YEAR 6 CURRICULUM GUIDE  I am delighted to introduce the Year 6 Curriculum Guide for 2017-2018 and hope that you will                                 find it both helpful and informative. In each subject it sets out in broad terms the syllabus which                                   your child will cover during the year. This is necessarily a general guide, as any syllabus must be                                   adapted to suit each particular teaching group.  In their first year in the Upper School, pupils will encounter a significant change in the academic                                 structure to which they have been accustomed. Whereas in the Middle School, pupils received                           the majority of their academic lessons from a single Form Teacher, they will now encounter a                               different specialist teacher for each subject. Where they were taught in form groups, the year                             group has been split into two. From these two groups, the children may be in ability or mixed                                   ability sets according to the subject. The children return to their form groups for Art, Music,                               Drama, Computing, PSHE and P.E.  This structure necessitates a degree of movement around the school, with pupils travelling to                           specialist subject rooms, rather than the teachers coming to them. This is useful preparation for                             the system which pupils will encounter in their senior schools and it significantly raises the levels                               of independence and organisational skills which are required of them. Some children adapt more                           quickly than others to this new way of life and a system of Merits helps Form Tutors to monitor                                     their progress.  Senior school choices should by now have been finalised and many of the senior schools will                               carry out various forms of pre-assessment during the course of the year. Please make Mrs                             Maclean Bather aware of the dates of any such assessment and she will ensure that each child                                 receives guidance and interview practice. If any questions remain at this stage, Mrs Maclean                           Bather is always happy to see parents and give any advice about senior school entry.  However, amongst any discussion about exams and senior school choices, sight must never be                           lost of the broad curriculum and we will continue to enrich your child’s education through the                               artistic, dramatic, musical and sporting opportunities which are available throughout the school.  I hope that Year 6 proves to be a happy and fulfilling time for your child.     

Simon O’Malley Headmaster 

    

1

ENGLISH  

Introduction In Year 6 the children are divided into four, mixed ability sets. During the Michaelmas Term, in                                 preparation for examinations for future schools in January and February, pupils have regular                         practice in managing their reading and writing under timed conditions. Past papers are used to                             familiarise the children with probable layout and nature of questioning. Candidates are required                         to read a substantial passage unaided and give independent written responses to questions                         involving a range of comprehension skills. They write unaided at reasonable length on one topic                             selected from a choice of genre suitable to the age range.   It is important to understand that English is at the heart of the curriculum and crosses over into                                   all other areas of study. The skills acquired through literacy are the building blocks needed for the                                 children’s entire school career; progress is made from year to year by developing and refining the                               key areas of speaking, listening, responding and reading and writing. Year 6 13+ candidates tackle                             texts of a literary and non-literary type, in preparation for the broad based Common Entrance 13+                               examination, when two separate papers are taken. Within these the children are required to:   ● Respond to passages of fiction and non-fiction and apply found information to an alternative                           

format: newspaper and magazine articles, advertisements, information materials, diaries,                 biographies, examples of travel writing 

● Respond to unseen poetry, both pre and post 1914 ● Write for a practical purpose ● Write to imagine, explore or entertain  ● Develop and refine personal writing styles. 

Aims In addition to preparing pupils for examination our aims in teaching English are that all children                               will:   ● Develop the necessary skills to use the English language confidently, appropriately and                       

accurately to the best of their ability ● Be able to read a range of texts of varying genre with understanding, for both information                               

and enjoyment ● Be able to write effectively for a range of purposes and audiences, using spelling,                           

punctuation, grammar and syntax accurately and confidently ● Be able to speak clearly, fluently and cogently in a range of contexts ● Be able to listen, understand and respond appropriately and with empathy ● Be aware of and feel part of the English language and its literature. 

Syllabus The English syllabus is written to satisfy the requirements of the 11+ and 13+ Common Entrance                               and various day school examinations, the National Curriculum.  

Speaking, Listening and Responding Pupils learn how to:   ● Speak in a range of contexts ● Adapt what they say and how they say it to the purpose and the audience ● Take varied roles in group discussions ● Contribute to situations with different demands 

2

● Use Standard English correctly and in the appropriate context ● Respond appropriately to others. 

Reading Pupils will:   ● Read a range of texts including modern and classic fiction and poetry, play scripts,                           

non-fiction, literary non-fiction ● Develop their ability to identify, explain and comment on layers of meaning found in text ● Increase their ability to read and respond to challenging and lengthy texts independently 

Writing Pupils will:   ● Understand that writing is both essential to thinking and learning, and enjoyable in its own                             

right ● Learn the main rules and conventions of written Standard English ● Adapt writing to suit purpose and audience ● Use the planning, drafting and editing process to improve their work and sustain a strong                             

central idea in fiction and non-fiction writing ● Develop computing skills through English tasks  Grammar and punctuation are taught both in discrete lessons and through the pupils’ reading                           and writing.  Spelling rules and strategies are taught and tested, and pupils’ needs and interests are taken into                               account.  Handwriting styles – both joined and printed when appropriate – are developed in legibility,                           fluency and speed of execution.   Reading Records All pupils have a Reading Record in their daily planner. This is used to monitor reading: to ensure                                   that all pupils read every day; to ensure a range of genre is covered; to differentiate according to                                   the child’s abilities with regard to authors and themes in literary text. The Reading Record                             ensures a common approach with clear communication between parent, child and school. It is                           expected that the children read independently daily in addition to any other homework set.          

3

MATHEMATICS 

Introduction The Thomas’s Mathematics syllabus has been written to satisfy the ISEB 13+ and 11+ entrance                             examinations requirements. In Year 6 pupils will be taught in four ability groups with flexibility to                               move between groups if advisable. Decisions about when to progress should be based on the                             security of a pupils’ understanding, and those that grasp concepts rapidly should be challenged                           through being offered rich tasks.  After all the 11+ and Pre-test Exams are completed, pupils will experience some project work to                               allow them to make better connections across mathematical ideas, develop their fluency,                       mathematical reasoning and competency in solving increasingly sophisticated problems. 

Aims Our aims in the teaching of Mathematics are that all pupils will have: -  ● Favourable attitudes towards Mathematics and interest in the subject ● A sound understanding of mathematical concepts, processes and strategies and the capacity                       

to use these in problem solving ● The ability to recognise Mathematics in everyday situations, in Science and other school                         

subjects ● Use appropriate language for the effective communication of mathematical ideas and                     

experiences ● Appreciation of the application to Mathematics of technology, including calculators and                     

Computer Science ● The ability to achieve at a level of accuracy and excellence appropriate to their particular                             

stage of development 

Syllabus Mental arithmetic strategies and investigative skills are enhanced throughout the year, along with                         revision using past 11+ exam papers and target setting.  Attainment Strands:   

1. Mathematical processes and applications    2. Number  

 3. Algebra 

 4. Geometry and measures 

 5. Statistics 

 All Year 6 pupils will need the Casio fx-85 model of calculator and a geometry set comprising of a ruler, protractor and pair of compasses. They will also receive a personal account with the online website www.mymaths.co.uk and a textbook to use in class.   

4

SCIENCE  

Introduction The Science Syllabus is based on the National Curriculum and the requirements of ISEB                           (Common Entrance) at both 11+ and 13+. The Science curriculum is separated into Biology,                           Chemistry and Physics. Specialist Science teachers teach these discrete subjects in three                       lessons per week in one of three dedicated Science laboratories. Every week, at least one piece                               of Science homework will be set, which may include writing, research, practical tasks, reading,                           summarising work or studying. Science is required as an examination subject at 11+ Common                           Entrance for girls’ boarding schools, and at 13+ by the majority of the day and all boarding                                 schools.   The 11+ Common Entrance papers consists of one 60-minute paper with a mixture of questions                             on all three sciences. The 13+ Common Entrance papers consist of one 40-minute paper in each of Biology,                           Chemistry and Physics.    

Aims In addition to preparing pupils for examination, our aims in teaching Science are that the children                               will:   ● Learn about a wide range of living things, materials and physical phenomena. ● Begin to make links between ideas and to explain things using simple models and theories. ● Apply their knowledge and understanding of scientific ideas to familiar phenomena,                     

everyday life and their personal health. ● Carry out more systematic investigations, working alone and with others. ● Use a range of reference sources. ● Talk about their work and communicate ideas using a wide range of scientific language,                           

conventional diagrams, charts and graphs. ● Learn to communicate scientific ideas, facts and data. ● Participate actively and co-operatively in lessons  

Lab safety is a prime consideration and the children are taught safe lab practices.  Assessment ● Classwork and Homework ● End of topic tests ● Samples of practical and investigative work ● Project work 

 Syllabus Elements of the subject include scientific enquiry, life processes and living things, materials and their properties, physical processes.  In the Michaelmas Term extra lessons are given to girls who are sitting the 11+ Common Entrance examination in January, in order that they cover all the necessary material. 

5

Michaelmas Term  Biology – Healthy Living   Life Processes of all living organisms. Summary             of Plants: nutrition and reproduction. Organs of             the body and skeleton and movement.           Nutrition: teeth and dental care; food groups and               a balanced diet; and food labels. Healthy Living:               the heart and circulatory system, exercise,           measuring pulse rate. Harmful effects of           smoking, drugs and alcohol. Microbes  Chemistry – States of Matter, Physical Changes             & Soils Three states of matter. Conversions between           states. Reversible and irreversible changes.         Mixing materials – solubility, rates of dissolving,             saturated solutions. Separating mixtures –         sieving, decanting, filtering, evaporation,       crystallisation and distillation. Size of particles           and permeability of different soils. Importance           of humus.  

Physics – Magnetism & Electricity Magnetism: Magnetic materials. Magnetic Field         pattern of a bar magnet. Earth’s magnetic field.   Electricity: Symbols and circuit diagrams. Series           circuits. Relative brightness of bulbs. Switches.           Short circuits and their dangers. Using an             ammeter. Resistance investigation. Revision of         Earth in Space.  

Skills: Safe working methods. Design experiments.         Control and change variables. Correct use of             apparatus. Drawing and labelling. Correct         sequential reporting of method. Graphing and           recording results – interpreting data. Use of basic               equipment to separate substances. Draw         magnetic field patterns. Build electrical circuits.           Test circuits and alter number and position of               components. 11+ exam practice and revision. 

Concepts: Knowledge of technical terms. Characteristics of           living organisms (7 processes). Position and           function of the organs of the Body. Responsible               attitude to own body. Identify components of             healthy and varied diet. Understand that pulse             rate is a measure of how fast the heart beats.                   Recognise harmful effects of drugs.  Behaviour of particles when heated. Dissolving:           Solvent, solute and solutions. Using a variety of               techniques to mix and separate materials.           Understand where soil comes from, how rocks are               broken down. Importance of humus for life.   Magnetic fields and forces of attraction and             repulsion. Correct electrical symbols,       understanding of circuits, ability to use circuit             diagrams to predict outcomes. Safety         implications and short circuits. Series circuits.           How to measure current using an ammeter.             Revision of Earth in Space. 

   

6

Lent Term Biology – Microbes, Classification, Feeding         Relationships, Keys, and Research Project  Microbes, their uses and how they harm the               human body. Classification of living organisms.           Plant and animal keys. Food chains and food               webs. Roles in a food chain producers and               consumers: carnivore, herbivore, omnivore and         decomposer. Decomposers and the food cycle.    

Chemistry – Heating Substances & Chemical           Changes The Bunsen Burner. Heating water and cooling curve using Datalogging equipment. Thermometers and Heat. Observing Burning, Combustion of Fuels and Rusting of iron and its prevention.   

 Physics – Forces Types of forces (friction, weight, upthrust, strain,             electrical, magnetic). Recognise balanced and         unbalanced forces. Weight and Newtons (1kg =             10N). Introduction to Hooke’s Law, gravity,           floating and sinking and air resistance.  

Skills: Practical work, fair tests, planning, obtaining and             presenting information in scientific format,         considering evidence, evaluation. Use of a           Bunsen burner. Measuring accurately using a           tape measure. Using Newton meter to measure             forces. Main classification groups and their           characteristics. Diagnostic features of insects and           arachnids. Research and presentation skills.         Using keys to identify animals and plants.             Identify distinguishing features.  

 Concepts: Microbes and their uses. Classification of animals             and plants. Feeding relationships.   Label and use a Bunsen Burner. Cooling curves               for wax, Moving Particles, Chemical and Physical             Changes, combustion & rusting. Types of forces, force diagrams. Weight and             Mass. Use of a spring to measure forces. Concept                 of floating and sinking and how air resistance               affects the fall of an object through air. 

  Summer Term 

Biology – Habitat Studies, Research Project &             Day Trip Habitat Studies. Interdependence between       animals and plants. How living things affect each               other. Fact Sheet with scientific drawings,           habitat, physical features, characteristics of         chosen animal. Pond dipping and ecosystem.    Chemistry – Materials and Their Properties Characteristics of different materials, properties of           metals & non-metals, the periodic table,           elements and compounds. Rocks - hardness and             permeability of different types of rocks. Plastics –               their manufacture and uses.  Physics – Introduction to Energy  Energy resources – types of fuels, how coal, oil                 and natural gas are formed. Types of renewable               and non-renewable energy resources and their           advantages and disadvantages. Effects of         pollution on the environment, global warming           and acid rain.    

Skills: Research a British Animal, collate and present the               information. Pond Dipping and using equipment           safely. Use of Microscope and magnification.           Observation and drawing. Examination of         materials and categorising them. Safe practical           skills. Drawing graphs and extrapolating data           from graphs. Making predictions. Discussion on           global warming. Advantages and disadvantages         of types of energy resource. Revision and exam               practice. 

 Concepts: Role of microorganisms in the cycle of nature.               Understand how an organism’s physical features           and characteristics are adapted for it to survive in                 a particular environment. Characteristics of materials, match to use. Metals             and Non-metals. Elements & Compounds. Rock           Cycle, Plastics and their Uses.  Types of fuel and how they are made. Renewable                 and non-renewable energy resources.   

7

COMPUTING 

Introduction The core of Computing is Computer Science, in which pupils are taught the principles of                             information and computation, how digital systems work and how to put this knowledge to use                             through programming. Building on this knowledge and understanding, pupils are equipped to use                         information technology to create programs, systems and a range of content.  

Computing also ensures that pupils become digitally literate – able to use, and express                           themselves and develop their ideas through, information and communication technology – at a                         level suitable for the future workplace and as active participants in a digital world. 

Computing is taught to all children from Reception to Year 8, with Years 7 and 8 also using                                   technology within their other subjects. The children are taught in their form groups by a                             Computing specialist teacher, and supported by their Form Teacher.  All their work is saved in their own ‘folder’ which allows for easier file management and                               assessment of their work. From Year 3 each pupil has their own internal school email address,                               which allows pupils to learn email skills in the safe controlled environment of an internal email                               system.   

Aims There are three distinct, but inter-related aspects of the computing curriculum: Computer                       Science (CS), Information Technology (IT) and Digital Literacy (DL). The aims below reflect this                           distinction:  Computer Science: 

All pupils can understand and apply the fundamental principles and concepts of Computer Science, including abstraction, logic, algorithms and data representation. 

All pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. 

Information Technology: 

All pupils can evaluate and apply Information Technology, including new or unfamiliar technologies, analytically to solve problems.  Digital Literacy: 

All pupils are responsible, competent, confident and creative users of Information and Communication Technology. 

 

8

Syllabus Year 6 has a 60 minute Computing lesson each week. The pupils use a wider range of ICT tools and information sources to support the work in other subjects.  

Pupils will be taught: 

How to be safe , responsible and respectful when online. 

Real effects of online bullying. 

Appropriate on-line chatting. 

Pupils develop their research skills, refining search techniques and begin to identify bias on websites and the impact of bias. 

Pupils learn the basics of HTML coding and will extend this work to construct their own website. 

Pupils extend their programming skills by planning and then constructing a game.  

Pupils will extend their spreadsheet skills, designing a theme park and working out running costs and profits using complex calculations. 

Pupils will create a film or trailer for their theme park 

     

9

FRENCH  Information Pupils in Year 6 have one lesson per week in the Michaelmas Term and two lessons per week in                                     the Lent and Summer Terms. Pupils are taught in sets and are split into 2 top sets (A and D) and                                         2 middle sets (B and C). Sets A and B are timetabled together and Sets C and D together.   Syllabus  The syllabus is based on Expo 2 Vert . Expo 2 Vert is a topic based, differentiated French course for                                     learners within Key Stage 2 or 3. The topics are presented in motivating contexts and are all age                                   and ability appropriate. Short, clearly focused units present and practise basic structures with a                           manageable amount of vocabulary. A comprehensive French - English vocabulary and a short                         English - French vocabulary provide additional support.    Aims Expo 2 Vert encourages pupils to understand, speak, read and write in French. Pupils will become                               increasingly familiar with the sounds, written form and grammar of the language and use their                             knowledge with increasing confidence to express themselves in role plays, conversations and in                         writing.  Equipment All pupils in Year 6 will be provided with the following:   ● One text book: Expo 2 Vert ● One exercise book. ● One workbook ● It is essential that pupils in year 6 possess a bilingual English-French dictionary. 

Recommended by the French Department is the Oxford School French Dictionary .                

10

LATIN   Introduction Pupils in Year 6 have two lessons per week and are set one / two preps per week.  Aims  Our most important aim with Latin is to encourage our pupils to gain an understanding of ancient                                 cultures through the study of their language. Over 60% of English words come from Latin alone,                               not to mention Greek, and it is our desire that pupils learn to appreciate the ever-relevance of a                                   subject too often referred to as a 'dead language'. With Classical subjects being offered at the                               majority of independent senior schools, we want our pupils to feel well-informed, interested and                           motivated to consider choosing these subjects for further study when they leave Thomas's, and                           to pass on this vital interest to future generations.  Bearing in mind the fact that the Common Entrance paper is 75% based on language, we aim to prepare pupils as well as possible to understand Latin with the sort of confidence they might bring to any other language.  Syllabus  All pupils in Year 6 will study Latin, arranged into four sets: A/B and C/D. These will roughly be                                     arranged by ability, and will run alongside the setting for French. All pupils will work towards a                                 Common Entrance Level 1 paper to be sat in the June exam series.  The Common Entrance paper tests the basic techniques of comprehension, translation and                       grammar, as well as pupils’ knowledge of the Classical background and/or Greek Mythology.  All sets will use Latin for Common Entrance - One by Nick Oulton. This is a new textbook which                                     combines the best elements of Bob Bass’s Latin Practice Exercises and Nick Oulton’s So You Really                               Want To Learn Latin? While this will be the principal textbook, we will supplement the material                               with worksheets and other exercises as we see fit.  Using So You Really Want To Learn - Greeks & Romans we will study the Greek myths required for                                     the Common Entrance syllabus (Theseus & the Minotaur, Perseus & Medusa, Jason & the Golden                             Fleece, the Odyssey, The 12 Labours of Hercules, and the Trojan War), as well as at least one of                                     the other background topics (Roman Mythology, Roman Entertainment, Domestic Life, The                     Army and Roman Britain).  By the end of Level 1, pupils will have learned three tenses of the verb, two declensions of nouns                                     as well as a host of important vocabulary, accidence and syntax.  Pupils should expect one written and one learning prep a week. The learning prep will mostly                               take the form of words from the prescribed vocabulary list, which is long but not unmanageable.                               There will occasionally be grammar tests as well.       

11

HISTORY  

Introduction In Year 6 History is taught by a subject specialist teacher in one hour-long lesson per week.                                 Homework will be introduced in the course of time.   

Aims In addition to preparing pupils for examinations, our aims in teaching History are that all children                               will be taught:   ● To develop a broad historical awareness and curiosity. ● To develop a sense of cultural legacy. ● To develop historical knowledge and skills. 

Syllabus The Early and High Middle Ages:  ● Michaelmas Term – What is History?; Life in Medieval Towns and Villages; Castles; Stephen                           

and Matilda; Henry II, Eleanor of Aquitaine and the Angevin Empire; Law and Order; Becket. ● Lent Term – The Crusades and Richard the Lionheart; King John and Magna Carta; Henry III,                               

the origins of Parliament.   ● Summer Term – Edward I, Wales, Scotland, Gascony and Parliament; The Black Death.   

Skills ● Study and use of a wide range of evidence, both written and visual.   ● Organisation of information in order of importance. ● Development of essay skills by greater length and precision. ● Development of chronological awareness and factual recall. ● Development of appropriate historical terminology. ● Analysis of historical situations, supported by relevant detail. ● Essay writing. 

Resources ● Medieval Realms, 1066-1485 (Shepherd) ● So You Really Want to Learn History? Book 1, 1066-1485 (Pace) ● Other text books e.g. Medieval Realms, 1066-1485 (Cootes) ● Artefacts, maps, selective extracts from Clickview and DVD documentaries, dramas and films         

12

GEOGRAPHY Introduction Pupils are taught Geography during one period per week. All of Year 6 will follow the I.S.E.B.                                 Common Entrance syllabus.  Aims The aims in Geography are to:   

● stimulate curiosity about the world ● learn about people, places and environments ● contribute to environmental awareness and education for sustainable development  ● learn and use specific geographical vocabulary ● develop understanding of physical and human landscapes ● introduce different societies and cultures, enhancing awareness of global                 

interdependence.  Syllabus  

Michaelmas Term  ● Introduction to Upper School Geography ● Earthquakes and Volcanoes (Tectonic Processes)  

 Lent Term 

● Settlement – reasons for site and situation, shape, growth and nature. ● Fieldwork Investigation – a case study of a planned or completed housing/facilities project 

developed in an environmentally sensitive way.  Summer Term  

● Ordnance Survey mapwork skills and fieldwork  Mapwork Skills and Locational Knowledge are taught in the Summer Term.  During the year pupils are expected to demonstrate their ability to:  

● use geographical enquiry skills when developing knowledge and understanding of people, places, patterns and processes, environmental awareness and sustainable development 

● ask geographical questions and undertake enquiries inside and outside the classroom ● analyse evidence, make decisions and evaluate information, ideas and opinions ● use skills specific to Geography, including those of fieldwork and mapwork ● draw on many different sources and resources, such as maps and atlases, photographs, 

written and visual materials, including the use of ICT  

Pupils will also be expected to:  

● work well within a group, or independently, when required  ● look after their own work, file and equipment ● learn to manage their time in lessons, and at home ● take more responsibility for their own learning ● begin to use relevant revision and exam techniques 

 Assessments and tests throughout the year are used to inform pupils, parents and staff of progress.  

13

RELIGIOUS STUDIES AND PHILOSOPHY  

Introduction Religious Studies and Philosophy is not simply a subject which teaches about religion, but also                             encourages pupils to reflect on and debate some of the big questions which people sometimes                             ask about life. The subject provokes challenging questions about the ultimate meaning and                         purpose of life. It explores the beliefs about God, the self and the nature of reality, issues of right                                     and wrong and what it means to be human. It also offers opportunities for critical thinking and                                 reasoning as well as personal reflection and spiritual development, and encourages pupils to                         develop their sense of identity and belonging.  In Year 6, pupils develop their knowledge, skills and understanding of Islam and Buddhism and                             begin their introduction to Biblical Studies in preparation for CE. There is one lesson of 60                               minutes and one prep per week starting in the Lent Term. There are no formal examinations, but                                 brief assessments are carried out for each module during lesson time. 

Aims The aims of the subject in Year 6 are for the pupils:   ● To feel confident and positive about their own beliefs whilst being sensitive to others ● To understand and respect traditions which differ from their own ● To develop their sense of awe and wonder ● To develop their capacity to respond to questions of meaning and purpose ● To investigate the significance of religion in contemporary moral and ethical issues   Syllabus ● Michaelmas Term – Islam: Muhammad, Five Pillars, the Qur’an, Mosques, Imams, Festivals,                       

Family Life and Islam today ● Lent and Summer Term – Buddhism: Origins of Buddhism, beliefs and teachings, prayer and                           

worship, monasticism, lay Buddhism, ethical and moral issues  ● Summer Term (post exams) – Introduction to Biblical studies.  Assessment Pupils are regularly assessed in the different skills needed in religious studies. These include knowledge of religions, interpretation, evaluation and analysis, and relating religious principles to contemporary issues in society today. Feedback is given and pupils record their own achievement levels in order to know how to improve their work. Assessments are aural and written, individual or paired and there are opportunities to do group project work.  Textbooks ● The Muslim Experience – Aylett & O’Donnell ● The Buddhist Experience – Mel Thompson  

    

14

 

ART/DESIGN TECHNOLOGY 

Introduction Each class has an hour of Art/DT each week.    In Art, practical skills are developed to enable the pupils to approach tasks with creative                             confidence. Pupils are taught to look with care and record their observations and reactions to the                               world around them in line, tone, texture, colour, shape and form using a variety of two and three                                   dimensional media. Studies are supported by looking at and discussing other artists’ work both                           from reference in school and visits to galleries and museums. The Art Department actively                           encourages cross curricular links and wherever possible tasks are structured to complement work                         in other subjects.    Design Technology skills and knowledge are incorporated into the Art syllabus or taught in                           separate projects which range from simple mechanisms, linkages and levers to small scale                         construction in resistant materials. 

Aims The aims of the Art/Design Technology department include: ● The exploration of a wide variety of media. ● The encouragement of new ideas and creative thinking through planning and making. ● Appreciation of other artists’ work. ● Problem solving in Design Technology. ● Self-evaluation and discussion of project outcomes.  Syllabus ● Drawing: Still life and life from direct observation and secondary reference. Mark making,                         

shape, form, texture and colour, after David Hockney.  ● Aztec/other culture concealed containers in clay. ● Printing – Poly print with overprinting. ● DT: Problem solving, design process and model making.  ● Painting: Silk painting after Matisse or Chagall, from reference and imagination.    

15

DRAMA  

Introduction Drama and Music are taught once a week in combined 60-minute Arts lessons by specialist                             teachers. The proportion of each subject depends upon the demands of the curriculum. For                           example, Music and Drama teachers will team-teach during preparations for the Year 6 musical. 

Aims The aims of the Drama Department are to encourage and develop: ● Creativity in use of body language, voice and facial expression to create a range of characters ● Physical comedy skills using masks and levels of tension ● Sufficient Self-Confidence to perform wholeheartedly in front of others ● Listening and Communication  ● Physical and Spatial Awareness ● Sensitive and detailed ensemble work; supporting others with one’s attention and reacting in                         

an ensemble on stage ● Understanding of Musical Theatre, Choreography, Choral Speech and Theatrical Staging ● Lasting enjoyment of Drama 

Productions Theatre skills are developed through mask skills, creation of a fully-staged musical and in-depth                           study of a Shakespeare play. All Year 6 pupils involved in the year group musical theatre                               production in the Summer Term.    Other performance opportunities include a Year 6 Extra Drama Showcase Evening in the Lent                           Term. Pupils must join one of the Year 6 Extra-curricular Drama Clubs in order to take part in this. 

   

16

MUSIC  

Introduction Music forms an integral part of the curriculum at Thomas’s. Each form in the school, up to the end                                     of Year 4 has two periods of Music each week and Years 5 - 8 have one period. Around 90% of                                         pupils receive individual instrumental tuition. We run orchestras, choirs, groups and ensembles                       which perform at recitals, concerts and Church Services throughout the year. The Music                         Department also works alongside the Drama Department to produce musical productions for                       each of the year groups within the School every year.    Class Music At Thomas’s Battersea the children follow a programme linked to the National Curriculum                         scheme of work for Key Stages 1, 2 and 3. In addition to this we have introduced a music skills                                       programme that contains a clear list of the musical elements which need to be experienced and                               developed for each year group. These skills are progressive and are listed under the titles Pitch,                               Duration, Tempo, Texture, Dynamics, Structure, Timbre and Silence.  Topics covered in class by Year 6 over the course of the year include:  

● World Music – Making Connections ● Christmas Carol Service ● Preparation for Year 6 Show  ● Jazz Music ● Song Writing ● Medieval and Renaissance Eras ● Music Theory 

 Singing  Throughout the whole of Thomas’s Battersea, Singing is a very important feature of the child’s                             musical development and experience. These skills are developed and honed as the children                         progress through the school. A greater level of technical ability is achieved through appropriate                           vocal exercises and group singing becomes more complicated with the introduction of complex                         part singing and use of foreign languages. Therefore the Middle and Upper School ongoing                           singing skills programme is as follows:  

● balanced stance and posture ● basic breath management ● note accuracy, sense of pulse and rhythmic awareness ● intonation and consistency of pitch, particularly in part singing ● tone quality ● clear articulation  ● phrasing, sense of style and atmosphere ● expressive interpretation with clear communication, facial expression and appropriate 

physical actions ● memory skills ● sense of occasion when performing ● rounds in several parts ● part singing with two/three individual vocal lines ● Foreign language songs ● Acting through song 

 

17

Choirs Choirs are a strong feature of the musical life at Thomas’s. Phoenix Choir caters for Years 3 and 4                                     and operates on a “come and sing” basis with no audition, seeking to foster a love and enjoyment                                   of singing within the individual child. The Centaur Choir is open to children in Years 5-8. During                                 the past years the choirs have performed in the Carol Service as well as at various concerts and                                   school events. Auditions are held for places in Boy Choristers and Girl Choristers as and when                               spaces become available. The Choristers meet three times each week and aim for a high standard                               of singing. The Choirs sing at the weekly Church service as well as at special events such as the                                     Remembrance Service and the Carol Service, when the trebles are augmented by adult singers to                             provide alto, tenor, and bass parts.  Individual and Group Instrumental Tuition Individual and group instrumental tuition is offered for a broad range of instruments during the                             school day. Instrumental lesson opportunities currently include violin, viola, cello, double bass,                       harp, guitar, recorder, fife, bagpipes, flute, oboe, clarinet, saxophone, bassoon, trumpet,                     trombone, French horn, tuba, piano, keyboards and organ, percussion and voice.   Lessons take place during the School day and rotate week by week in order to minimise                               disruption to the academic timetable. Pupils are encouraged to take Associated Board music                         exams as well as performing at music recitals and weekly lunchtime concerts. Parents are                           encouraged to meet the instrumental teachers and be involved in helping with practice! If you                             would like your child to learn an instrument, please collect an application form from Miss Vanessa                               in the Music School. Applications are considered by the Director of Music, in conjunction with                             the child’s Form Teacher.    Orchestra, Groups/Ensembles Orchestras, groups and ensembles exist for the benefit of children learning instruments at                         Thomas’s and all receiving lessons in and out of school are encouraged to play with others , as                                 appropriate to their ability. There are group opportunities for most instruments (strings,                       woodwind, brass and percussion) which rehearse either at 1600 or during lunchtimes and breaks                           throughout the week. Performing opportunities also exist for these groups and parents are very                           welcome to attend.   General Information For general information about the Department please contact the Director of Music, Mr John Haythornthwaite on 020 7978 0631 or at JHaythornthwaite@thomas-s.co.uk .  Mr Haythornthwaite is very happy to meet with parents to discuss any aspect of their child’s musical development.    

18

PHYSICAL EDUCATION  Introduction The Physical Education curriculum aims to inspire all pupils to succeed and excel in sport and                               physically demanding activities. It provides opportunities for pupils to develop a broader range of                           skills, learning how to use them in different ways and to link them to make actions and sequence                                   movements. Pupils should enjoy communicating, collaborating and competing with each other.                     The curriculum helps pupils develop an understanding of how to improve in different physical                           activities and sports and learn how to evaluate and recognise their own success.  

 Aim Our aim is to ensure pupils develop fundamental movement skills, become increasingly                       competent and confident and can access a broad range of opportunities to extend their agility,                             balance and coordination, individually and with others. They should be able to engage in                           competitive (both against self and against others) and co-operative physical activities, in a range                           of increasingly challenging situations.   Pupils are taught to: - Use running, jumping, throwing and catching in isolation and in combination - Play competitive games, modified where appropriate and apply basic principles suitable for                         attacking and defending - Develop flexibility, strength, technique, control and balance (through athletics and gymnastics) - Take part in outdoor and adventurous activity challenges both individually and within a team  - Compare their performances with previous ones and demonstrate improvement to achieve                       

their personal best.  Games  Michaelmas Term Netball and Football 

- Response and leadership games - Spatial awareness - Passing and receiving - Opposition and invasion games, defending, dodging and marking. - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game 

 Lent Term Hockey and Rugby 

- Large ball skills – bouncing and rolling - Hand/Eye/Foot co-ordination  - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game - Curriculum Change-Over – 2 week period at the end of the term when boys in Y’s 3-6 

get the opportunity to try hockey and girls get the opportunity to try football.  

19

Summer Term Cricket 

- Small ball skills – bat and ball - Hand-eye co-ordination, catching and throwing  - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game 

Focus Reinforcement of core skills required to play team games Extending the core skills to develop sport specific skills Develop and understanding of individual sports, including rules and tactics Further develop team participation and sportsmanship Experience in playing in a competitive and non-competitive environment via participation in fixtures and tournaments 

Gymnastics   

Michaelmas Term - Safety and equipment exploration - Shapes, balance, flight, rolling and weight bearing 

 Lent Term 

- 1 st half term:  - Health Related Fitness –  - Muscular Endurance - Speed - Compare and contrast performances - Develop and understanding of energy systems and their importance on overall fitness                       

levels. - Specific and localised training to improve fitness - 2 nd half of term:  - Dance –  - What (action, turn, jump, travel, gesture, stillness) - When (counting, unison, cannon, speeds of movement) - Where (levels, directions, use of space) - With Whom (relationships) 

 Summer Term 

- Athletics – running, jumping and throwing events - Preparation for Sports Day 

 The House System 

- Each pupil is a member of a school house, Becket (Blue), Hardy (Green), Lawrence (Yellow), More (Red).  

- Inter-House tournaments and competitions: - Michaelmas Term - Cross Country, Netball and Football - Lent Term - Swimming Gala, Hockey and Rugby - Summer Term – School Sports Day and Cricket 

20

Extra-curricular opportunities ● Fixtures - Inter-school fixtures are arranged throughout the year with the focus on 

performance. ● Clubs - Pupils in Year 6 may attend two after school clubs and an after school team practice.      

21

  

PERSONAL, SOCIAL, HEALTH, CITIZENSHIP & ECONOMIC EDUCATION    Please note that the PSHCE syllabus is under review and so is likely to change during the course of                                     2017-18.  PSHCE education at Thomas’s brings together personal social health education, work-related                     learning, careers, enterprise, citizenship, and financial capability. PSHCE makes a significant                     contribution to pupils’ personal development alongside the contribution of all other subjects and                         curriculum experiences.   These programmes of study are based on the Every Child Matters                         outcomes and building on the existing frameworks and guidelines in these areas.    Pupils in the Upper School have a PSHCE lesson each week with their form teacher, and other                               form time is occasionally dedicated to continued exploration of the issues and themes addressed                         in PSHCE lessons.  Pupils also have the opportunity to take part in School Council, the                             Anti-Bullying Committee (ABC) and the Green Unicorn Sustainable Schools team.    Through work in lesson time and a wide range of activities across and beyond the curriculum,                               pupils gain practical knowledge and skills to help them live healthily and deal with the spiritual,                               moral, social and cultural issues they face as they approach adulthood.  PSHCE gives pupils                           opportunities to reflect on their experiences and how they are developing.  It helps them to                             understand and manage responsibly a wider range of relationships as they mature, and to show                             respect for the diversity of, and differences between, people.  It also develops pupils' well being                             and self-esteem, encouraging belief in their ability to succeed and enabling them to take                           responsibility for their learning and future choice of courses and career.  PSHCE builds on pupils'                           own experiences and and complements citizenship elsewhere on the curriculum, which covers                     public policy dilemmas related to health, family and developing an understanding of British                         Values, namely democracy, the rule of law, individual liberty, mutual respect and tolerance of                           those with different faiths and beliefs.   Personal Wellbeing   Provides a context for schools to fulfil their legal responsibilities to promote the wellbeing of pupils and provide a programme of sex and relationship education and drugs education.  It also provides schools with an opportunity to focus on delivery of the skills identified in the frame work for Social and Emotional Aspects of Learning (SEAL).  At Thomas’s Battersea our Upper School Personal Wellbeing programme is supported by cross curricular links with science and PE as well as group talks led by specialist staff on the topics of drugs and SRE.    The key  concepts  for PSHCE education in  personal wellbeing  are:

● Personal identities ● Healthy lifestyles ● Risk  ● Relationships ● Diversity

   The key  processes  for PSHCE education in  personal wellbeing  are:

● Critical reflection

22

● Decision-making and managing risk ● Developing relationships and working with others

    Economic Wellbeing and Financial Capability   This programme of study brings together careers education, work-related learning, enterprise                     and financial capability. At Thomas’s Battersea our Upper School Economic wellbeing and                       financial capability is supported by cross curricular links between Maths and ICT, as well as                             through the establishment of a parent ‘Talent Bank’ for use in the US Lecture programme run                               throughout the year.    The key  concepts  for PSHCE education in economic  wellbeing and financial   capability  are:

● Career ● Capability ● Risk ● Economic understanding

  The key  processes  for PSHCE education in economic  wellbeing and financial   capability  are:

● Self-development ● Exploration ● Enterprise ● Financial capability

  RAINBOW   Thomas’s Battersea uses a co-ordinated PSHCE programme across the Lower, Middle and Upper                         Schools as we adopt the RAINBOW and KALEIDOSCOPE schemes of work which integrate                         PSHCE and SEAL into the curriculum at a whole school level.    “Every Child Matters” forms the backdrop for this programme and the work with children that will                               be generated through its implementation. Much research and many initiatives, including the                       National Healthy Schools Programme, have brought increased recognition to personal well-being                     as a key factor in enabling learning. The non-statutory National Curriculum framework for PSHCE                           (Personal, Social, Health and Citizenship Education), 2000, outlines expected learning outcomes                     for Key Stages 1-4.  Aware of the emotional literacy and social skills deficits many children carry, which potentially                           hinder educational progress, the DCSF (Department for Children, Schools and Families)launched                     the Primary SEAL (Social, Emotional Aspects of Learning) Strategy as part of the National                           Primary Strategy in 2005. Rainbow combines the intended learning outcomes of the national                         curriculum framework for PSHCE with those of SEAL, and also promotes the ideas and concepts                             of Citizenship through its schemes of work.   The Rainbow teaching materials are organised into 7 themes for each year group, Foundation to Year 6: 

 New Beginnings, Getting On and Falling Out, Say No to Bullying, Going for Goals, Good to be Me,                                   Relationships, Changes .  

23

These themes are sequenced, progressive and developmental, to be taught from the beginning of the academic year through to the end of it. Each theme is intended to be introduced to the whole school through a SEAL assembly and then the lessons taught to every year group from Foundation to Year 6 (Primary SEAL ) simultaneously, thus engendering a whole school approach. The social skills and emotional literacy developed in this way permeate across the curriculum, enabling learning to be better accessed.  To support the whole school involvement in progressing SEAL outcomes for children, each theme offers a set of weekly focus statements (a set for Foundation and KS1, and a set for KS2) drawn from the intended learning outcomes of the lessons. Displayed in each classroom, staff and children are encouraged to identify people carrying out that focus e.g. being welcoming, and to add that person’s name to the sheet. This lends itself to being recognised in assemblies or during form times.  Whole curriculum design offered by Rainbow links learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. The cross-curricular dimensions of the PSHCE programme offered in Rainbow reflect some of the major ideas and challenges that face society and have significance for individuals in the 21 st century. These can provide unifying themes to give learning relevance and help young people make sense of the world. 

● Identity and cultural diversity ● Healthy Lifestyles ● Community Participation ● Enterprise ● Sustainable futures and the global dimension ● Technology and the media ● Creativity and critical thinking ● An understanding of British Values, namely democracy, the rule of law, individual liberty,                         

mutual respect and tolerance of those with different faiths and beliefs,     

 

24