Key Knowledge Key vocabulary Cultural Heritage

Accelerometer Hardware component providing data on changes in motion, typically in three directions.

Bluetooth Wireless digital communication protocol using low energy signals over short distances.

Controller Programmable device that determines electronic output based on electronic input.

Decomposition Breaking a problem down into smaller parts.

Edge connector Part of a circuit board that allows input and output components to be directly connected.

Embedded system Computer hardware and software that forms part of a device or product.

Input Data supplied to a computer.

Interactive System whose output is determined by the input provided.

Light-emitting diode (LED)

An electronic component that lights up when current flows in one direction.

MakeCode Block- and text-based editor from Microsoft, supporting a variety of hardware platforms including the micro:bit.

micro:bit Simple, single board programmable computer with integrated input, output and network capabilities.

Microprocessor Single silicon chip that performs all the functions of a computer’s central processing unit.

Output Information produced by a computer.

Simulator Software that allows one computer system to behave as another.

System A set of components (perhaps of different types, such as hardware and software) working together.

Knowledge Organiser – Year 6 Computing:

We are Toy Makers

During this sequence of learning, pupils design and develop a BBC micro:bit powered modification to a soft toy to make the toy interactive. WWW.Micro:bit.org/code

Jenova Chen, is a Chinese

video game designer. He is

the designer of the

award-winning games

Cloud, Flow, Flower, and

Journey, and is co-

founder of

Thatgamecompany.

Lego System A/S is a

Danish toy production

company based in Billund.

Key Knowledge and Skills Key vocabulary Cultural Heritage

What you need to know

Different bread recipes (that can be made in school) to choose from

How to follow a recipe to make a basic dough

kneading dough and shaping into different shapes or using a rolling pin to roll out dough

Confidently cracking eggs

Adding extra ingredients With moderate supervision: * Dice foods and cut them into evenly sized, fine pieces (eg garlic, vegetable

batons, herbs) – confidently using the claw and bridge grips. Independently * Finely grate hard foods (eg zesting, parmesan cheese) With close supervision, how to: * Use the hob * handle hot food safely, using oven gloves * To carefully remove cooked food with a fish slice from a baking tray on to a cooling rack

dough A mixture of flour, yeast and warm water

supervision With support from an adult

dice Slice into cubes

grate Reduce into small shred on a grater

Claw and bridge grip

hob The top of a stove

knead To work the dough with hands

season Add salt and pepper

oven rack

Taking something from a hot oven Put on your oven gloves Locate the oven rack and pull it out a little. With two hands, remove the item from the oven and place it on a heat-resistant surface. With your dominant hand, close the oven door, while saying “Closing the oven door”.

Bread from around the world

Naan and chapati

Romanian Easter bread

African samosa bread

Knowledge Organiser – Cooking ‘’ Year 6

Key Knowledge Key vocabulary Cultural Heritage

Knowledge Organiser – History: V for Victory Y6

Battle of Britain and The Blitz

which means “lightning war”. From September 1940 until May 1941, Germany began air

raids in which they bombed parts of Britain, mainly at night. The Germans wanted to

damage industrial areas, like factories and ports so that it made it harder for the British

to fight in the war. Adolf Hitler thought that if people of Britain saw others being killed

and that their country was being destroyed, they would give up and stop fighting,

allowing Germans to take control of their country. From 7th September 1940, London

was bombed every night (and sometimes during the day) for 57 days in a row; 17,000

people died. Even a bomb landed on Buckingham Palace where the King and his family

were living. Birmingham was the 3rd most bombed city.

The Battle of Britain is the name commonly given to the effort by the

Lufwaffe in 1940 to gain air superiority over the Royal Air Force (RAF)

before a planned sea and airborne invasion of Britain. The Lutwaffe tried

to destroy the RAF. Over the next several months the RAF defended

Britain until the Germans gave up the idea of invasion and concentrated

on The Blitz. The word Blitz is short for the German word “Blitzkrieg”

Before the war, most women stayed at

home and didn’t go out to work. Those

who did work were paid less than men

and were generally restricted to

“women’s jobs”, such as nursing or a

shop assistant. However, when men

were called up for active service,

women were needed to do jobs such as

The Role of Women

making weapons, driving buses and trains or working in

engineering or shipbuilding. Some joined the armed forces

themselves. After the war, many women campaigned for

equal working rights and pay so that they could carry on

leading more independent lives.

At the age of 19, the then Princess

Elizabeth joined the Auxiliary Territorial

Service (ATS). She trained to be a

driver and a mechanic. The Queen

remains the only female member of the

royal family to have entered the armed forces and is the

only living head of state who served in WW2.

The end of the war changed many things.

The Government had many challenges to

deal with. Infrastructures, industries and

transport links all had to be rebuilt.

Accommodation was needed for millions

who were left homeless. Cities were

Beyond WW2

Cities were becoming more multi- cultural. Commonwealth

troops emigrated to Britain, Jewish refugees and

Holocaust survivors also made their home in Britain. In

June 1948, HMT Empire Windrush brought many people

from the Caribbean to help fill the labour shortages,

especially in the newly created NHS and London

Transport.

Key Knowledge Cultural Heritage

Goods in Britain became scarce because supply ships were targeted by German

bombers and submarines. Rationing was introduced in January 1940. Rationing

meant that each person was only allowed a fixed amount of foods. Ration books were

issued, with coupons that showed people how much of each item they were allowed.

Shopkeepers would remove or stamp the coupons when they were used. People were

also encouraged to “Dig for Victory” and grow as much of their own food as possible.

Petrol, soap, clothing and timber were also in short supply. Clothing ration books were

issued and people were encouraged to “make do and mend”.

Rationing

Rations for an adult per week:

50g butter, 225g sugar, 50g cheese, 100g bacon / ham, 1 egg, 100g margarine, 1.8

litres of milk, 50g of tea, 350g sweets (every 4 weeks), 450g jam (every 2 months),

dried eggs (1 packet every 4 weeks)

During WW2, over 3.5 million children, along with some of their teachers and

helpers, mothers with very young children, pregnant women and people with

disabilities, were evacuated from the cities to the countryside, where it was believed

they would be safer from bombing. All evacuees had to take their gas mask, ration

book and identity card. When they reached their destination, a billeting officer would

arrange a host family for them. Some children were sent to Britain’s Commonwealth

countries such as Australia and Canada

Evacuation

Anderson Shelters were designed to accommodate up to 6 people. They were

made from curved steel sheets bolted together. The shelters were partly buried in

household gardens with soil covering the roof. People often adapted the shelters

by putting in a bench or bunkbeds and other home comforts to make it more

comfortable. In Winter the shelters were often cold and damp.

From 1941 onwards, people could have a Morrison shelter

which was kept indoors. It looked like a cage with steel

mesh around the sides and a thick sheet of steel on the top.

People would often sleep inside it.

Shelters

On the 7th May 1945, General Jodl signed surrender documents on behalf of

Germany. This meant that the war in Europe was over, although WW2 continued in

other countries.

VE Day: Victory in Europe Day, (8th May) people all over the country celebrated the

end of the war in Europe

VJ Day: Victory over Japan Day (15th August), marked the end of the war.

Victory

The nation led by the Queen on the nearest

Sunday to the 11th November celebrate

Remembrance Day at The Cenotaph. The

Queen is the first person to lay a wreath at the

Cenotaph. She lays the wreath on behalf of the

Nation. This is followed by the other members

of the Royal Family who lay wreaths on behalf

of the armed forces. Senior Politicians and High Commission from the Commonwealth also lay wreaths. The wreaths

from the Commonwealth are normally made up of plants from their country.

Remembrance Day

The German Lutwaffe not only bombed London but

Birmingham too. During WW2 Birmingham was the key

manufacture of the Spitfire at Fort Dunlop and ammunition

at BSA (British Small Arms) at Small Heath. In 1940 air

raids damaged several houses around BGP school. Houses 583 to 589 Bordesley Green were so damaged they had to be demolished. The

tower at BGP school was also damaged by a bomb during the war.

Birmingham Blitz

During WW2 BGPS was closed and the

buildings were used by the Civil Defence as

a First Aid Station.

Bordesley Green Primary School

At the end of the war people

thought it was important to

remember peoples sacrifices

with war memorials. All over

the country war memorials were erected

to those who sacrificed their lives. At

The National Memorial Arboretum,

Alrewas there are over 400 memorials

dedicated to those people who served

their country.

Memorials

The VC is the highest

award of the British

honours system. There

are many VC held by

Commonwealth soldiers

such as Ali Haider and

Jemadar Nand Singh

Victoria Cross (VC)

Key Knowledge Key vocabulary Cultural Heritage

P.E Knowledge Organiser – Dynamic Dance – Year 6

A street dance is a dance style that evolved outside dance studios

in any available open space such as streets, dance parties, block

parties, parks, school yards, raves, and nightclubs. A street dance is

a vernacular dance in an urban context. Street dance incorporates

different styles including: hip hop, break dancing, house, popping,

locking, tutting and waacking. To find out more information about

street dance and see some moves in action click this link!

https://www.bbc.co.uk/teach/class-clips-video/street-dance-

masterclass/zh2vpg8 or watch this video (on Champions planning)

to see how you create a street dance routine -

https://www.youtube.com/watch?v=Oq_Cr_pJuwo

Buddha Stretch is known for being a big

player in bringing hip hop dance to a

mainstream audience and as the first

choreographer of the style. Buddha has

performed with legendary artists such

as Salt-N-Pepper, Big Daddy Kane and

even Michael Jackson. Buddha stretch

was an original member of Elite Force

crew, along with Brooklyn Terry, Henry

Link, Loose Joint, Bobby Milage and Ejoe

12.

There are different types of specific street dance

moves – try this link to find out how to do them!

https://www.howcast.com/guides/1082-how-to-

do-street-dance-moves

Key Knowledge Key vocabulary Cultural Heritage

The eatwell plate is a guide to show the amount of each food type we should eat.

Self-esteem

How confident you are in yourself or your own abilities.

Well-being

Being comfortable, healthy and happy.

Pulse When blood is pushed through the body. Children can have a pulse of 43-180 beats per minute, depending on their age.

Muscles Your muscles allow you to stretch, throw and run.

Immune System

Our Immune System stops us from getting sick.

Stress When you feel worried about something. Exercise can help relieve stress.

Moderate exercise

Exercise like walking or cycling at a slow pace.

Vigorous exercise

Exercise like football and running, make your heart beat faster, sweat and expel more energy.

Oonch Neech is a rural and urban street children's game and variation of Tag game that is played in the Uk. It is played in North India and Pakistan. Oonch Neech (Hindi) translates Up and Down in English.

Halászás is Hungarian game means ‘fishing’ and is a kind of tag. To begin with, only one child is the ‘fisherman’, and must catch a ‘fish’ (one of the other children in the game running around). Once one child is caught, they have to hold hands with the ‘fisherman’ and catch another fish. You can imagine, once there is a long chain of players the ‘net’ is much harder to run away from!

P.E Knowledge Organiser – Health and Fitness – Year 6

In Year 6 – you should be doing at least an hour of exercise

a day, lots of research is now showing that children should

be active for 90 minutes a day! This can be walking, cycling

or playing sports like football or cricket. Can you think of any

other ways of staying fit, healthy and active?

Being healthy is about

the choices that we

make: choosing healthy

foods such as fruit and

vegetables over less

healthy foods like crisps

and chocolate. Choosing

walking to school over

travelling in a car is also

a great way to stay active

and healthy.

Exercise is not only good

for your body, but good

for your brain and well-

being, well-being is being

comfortable, healthy and

happy. When we

exercise, our heart beats

faster, therefore it pumps

more oxygen to the brain.

So, exercise is not just

great for staying healthy,

it’s also great for our

learning.

Key Knowledge Key Vocabulary Cultural Heritage 1. You are Responsible

Being responsible means to be in charge of our own actions. Becoming independent means taking responsibility for our own safety. We need to think carefully, using our past experiences and things we have learnt as we have grown up, before making decisions.

2. What are the Risks

When your amazing brain sends you a warning signal, telling you that the situation doesn’t feel right or might carry a risk of danger, you need to ask someone you trust to help you.

3. Making your Mind Up Under Pressure – It isn’t always easy to do the brave thing and say ‘No!’ to something, but it’s the right thing to do when you are feeling uncomfortable.

1. In an Emergency Taking action doesn’t always mean coming to someone’s aid, rescuing someone or stepping in yourself. Taking action can simply mean getting the right help sensibly and quickly.

When we find ourselves in an emergency situation, the best thing to do is quickly find an adult to help. If, however, there is no time to get an adult or there is no one nearby, you might have to make a call to the emergency services

yourself. o When you call 999, an operator will answer and ask you which

emergency service you require: ambulance, fire or police. o You must NEVER call this number as a joke or if you do not need

to. Other people could be trying to call with a real emergency. 2. Home – Safe and Sound

o Hazardous warning symbols on labels tell us whether a substance is harmful and how it could hurt us. There should be kept out of the reach of children and should only be used by adults or under the direct supervision of a trusted adult.

o As we become older and more independent, we may start to take responsibility for taking medication ourselves, such as asthma inhalers or diabetic medication but we must follow directions carefully and always ask a trusted adult to check if we are unsure of anything. 3. Outdoors – Playing it Safe

Devices - It is important to keep our devices safe wherever we go. Remember to use your device’s security features and the hands-free feature if you can. Firework Safety:

Never throw fireworks

Keep pets indoors Always wear gloves with sparklers

Keep fireworks in a closed box

Stand well back Never go to a lit firework

Word: Meaning:

dare

to challenge someone to do something silly, difficult or dangerous

decisions a choice that is made, making up your mind to do something

emergency

a serious, unexpected and often dangerous situation that needs immediate action

hazardous full of danger; having great or many risks

harmful substance

products that are dangerous to human health

peer pressure

influence from your friends

security something that gives protection

supervise to direct during the carrying out of a task

Emergency Services – Police

Coat of Arms of the Romanian Police

Bangladesh Police Emblem

West Midlands Police Coat of Arms

Knowledge Organiser – Year 6 – HW Safety First 1.2

Key Knowledge Key Vocabulary Cultural Heritage Unit 3 - Creating Unity and Harmony Religious Traditions: Islam and Baha’i

1. How are you both different and the same as everyone else?

What’s the same? o Humans need air, water, shelter and food to survive. What is the difference between a need and a want? Do you think people from other parts of the world need the same things as you? Are friends and family luxuries or necessities? What’s different? o There are many differences between people

e.g. likes/ dislikes, age, skin colour, looks, accent, clothes,

languages etc Could you find something in common with everybody?

2. How do believers seek to restore unity and harmony? (Islam)

o Trying to find common ground between two people holding opposing views can be stressful and difficult.

o Salah (five daily prayers, including Friday prayers) plays a real vital role in restoring unity and harmony in the Muslim community.

o Muslims pray every day, five times a day, at set times and they are encouraged to pray at the mosque whenever possible. However, every Friday, it is compulsory that every able male Muslim says the mid-day prayer in the Mosque and every female who wishes to do so.

o Muslims getting together to pray produces a sense of unity and a sense of belonging

o Friday prayers is a reminder of equality, forgiveness and the fundamental message of Islam – peace, equality, justice and human dignity as Muslims stand shoulder to shoulder to pray.

Unit 4 - Cultivating Inclusion, Identity and Belonging Religious Traditions: Islam, Sikhism and Christianity

1. How do you know you belong? o In some cultures, a person’s name is considered to be

an indication of who they are; their character. e.g. Harriet = house ruler (Teutonic – girl)

David = the beloved on (Hebrew - boy) Amram = life (Arabic – boy)

Kavita = a poem (Sanskrit – girl) What do you think your name means and why do you think your parents gave you it?

2. Why do some believers change their name? o Sikhs believe in ‘Hukam’ (God’s will). During a Sikh

naming ceremony, the Sikh holy book, the Guru Granth Sahib, is opened at random and the first letter on the left hand page is used for the first letter of the child’s name.

o Once the name is chosen, the Granthi will also add the name Singh (lion) for a boy and Kaur (princess) for a girl. This was a practice introduced at Amrit (a Sikh ceremony of confirming one’s faith) in 1699 by Guru ji, but is now usually given as the new baby is named, to signify that they are Sikh.

o Upon the advice of Prophet Mohammad (pbuh), when Muslims name a child at birth, they are to be visionaries and choose a name that represents at least one characteristic they would like to see in that child.

o Roman Catholics add a Saints’ name to a child’s name at their confirmation ceremony. 3. What do the names of Jesus mean?

Key names for Jesus are mentioned in the Bible. Jesus - saviour (all God saves);

Christ - (Greek word for Messiah) both mean ‘anointed one’ or ‘chosen king’;

Word: Meaning:

Amrit Sanskar the Sikh ceremony of initiation into the Khalsa

Baha’i a relatively new religion teaching the essential worth of all religions and the unity of all people

character all those things that make a person, place, or thing different from others

Confirmation a ceremony that makes a person a member of a church or other religious organisation

Granthi a priest who acts as an upholder of the Guru Granth Sahib, the sacred scripture of the Sikhs

harmony a pleasant or organised relation among the parts of something

inter-dependence

the dependence of two or more people or things on each other

How are you the same as your friends? How are you different?

Think about: o Who is in your family? o What is your ethnicity? o What is your

nationality? o Which religion do you

follow? o Where do you live? o What kind of food do

you like to eat? o What do you like to

wear?

Knowledge Organiser – R.E Year 6 – 1.2

3. How do believers seek to restore unity and harmony? (Baha’I faith)

Baha’is believe that humanity is affected by the disease of disunity which brings inequality, injustice, pollution etc.

They believe we need to work towards an understanding of interdependence of all things and in unity and diversity.

Unity does not mean the same. Unity in diversity is when the uniqueness of each individual contributes to the complete value of the whole.

Baha’is take part in a 19 Day Feast where the faith community gathers with an emphasis on unity and harmony.

“The diversity in the human family should be the cause of love and harmony, as it is in music where many different notes

blend together in the making of a perfect chord.”- Abdu’l-Bahá (son of Bahá’u’lláh)

Immanuel - God with us. o When Jesus was born, the gifts of the Magi had

significance: Gold for a king; Frankincense for a priest (one who speaks to God on behalf of people) and Myrrh for the dead (Mathew 2:9-12)

How do Jesus’s names relate to the wise men’s gifts and to what we now know was Jesus’s future?

luxury something very pleasant but not necessary/a way of living that is full of great pleasure and comfort

necessity a person or thing that is needed

opposing to think, act, or be against; resist

saviour someone who rescues or saves people from danger or destruction

unity the condition of acting as one; together