Writing links between QCA schemes of work and NLS writing objectives
Year 6
Curriculum 2000: Science
The QCA schemes of work for Science at Y6 are 6A, 6B, 6C, 6D, 6E, 6F and 6G.
6B, 6D, 6F and 6G are short units.
The mapping shown below is based on writing activities suggested in the units that directly relate to NLS non-fiction objectives. The units also offer other opportunities for purposeful writing.
Y6 TERM 1 |
QCA schemes of work: science |
NLS writing objectives |
Unit 6B. Micro-organisms
Introduce topic by finding out children's ideas about what makes them ill.
Writing activity identified in the unit:
Ask children to use secondary sources eg CD-ROMs, reference books to find out about scientists eg Jenner, Pasteur and others who developed the 'germ' theory of diseases. |
NLS non-fiction text focus: recount
T14 to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices… through, eg:
- composing a biographical account based on research
- describing a person from different perspectives, eg police description, school report, newspaper obituary
T18 to use IT to plan, revise, edit writing…
S5 to form complex sentences…
S6 to secure knowledge and understanding of more sophisticated punctuation marks… |
Y6 TERM 1 |
QCA schemes of work: science |
NLS writing objectives |
Unit 6A. Interdependence and adaptation
Children should:
identify ways in which the animals depend on plants eg for food, shelter, shade and ways in which the plants need animals.
Writing activity identified in the unit:
Help children to use their own knowledge and observations and secondary sources to make an information card about an animal or plant in the local habitat.
Ask children to use secondary sources eg reference books, CD-ROMs, photographs to find out about a specific animal and a specific plant eg a wading bird, seaweed or a woodland plant (eg bluebell) and how it is suited to the habitat in which it lives.
Writing activity identified in the unit:
Ask children to make an information card about the organism and make a class display to illustrate the animals or plants in this habitat. |
NLS non-fiction text focus: report
T17 to write non-chronological reports linked to other subjects
T18 to use IT to plan, revise, edit writing…
S5 to form complex sentences…
S6 to secure knowledge and understanding of more sophisticated punctuation marks… |
Y6 TERM 2 |
QCA schemes of work: science |
NLS writing objectives |
Unit 6D. Reversible and irreversible changes
Children should learn:
to recognise and assess hazards and risks in burning materials.
Writing activity identified in the unit:
Discuss safety in relation to burning, and point out that new materials are made which may be harmful. Show hazard labels from eg fabrics/furniture and discuss these in relation to safety at home. Ask children to make a poster illustrating some of the hazards of burning things. |
NLS non-fiction text focus: persuasion/discussion
T18 to construct effective arguments:
- developing a point logically;
- supporting and illustrating points persuasively;
- anticipating possible objections;
- harnessing the known views… of the audience;
- tailoring the writing to formal presentation where appropriate
T19 to write a balanced report on a controversial issue:
- summarising fairly the competing views;
- analysing the strengths and weaknesses of different positions
S3 to revise work on complex sentences |
Y6 TERM 3
In Y6 T3, the NLS objectives consolidate the writing of all non-fiction types so the writing activities from any unit of work could be used, as appropriate.
