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YEAR 6 CURRICULUM
INFORMATION BOOKLET
2017/2018
Year
6
English
Curriculum
Phonics,
Spelling
and
Grammar
and
Punctuation
Reading
Writing
Speaking
and
Listening
Vocabulary
• Learn
word
endings
with
READING
FICTION
AND
POETRY
FICTION
• Use
spoken
language
well
to
different
spellings
but
the
same
• Identify
uses
of
the
colon,
semi-‐ • Develop
familiarity
with
the
work
• Plan
plot,
characters
and
persuade,
instruct
or
make
a
pronunciation,
e.g.
-‐tion,
-‐cian,
-‐ colon,
parenthetic
commas,
of
established
authors
and
poets,
structure
effectively
in
writing
an
case,
e.g.
in
a
debate.
sion,
-‐ssion;
-‐ance,
-‐ence.
dashes
and
brackets.
identifying
features
which
are
extended
story.
• Vary
vocabulary,
expression
and
• Confirm
correct
choices
when
• Revise
different
word
classes.
common
to
more
than
one
text.
• Manage
the
development
of
an
tone
of
voice
to
engage
the
representing
consonants,
e.g.
•
Consider
how
the
author
idea
throughout
a
piece
of
listener
and
suit
the
audience,
• Investigate
the
use
of
‘ck’/’k’/’ke’/’que’/’ch’;
‘ch’/’tch’;
manipulates
the
reaction
of
the
writing,
e.g.
link
the
end
to
the
purpose
and
context.
conditionals,
e.g.
to
express
‘j’/’dj’/’dje’.
reader,
e.g.
how
characters
and
beginning.
• Prepare,
practise
and
improve
a
possibility.
• Continue
to
learn
words,
apply
settings
are
presented.
• Establish
and
maintain
a
clear
spoken
presentation
or
• Begin
to
show
awareness
of
the
patterns
and
improve
accuracy
• Look
for
implicit
meanings,
and
viewpoint,
with
some
performance.
impact
of
writers’
choices
of
in
spelling.
make
plausible
inferences
based
elaboration
of
personal
voice.
• Present
a
topic
of
personal
sentence
length
and
structure.
• Further
investigate
spelling
rules
on
more
than
one
point
in
the
• Use
different
genres
as
models
interest.
Refer
to
research
and
• Revise
language
conventions
and
and
exceptions,
including
text.
for
writing.
use
ICT
and
cue
cards
with
grammatical
features
of
different
representing
unstressed
vowels.
types
of
text.
• Understand
aspects
of
narrative
• Use
paragraphs,
sequencing
and
practical
demonstrations
where
• Develop
knowledge
of
word
• Explore
use
of
active
and
passive
structure,
e.g.
the
handling
of
linking
them
appropriately
to
appropriate.
(4
mins)
roots,
prefixes
and
suffixes,
verbs
within
a
sentence.
time.
support
overall
development
of
• Introduce
and
recite
(from
including
recognising
variations,
• Analyse
the
success
of
writing
in
the
text.
memory)
a
poem
or
dramatic
e.g.
im,
in,
ir,
il;
ad,
ap,
af,
al
and
• Understand
the
conventions
of
evoking
particular
moods,
e.g.
• Use
a
range
of
devices
to
support
composition,
explaining
its
knowing
when
to
use
double
standard
English
usage
in
different
suspense.
cohesion
within
paragraphs.
appeal.
(2
mins)
consonants.
forms
of
writing.
• Paraphrase
explicit
meanings
• Develop
some
imaginative
detail
• Prepare
10-‐15
pages
containing
• Know
how
to
transform
meaning
• Distinguish
the
main
clause
and
based
on
information
at
more
through
careful
use
of
vocabulary
dialogue
from
a
favourite
book
with
prefixes
and
suffixes.
other
clauses
in
a
complex
than
one
point
in
the
text.
and
style.
for
the
teacher
to
choose
an
sentence.
• Investigate
meanings
and
• Comment
on
writer’s
use
of
extract
to
be
read
aloud.
spellings
of
connectives.
language,
demonstrating
NON-‐FICTION
Persuade
listeners
why
they
• Explore
definitions
and
shades
of
WRITING
awareness
of
its
impact
on
the
• Use
the
styles
and
conventions
of
should
read
it.
(2
mins)
meaning
and
use
new
words
in
• Punctuate
speech
and
use
reader.
• Answer
questions
after
apostrophes
accurately.
journalism
to
write
context.
• Begin
to
develop
awareness
that
• Adapt
the
conventions
of
the
reading/performing.
Listen
• Explore
word
origins
and
• Use
a
wider
range
of
connectives
the
context
for
which
the
writer
is
responsively
and
contribute
to
clarify
relationships
between
text
type
for
a
particular
derivations
and
the
use
of
words
writing
and
the
context
in
which
purpose.
personal
thoughts
to
the
from
other
languages.
ideas,
e.g.
however,
therefore,
the
reader
is
reading
can
impact
discussion.
although.
• Select
appropriate
non-‐fiction
• Understand
changes
over
time
in
on
how
the
text
is
understood.
style
and
form
to
suit
specific
words
and
expressions
and
their
• Use
connectives
to
structure
an
• Take
account
of
viewpoint
in
a
argument
or
discussion.
purposes.
use.
novel,
and
distinguish
voice
of
• Write
non-‐chronological
reports
• Explore
proverbs,
sayings
and
• Develop
grammatical
control
of
author
from
that
of
narrator.
linked
to
work
in
other
subjects.
figurative
expressions.
complex
sentences,
manipulating
• Discuss
and
express
preferences
• Develop
skills
of
writing
them
for
effect.
in
terms
of
language,
style
and
biography
and
autobiography
in
• Develop
increasing
accuracy
in
themes.
role.
using
punctuation
effectively
to
• Articulate
personal
responses
to
• Argue
a
case
in
writing,
mark
out
the
meaning
in
complex
reading,
with
close
reference
to
developing
points
logically
and
sentences.
the
text.
convincingly.
• Explore
how
poets
manipulate
• Write
a
balanced
report
of
a
and
play
with
words
and
their
controversial
issue.
sounds.
• Summarise
a
passage,
chapter
or
• Read
and
interpret
poems
in
text
in
a
given
number
of
words.
which
meanings
are
implied
or
• Use
ICT
effectively
to
prepare
multilayered.
and
present
writing
for
publication.
NON-‐FICTION
• Analyse
how
paragraphs
and
chapters
are
structured
and
linked.
• Recognise
key
characteristics
of
a
range
of
non-‐fiction
text
types.
• Explore
autobiography
and
biography,
and
first
and
third
person
narration.
• Identify
features
of
balanced
written
arguments.
• Compare
the
language,
style
and
impact
of
a
range
of
non-‐fiction
writing.
• Distinguish
between
fact
and
opinion
in
a
range
of
texts
and
other
media.
The
following
genres
and
text
types
are
recommended
for
Year
6:
Fiction
and
poetry:
various
genres
including
science
fiction,
extended
narratives,
stories
with
flashbacks,
poetry
and
plays
including
imagery.
Non-‐fiction:
instructions,
recounts
(including
biography
and
autobiography),
diaries,
journalistic
writing,
argument
and
discussion,
formal
and
impersonal
writing.
Programme
de
Français
–
Year
6
Vocabulaire
Orthographe
Grammaire
Conjugaison
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
• Connaître
le
champ
lexical
des
mots
• Utiliser
correctement
les
homonymes
• Utiliser
les
différents
types
et
formes
de
• Situer
des
événements
dans
le
• Utiliser
les
différents
sens
d’un
verbe
• Appliquer
les
accords
dans
le
groupe
phrases
passé,
le
présent
et
le
futur
• Utiliser
des
mots
qui
experiment
des
nominal
• Utiliser
correctement
les
prépositions
• Conjuguer
les
verbes
des
3
groupe
sensations/des
émotions
• Orthographier
correctement
le
pluriel
des
• Utiliser
les
propositions
relatives
au
present,
future,
passé
composé,
• Différencier
sens
propre/figuré
noms
avec
les
exceptions
• Utiliser
les
COD/COI/CCP
imparfait,
impératif
present
et
au
• Reconnaître
et
utiliser
les
préfixes
et
les
• Accorder
les
adjectifs
qualificatifs
• Utiliser
les
conjonctions
et
les
adverbes
conditionnel
présent
suffixes
• Orthographier
correctement
les
• Reconnaître
et
écrire
des
phrases
• Différencier
participe
• Reconnaître
et
utiliser
les
homophones
grammaticaux
simples
et
complexes
en
utilisant
la
présent/passé
synonymes/antonymes
• Reconnaître,
orthographier
et
utiliser
les
ponctuation
• Utiliser
le
passé
simple
mots
invariables
• Utilser
les
pronoms
(personnels,
relatifs)
• Accorder
les
p.passés
avec
“être
et
avoir”
• Utiliser
les
comparatifs
et
les
superlatifs
• Ecrire
sans
erreur
les
verbes
en
“yer,
eler
et
eter”
Lecture
Expression
écrite
Expression
orale
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
•
Organiser
des
réponses
personnelles
à
• Planifier
l’histoire,
les
personnages
et
la
•
Etre
attentif
dans
les
discussions,
à
ce
une
lecture,
en
faisant
reference
au
structure
de
manière
efficace
à
l’écrit
pour
que
dissent
les
autres
texte
écrire
une
histoire
•
Développer
des
idées
en
sachant
poser
•
Analyser
la
réussite
d’un
écrit
en
•
Développer
les
competences
pour
écrire
et
répondre
à
des
questions
de
manière
évoquant
certaines
humeurs
(suspens,
une
biographie
et
autobiographie
en
réfléchie
peur…)
s’identifiant
au
personnage
•
Faire
advancer
des
discussions
(ex:
en
•
Identifier
les
aspects
de
la
•
Utiliser
le
style
et
les
conventions
des
écrits
clarifiant,
en
résumant…)
structure
narrative
(ex:
changement
de
journalistiques
pour
des
rapports
sur
des
•
Parler
avec
assurance
dans
un
contexte
temps)
évènements
formel
ou
informel
•
Explorer
comment
les
poètes
jouent
•
Ecrire
des
rapports
chronologiques
ou
pas,
•
Préparer,
s’entraîner
et
améliorer
une
avec
les
mots
et
leurs
sons
lies
à
des
travaux
faits
dans
d’autres
sujets
présentation
orale
ou
un
rôle
•
Explorer
l’autobiographie
et
la
•
Résumer
un
passage
un
chapitre
ou
un
texte
•
Utiliser
la
langue
avec
aisance
pour
biographie
en
utilisant
un
certain
nombre
de
mots
persuader,
enseigner
ou
défendre
un
ainsi
que
la
narration
à
la
première
et
•
Discuter
d’un
sujet
à
l’écrit
en
développant
avis
(ex:dans
un
débat)
troisième
personne
les
points
de
manière
logique
et
•
Réfléchir
sur
les
variations
de
la
langue,
•
Analyser
comment
les
paragraphes
et
les
convaincante
et
l’utilisation
appropriée
d’un
français
chapitres
sont
structures
et
liés
•
Créer
différentes
forms
de
poésies,
incluant
ou
anglais
correct
•
Reconnaître
les
points
caractéristiques
la
prose
ou
des
structures
spécifiques
d’un
compte
rendu
•
Identifier
les
caractéristiques
d’arguments
équilibrés
à
l’écrit
Year
6
Maths
Objectives
Number
Calculations
Handling
Data
Shape,
Space
and
Measures
Place
Value
Multiplication
and
Division
Tables
and
Graphs
Angles
and
Lines
• Count
by
ten
thousands
and
hundred
thousands
to
10,000,000
• Multiply
numbers
by
10,
100,
or
1,000
using
• Make
and
interpret
a
double
• Understand
and
apply
the
property
that
the
• Use
place-‐value
charts
to
show
numbers
to
10,000,000
patterns.
bar
graph.
sum
of
angle
measures
on
a
line
of
180°.
• Read
and
write
numbers
to
10,000,000
in
standard
form
and
in
• Multiply
numbers
up
to
4
digits
by
multiples
of
• Read
points
on
a
coordinate
• Understand
and
apply
the
property
that
the
word
form.
10,
100,
or
1,000.
grid.
sum
of
angle
measures
at
a
point
is
360°.
• Identify
the
place
value
of
any
digit
in
numbers
to
10,000,000
• Use
rounding
to
estimate
products.
• Plot
points
on
a
coordinate
• Understand
and
apply
the
property
that
vertical
• Read
and
write
numbers
to
10,000,000
in
expanded
form.
• Multiplying
numbers
by
10,
100,
or
1,000
using
grid.
angles
have
equal
measures.
• Compare
and
order
numbers
to
10,000,000
patterns.
• Graph
an
equation
•
• Identify
and
complete
a
number
pattern.
• Multiply
numbers
up
to
4
digits
by
multiples
of
• List
and
count
all
possible
Shapes,
Area,
and
Perimeter
• Find
a
rule
for
a
number
pattern.
10,
100,
or
1,000.
combinations.
• Identify
the
base
given
the
height
of
a
triangle.
• Round
numbers
to
the
nearest
thousand.
• Use
rounding
to
estimate
products.
Data
and
Probability
• Identify
the
height
given
the
base
of
a
triangle.
• Locate
numbers
on
a
number
line.
• Multiply
a
2-‐,
3-‐,
or
4-‐digit
number
by
a
2-‐digit
• Find
the
experimental
• Find
the
area
of
a
triangle
given
its
base
and
its
• Use
rounding
to
estimate
or
check
sums,
differences,
and
number.
probability
of
an
outcome.
height.
products.
• Divide
numbers
up
to
10,
100,
or
1,000
using
• Compare
the
results
of
an
• Classify
triangles
by
the
length
of
their
sides,
• Use
related
multiplication
facts
to
estimate
quotients.
patterns.
experiment
with
the
and
angle
measures.
Fractions
• Divide
numbers
up
to
4
digits
by
multiples
of
theoretical
probability.
• Understand
and
apply
the
property
that
the
• Add
two
unlike
fractions
where
one
denominator
is
not
a
multiple
10,
100,
or
1,000
sum
of
the
angle
measures
of
a
triangle
is
180°.
of
the
other.
• Use
rounding
and
related
multiplication
facts
• Understand
and
apply
the
properties
of
right,
• Estimate
sums
of
fractions.
to
estimate
quotients.
isosceles,
and
equilateral
triangles.
• Subtract
two
unlike
fractions
where
one
denominator
is
not
a
• Divide
a
2-‐,
3-‐,
or
4-‐digit
number
by
a
2-‐digit
• Understand
that
the
sum
of
the
length
of
any
multiple
of
the
other.
number.
two
sides
of
a
triangle
is
greater
than
the
length
• Estimate
differences
between
fractions.
• Use
order
of
operations
to
simplify
a
numeric
of
the
third
side.
• Understand
and
apply
the
relationships
between
fractions,
mixed
expression.
• Understand
and
apply
the
properties
of
numbers,
and
division
expressions.
• Use
efficient
strategies
to
solve
multi-‐step
parallelogram,
rhombus,
and
trapezoid.
• Express
fractions,
division
expressions,
and
mixed
numbers
as
problems
involving
multiplication
and
division.
• Identify
and
classify
prisms
and
pyramids.
decimals.
• Express
and
interpret
the
product
or
quotient
• Identify
and
classify
cylinders,
spheres,
and
• Add
mixed
numbers
with
or
without
renaming.
appropriately.
cones.
• Estimate
sums
of
mixed
numbers.
•
• Build
solids
using
unit
cubes.
• Subtract
mixed
numbers
with
or
without
renaming.
• Determine
the
number
of
unit
cubes
in
an
• Estimate
differences
between
mixed
numbers.
irregular
solid.
• Solve
real-‐world
problems
involving
fractions
and
mixed
numbers.
• Draw
a
cube
and
a
rectangular
prism
on
dot
• Multiply
proper
fractions
paper.
• Solve
real-‐world
problems
involving
multiplication
of
proper
• Complete
a
partially
drawn
cube
and
fractions.
rectangular
prism
on
dot
paper.
• Multiply
improper
fractions
by
proper
or
improper
fractions.
• Find
the
surface
area
of
a
prism
by
adding
the
• Multiply
a
mixed
number
by
a
whole
number.
area
of
each
face.
• Solve
real-‐world
problems
involving
multiplication
of
whole
• Find
the
volumes
of
cubes
and
rectangular
numbers
and
mixed
numbers.
prisms.
• Divide
a
fraction
by
a
whole
number.
• Use
a
formula
to
find
the
volume
of
a
• Solve
real-‐world
problems
involving
multiplication
and
division
in
rectangular
prism.
fractions.
• Find
the
capacity
of
a
rectangular
container.
Ratio
• Solve
word
problems
involving
volume
of
• Read
and
write
ratios.
rectangular
prisms
and
liquids.
• Find
equivalent
ratios
• Solve
real-‐world
problems
involving
ratios.
• Interpret
ratios
given
in
fraction
form.
• Write ratios in fraction form to find how many times as large as one number another number is. • Read and write ratios with three quantities. • Express equivalent ratios with three quantities. • Solve real-‐world problems involving ratios and fractions. • Solve real-‐world problems involving ratios with three quantities. • Algebra • Recognise, write, and evaluate simple algebraic expressions in one variable. • Simplify algebraic expressions in one variable. • Write and evaluate inequalities. • Solve simple equations. • Solve real-‐world problems involving algebraic expressions. • Decimal Fractions • Read and write thousandths in decimal and fractional forms. • Represent and interpret thousandths in models or in place-‐value charts. • Write a fraction with denominator 1,000 as a decimal. • Compare and order decimals to 3 decimal places. • Round decimals to the nearest hundredth. • Rewrite decimals as fractions and mixed numbers in simplest form. • Multiply tenths and hundredths by a 1-‐digit whole number. • Multiply tenths and hundredths by 10, 100, and 1,000. • Multiply tenths and hundredths by multiples of 10, 100, and 1000. • Divide tenths and hundredths by a 1-‐digit whole number. • Round quotients to the nearest tenth or hundredth. • Divide tenths and hundredths by 10, 100, and 1000. • Divide tenths and hundredths by multiples of 10, 100, and 1,000. • Estimate decimal sums, differences, products, and quotients. • Solve real-‐world problems involving decimals. Percentages • Relate and compare percentages, decimals, and fractions. • Express fractions as percentages. • Use different ways to find the number represented by a percentage. • Solve real-‐world problems involving percentages.
Science
Curriculum
Overview
–
Primary
School
2016/2017
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Human
and
Living
Things
and
Solids,
Liquids
and
Sound
Electricity
and
Animals
Environments
Gases
Sound
travels
Magnetism
Skeletons,
the
human
Amazing
birds,
a
Matter,
particles,
through
materials,
Electricity
flows
in
skeleton,
why
we
habitat
for
snails,
how
solids,
liquids
how
sound
travels,
circuits,
components
need
a
skeleton,
animals
in
local
and
gases
behave,
loud
and
soft
sounds,
and
a
simple
circuit,
skeletons
and
habitats,
melting,
freezing
and
sound
volume,
switches,
circuits
Year
4
movement,
drugs
as
identification
keys,
boiling,
melting
in
muffling
sounds,
high
with
buzzers,
mains
medicines,
how
invertebrates,
how
different
solids,
and
low
sounds,
pitch
electricity,
magnets
medicines
work.
we
affect
the
melting
and
boiling
on
percussion
in
everyday
life,
environment,
water,
points.
instruments,
fun
with
magnetic
poles,
recycling.
wind
instruments.
which
metals
are
magnetic?
Investigating
Plant
The
Life
Cycle
of
States
of
Matter
The
Way
We
See
Shadows
Earth’s
Movements
Growth
Flowering
Plants
Evaporation,
Things
Light
travels
in
The
Sun,
the
Earth
Seeds,
how
seeds
Why
plants
have
condensation,
the
Light
travels
from
a
straight
lines,
which
and
the
Moon,
does
grow,
investigating
flowers,
how
seeds
water
cycle,
boiling,
source,
mirrors,
materials
let
light
the
sun
move,
Earth
germination,
what
do
are
spread,
other
melting,
who
seeing
behind
you,
through,
what
affects
rotates
on
its
axis,
plants
need
to
grow,
ways
seeds
are
invented
the
which
surfaces
reflect
the
size
of
a
shadow,
sunrise
and
sunset,
Year
5
plants
and
light.
spread,
the
parts
of
a
temperature
scale?
light
the
best,
light
measuring
light
the
Earth
revolves
flower,
pollination,
changes
direction.
intensity,
how
around
the
sun,
plant
life
cycles.
scientists
measured
Exploring
the
Solar
and
understood
light.
System.
Humans
and
Living
Things
in
Material
Changes
Forces
and
Motion
Electrical
Animals
the
Environment
Reversible
and
Mass
and
weight,
Conductors
and
Body
organs,
the
Food
chains
in
a
local
irreversible
changes,
how
forces
act,
Insulators
heart,
heartbeat
and
habitat,
Food
chains
mixing
and
balanced
and
Which
materials
pulse,
the
lungs
and
begin
with
plants,
separating
solids,
unbalanced
forces,
conduct
electricity,
breathing,
the
consumers,
food
soluble
and
insoluble
the
effects
of
forces,
water
and
Year
6
digestive
system,
chains
in
different
substances,
forces
and
energy,
electricity,
metals
as
what
the
kidneys
do,
habitats,
separating
insoluble
friction,
conductors,
what
does
the
brain
deforestation,
air
substances,
solutions,
investigating
forces,
materials
and
do?
pollution,
acid
rain,
dissolving
solids.
air
resistance
and
electrical
appliances,
recycling,
taking
care
drag.
circuit
symbols,
of
the
environment.
components,
wires
and
circuits.
YEAR
6
SCIENCE
CURRICULUM
SCIENTIFIC
ENQUIRY
BIOLOGY
PHYSICS
CHEMISTRY
Consider how scientists have combined evidence from HUMANS
AND
ANIMALS
FORCES
AND
MOTION
MATERIAL
CHANGES
observation and measurement with creative thinking to Use scientific names for some major organs of Distinguish between mass measured in Distinguish between reversible and
suggest new ideas and explanations for phenomena. body systems. kilograms (kg) and weight measured irreversible changes.
in newtons, noting that kilograms are
Collect evidence and data to test ideas including Identify the position of major organs in the used in Explore how solids can be mixed and how it
predictions. body. everyday life. is often possible to separate them again.
Discuss how to turn ideas into a form that can be Describe the main functions of the major Recognise and use units of force, mass Observe, describe, record and begin to
tested. organs of the body. and weight and identify the direction explain changes that occur when some solids
Make predictions using scientific knowledge and in which forces act. are added to water.
Explain how the functions of the major organs
understanding. are essential. Understand the notion of energy in Explore how, when solids do not dissolve or
Choose what evidence to collect to investigate a movement. react with water, they can be separated by
question, ensuring that the evidence is sufficient. filtering, which is similar to sieving.
Recognise friction (including air
Identify factors that are relevant to a particular resistance) as a force which can
affect the speed. Explore how some solids dissolve in water to
situation. form solutions and, although the solid cannot
LIVING
THINGS
IN
THEIR
ELECTRICITY
AND
be seen, the substance is still present.
Choose which equipment to use.
ENVIRONMENT
MAGNETISM
Make a variety of relevant observations and Explore how humans have positive and Investigate how some materials are
measurements using simple apparatus correctly. negative effects on the environment, e.g. loss better conductors of electricity than
of species, protection of habitats. others.
Decide when observations and measurements need to
be checked by repeating to give more reliable data. Explore a number of ways of caring for the Investigate how some metals are good
environment, e.g. recycling, reducing waste, conductors of electricity while most
Use tables, bar charts and line graphs to present
reducing energy consumption, not littering, other materials are not.
results.
encouraging others to care for the
Make comparisons. environment. Know why metals are used for cables
and wires and why plastics are used to
Evaluate repeated results. Know how food chains can be used to cover wires and as covers for plugs
represent feeding relationships in a habitat and and switches.
Identify patterns in results and results that do not present these in text and diagrams.
appear to fit the pattern. Predict and test the effects of making
Know that food chains begin with a plant (the
producer), which uses energy from the sun. changes to circuits, including length or
Use results to draw conclusions and to make further
thickness of wire and the number and
predictions.
Understand the terms producer, consumer, type of components.
Suggest and evaluate explanations for predictions predator and prey.
using scientific knowledge and understanding and
communicate these clearly to others. Explore and construct food chains in a
particular habitat.
Say if and how evidence supports any prediction made.
ISM – Primary School - Curriculum d’Histoire et Géographie - Overview
1 2 3 4 5 6
Classe 4 L’Antiquité égyptienne Les grands repères L’Antiquité grecque La lecture de L’Antiquité romaine. Les espaces urbains
du monde paysages
Connaître les principales L’étude du globe et de Connaître les Les grands types de Connaître les principales Les paysages de ville et de
caractéristiques de la planisphères, associé principales paysages et l’étude caractéristiques de la quartier.
civilisation grecque aux principales zones caractéristiques de la des types d’espaces civilisation romaine La répartition d’une
antique : géographie, climatiques. civilisation grecque d’activités dont la antique : géographie, population sur un territoire,
société, inventions, Les océans et antique : géographie, zone de tourisme société, inventions, les principales villes.
croyances et coutumes. continents. société, inventions, littorale. croyances et expansion
croyances et coutumes. de l’empire.
17 séances 15 séances 17 séances 15 séances 18 séances 18 séances (5 semaines)
(6 semaines) (5 semaines) (6 semaines) (5 semaines) (6 semaines)
Classe 5 Le Moyen-Âge L’adaptation des Les temps modernes: L’eau Les temps modernes: La population
hommes aux milleux la Renaissance Inventions et
découvertes
Connaître les principales Les grands traits du Définir la Renaissance Le développement Montrer comment les Les zones denses et vides
caractéristiques du relief de la planète. comme une période durable : l’eau dans la progrès technologiques de population sur la planète
Moyen-Âge : la vie Les principaux des Temps Modernes ville. ont favorisé les grandes : la répartition de la
médiévale, la féodalité, caractères du relief et marquée par de La circulation des découvertes et population sur le territoire
l’architecture médiévales du climat en Europe. nouvelles découvertes hommes et des biens. influencé la domination européen.
et les conflits. L’étude de types scientifiques et un Principaux caractères de l’Europe dans le
d’espaces d’activités : intérêt renouvelé pour de l’hydrographie Monde.
la zone de tourisme l’Art. européenne.
montagnard. Les espaces riches et
pauvres à l’échelle de
la planète.
17 séances (6 15 séances (5 18 séances (6 15 séances (5 14 séances (6 15 séances (5 semaines)
semaines) semaines) semaines) semaines) semaines)
Classe 6 le XIXè: expansion L’union européenne Les guerres mondiales Les frontières
industrielle
Appréhender le XIXème L’histoire de la Connaître les Etude des frontières :
siècle comme le siècle construction de l’union évènements et circulation des
marqué par les révolutions européenne. personnages principaux hommes et des biens,
industrielles, une Caractéristiques : liés aux deux guerres les phénomènes
urbanisation croissante et activités économiques, mondiales migratoires. EXPOSITION
les progrès techniques et répartition de la
scientifiques. population, villes et
pays de l’UE.
18 séances (6 15 séances (5 18 séances (6 16 séances (5
semaines) semaines) semaines) semaines)
2
HISTOIRE
Classe 4
Unité L’Antiquité égyptienne (17 séances)
Description
Connaître les principales caractéristiques de la civilisation grecque antique : géographie, société,
inventions, croyances et coutumes.
Compétences à Comprend l’importance des coutumes religieuses dans la société égyptienne antique.
à Explique comment nos connaissances historiques se fondent sur les traces du passé : égypte antique.
à Explique la naissance et les caractéristiques de l’égypte antique.
3 séances Qu’est-ce que l’antiquité égyptienne ?
1- Naissance de la civilisation égyptienne vers 3150 av. J.-C. : frise et localisation géographique.
2- Ramsès II et Cléopâtre VII : La royauté en Egypte.
3- La conquête de l’Empire romain (31 avant J.-C.) comme fin de la civilisation Egyptienne.
4 séances Quelle est l’organisation de la société égyptienne ?
1-Des pharaons aux esclaves : et fonction sociale de quelques statuts civiques (esclaves, artisans, soldats,
prêtres, scribes, vizir, pharaon)
2-Le Nil : importance de l’eau dans le développement de la civilisation égyptienne.
3-La place de la femme dans la société égyptienne
4-l’Art égyptien : fresques et vie quotidienne
3 séances Quelles coutumes religieuses marquaient l’égypte antique ?
1-les croyances polythéistes des égyptiens : cultes et divinités
2- les cérémonies funéraires : la momification et l’au-delà
3- lieux et fonction de la pyramide comme sépulture et des temples.
8
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