentation?
Knowledge
Can they make a record about the styles and qualities in their work?
Can they say what their work is influenced by?
Can they include technical aspects in their work, e.g. architectural design?
© Focus Education 2013

6. Year 6: Could Spiderman really exist?
Science Y6: Living Things and their Habitats
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.
WOW: Consider the attributes that Spiderman has and give realistic thought to whether these could exist in any creature we know.
LC1
Can you create your own classification system that will take account of all plants and animals within your school grounds?
LC2
Can you now classify a group of animals and plants you have selected from a chosen environment?
LC3
Can you discover the special attributes that some animals and plants have to help them survive?
LC4
Why might some animals and plants be endangered and can you focus on one that you would like to carry out further research on?
LC5
What are micro-organisms and how would you classify them?
LC6
By observing artists’ work can you capture images of a chosen animal?
LC7
Reflection: Take a plant or animal that you know and one that you don’t know and create an IT presentation to show which group/s they belong to, etc.
Working Scientifically: devise classification systems and keys to identify some animals and plants in the immediate environment. They could research animals and plants in other habitats and decide where they belong in the classification system.
Literacy Link: LC6 provides opportunities for
children to carry out individual research based on micro-organisms. They should start by coming up with a range of questions and then set their research out in sections answering their own questions.
Numeracy Link: Create different tables to show how to classify living things. Use a variety of formats to do so and consider which is the most appropriate.
Creative Art Link: LC6 provides opportunities for
children to research the work of artists who have specialised in animals and plants before sketching or drawing their own.
Butterfly Michael
Lion Morpurgo
© Focus Education 2014

7. Year 6: Could Spiderman really exist?
Year 6: Science and Art Knowledge, Skills and Understanding
Year 6 Science: Living Things and their Habitats
Art & Design
Can they describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds?
Can they talk with knowledge about birth, reproduction and death of familiar animals or plants?
Can they take measurements using a range of scientific equipment with increasing accuracy and precision?
Can they record more complex data and results using scientific diagrams, classification keys, labels, scatter-graphs, tables, bar and line graphs?
Do their sketches communicate emotions and a sense of self with accuracy and imagination?
Can they explain why they have combined different tools to create their drawings?
Can they explain why they have chosen specific drawing techniques?
Can they explain what their own style is?
Can they use a wide range of techniques in their work?
Can they explain why they have chosen specific painting techniques?
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books.
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
Year 6 Challenging
Can they observe their local environment and draw conclusions about life-cycles? (for example, the vegetable garden or flower border)
Can they classify plants and animals in their local environment with those around the world, e.g. rainforests?
Can they find a pattern from their data and explain what it shows?
Can they link what they have found out to other science?
Can they suggest how to improve their work and say why they think this?
© Focus Education 2014