Lions Au1 MTP

Bishop Martin Thematic Planning 2015-16 Theme: I’m a Year 6 – Get Me Out of Here!

Term: Autumn 1 SUBJECT SUBJECT KEY OBJECTIVES ACTIVITIES WOW Residential to Robin Wood, Camp day, Beacon trip, First Aid course.

W/Planning Writing: English • Letter to Robin Wood – Thanking • Noting and developing initial ideas, drawing them. on reading and research where necessary.

• Information guide about Robin W/Drafting Writing: Wood ready to pass to the next year • Selecting appropriate grammar and 6. vocabulary, understanding how such choices can change and enhance meaning.

• Recount – time at Robin Wood.

• Using a wide range of devices to build • Balanced argument – Should cohesion within and across paragraphs.

Michael’s family sail around the • Using further organisational and world? (Kensuke’s Kingdom) presentational devices to structure text and • Diary writing – linked to Kensuke’s to guide the reader.

W/Contexts for Writing: Kingdom.

• Identifying the audiences for and the

Year/Class: Year 6 Lions and Leopards.

Knowledge nuggets Literacy links •

Know about the excitement and dangers of sailing around the world.

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Know what leaves belong to what kind of tree.

To know how the body pumps blood around the body.

Know how to perform the recovery position.

purpose of writing, selecting the appropriate form and using other similar writing as models for their own.

• See discrete MTP.

Mathematics

Science

Living things and their habitats

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Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.

Give reasons for classifying plants and animals based on specific characteristics.

• Living things and their habitats: • Tree identification during WOW activities.

• How the body works – First Aid.

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• Computing

Digital Literacy

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Choose which is the most appropriate range of software and devices needed to reach a desired outcome.

Choose which is the most appropriate range of software and devices needed to collect and analyse data.

RE

PHSE

• Discrete: E-Safety.

• Photostory – Unit reflection

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Know how to respond and give basic first aid.

Know how to upload, crop and resize different images.

Know how to add writing to a photostory.

Discrete: See separate Life as a Journey Medium-Term Plan.

Health, wellbeing and spirituality:

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To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals.

To recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them.

To recognise their increasing independence brings increased responsibility to keep themselves and others safe.

Which, why and how, commonly available substances and drugs could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others.

Relationships:

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To recognise and respond appropriately to a wider range of feelings in others.

That their actions affect themselves and others.

To listen and respond respectfully to a wide

Team- building activities during the WOW activities.

Working as a team and dealing with nerves/excitement, etc. at Robin Wood.

Keep healthy / caring for others: First Aid. Discrete Drug Awareness: Life bus.

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Know how to solve different team building challenges.

Know the names of different drugs, which are legal and illegal.

Know what affect drugs can have on a person.

Know how to put someone in the recovery position.

Know the steps of giving basic first aid.

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Spanish

range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and, if necessary, constructively challenge their points of view.

To work collaboratively towards shared goals.

Listening:

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Anticipate with some accuracy the spelling of new words they hear, by applying their phonics knowledge.

Speaking:

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Discrete: • Describe the weather.

• Describe flags and countries.

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Ask/answer about likes dislikes on a range of topics, opinions on a variety of things, what the weather is like, etc.

Express opinions in sentences using ‘me gusta(n)’ and ‘me encanta(n)’, give preferences using ‘prefiero’ and express reasons for opinions using ‘porque es/son + adjectives’.

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Reading:

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Know how to name several countries in the world in Spanish.

Know how to describe the weather in Spanish.

Know and recognise world flags.

Complete gap-fill activities, cloze activities with adjectival agreement, identify the odd one out.

Pronounce countries, things that countries are famous for.

Writing:

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Label pictures using hay/no hay with confidence to write sentences from memory.

Describe places and compare locations (from memory).

Intercultural Understanding:

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PE

Look at weathers in photos from all over Spanish-speaking world.

Swimming:

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Swim competently, confidently and proficiently over a distance of at least 25 metres.

• Outdoor Education – Robin Wood.

• Swimming

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Know different swimming strokes and techniques,

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Use a range of swimming strokes effectively e.g. front crawl, backstroke and breaststroke.

• Invasion Games

Perform safe self-rescue in different water-based situations Outdoor Education:

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Take part in outdoor and adventurous activity challenges both individually and within a team Invasion Games:

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Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending

such as: front crawl, backstroke and breaststroke.

Know how to perform a safe self-rescue in water.

Know how to defend the opposite team.

History

Geography

Place Knowledge:

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A region of the United Kingdom.

Use of ICT/technology:

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Communicate geographical information electronically e.g. multimedia software, webpage, blog, poster of app.

Mapping:

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Use a wide range of maps, atlases, globes and digital maps to locate countries and features studied.

Understand that purpose, scale, symbols and style are related.

Use 6 figure coordinates.

Use the scale bar on maps.

Follow routes on maps describing what can be seen.

Relate different maps to each other and to aerial photos.

Use models and maps to discuss land shapes i.e. contours and slopes.

• Draw measured plans.

Fieldwork: •

Use 8 cardinal points to give directions and instructions.

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Map reading skills.

Discussion of map features.

Comparisons on different types of maps.

Poster with direction information.

Locating the world’s countries and capital cities.

Sketching and interpretating maps.

Use the 8 cardinal points.

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Know where different continents and countries are on a map.

Know where they can find this information.

Know how to follow an OS map.

Know how to use cardinal points.

Know how to locate key geographical features.

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Observe, measure and record human and physical features using a range of methods including sketch maps, cameras and other digital technologies.

Locational Knowledge:

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Art & Design

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America.

3D:

• Shape, form, model and construct from observation or imagination

• Use recycled, natural and man-made materials to create sculptures

• Plan a sculpture through drawing and other preparatory work

Drawing / Experiment with media:

• Work from a variety of sources including

observation, photographs and digital images

• Work in a sustained and independent way to create a detailed drawing.

• Develop close observation skills using a variety of view finders.

• Use a sketchbook to collect and develop ideas.

• Identify artists who have worked in a similar way to their own work.

Drawing / Perspective and Composition:

• Begin to use simple perspective in their work using

• Observational drawings: Landscapes(focus on perspective / scale / composition), shells / leaves (linked to Kensuke’s Kingdom) • Mud faces ( Wow at Beacon) • Nature sculptures: Learning about the life and works of Andy Goldsworthy and creating a sculpture inspired by his work.

Class to create an outdoor art gallery and present their work to the school. Help others to create a similar sculpture inspired by their work.

• Shell pot sculptures.

a single focal point and horizon.

• Begin to develop an awareness of composition, scale and proportion in their paintings e.g. foreground, middle ground and background.

Design & Technology

Designing:

• Work confidently within a range of contexts, such as the home, school, leisure, culture,

• Share and clarify ideas through discussion Making:

• Select tools and equipment suitable for the task

• Den building – Robin Wood, Camp day, Beacon • Campfire and tool work • Campfire food

• Andy Goldsworthy (26th July 1956) British sculptor who works with nature to make his creations • Shape: an area enclosed by a line.

• Form: a 3-dimensional shape. Sculptures are about creating forms.

• Tone: the lightness or darkness of something • Perspective: In drawing or painting, a way of portraying three dimensions on a flat, two-dimensional surface by suggesting depth or distance.

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Know the different ways of lighting a fire and the tools needed.

Know how to

• Biographies of artists / sculptors

• Select materials and components suitable for the task

• Follow procedures for safety and hygiene • How to prepare and cook a variety of

predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source Evaluating:

• Identify the strengths and areas for development in their ideas and products

• Critically evaluate the quality of the design,

manufacture and fitness for purpose of their products as they design and make

Music

Singing:

• Pupils should be taught to sing musically with increasing confidence and control.

Exploring and making sounds:

• Discrete: Charanga – Livin’ on a Prayer • Campsite Songs

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• Listen to longer pieces of a range of pieces of music &

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• Internalise short melodies & play these on pitched

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identify features; identify how a mood is created by music and lyrics. instruments (play by ear)

• Play short melodies on

pitched instruments by reading simple musical symbols with increasing confidence and control.

• Begin to be aware of the notes a-g & how they look on

a stave.

Controlling pulse and rhythm:

• Identify different speeds of pulse (tempo) by clapping and/or moving.

• Improvise rhythm patterns.

• Perform an independent part keeping a steady beat.

Composition:

• Use a known song to write own lyrics.

• Compose a complete piece of music individually or in

a small group using a range of stimuli and developing their musical ideas.

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prepare and cook food using an open fire.

• Know the best way of building a den, according to stability, wind direction, camouflage, etc.

• Know how to keep self and food clean and hygienic.

Pulse: the steady beat • Song writing Lyrics: the words to a song Improvise: make up as you go along Melody: the tune Pitch: describes how high or low a note is Rhythm: a pattern of notes Temp: speed