Y6 MTP AU2 Eco Warriors

Bishop Martin Medium Term Thematic Planning Theme: Eco- Warriors Term: Autumn 2 Wow: Global Renewables Factory tour and Fashion show.

SUBJECT SUBJECT KEY SKILLS English

Maths

Year/Class: Y6 Leopards and Lions ACTIVITIES

Knowledge nuggets

Spoken Language: •Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

• Use relevant strategies to build their vocabulary.

• Speak audibly and fluently with an increasing command of Standard English.

Writing: • Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

• Noting and developing initial ideas, drawing on reading and research where necessary.

• Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

• Discussion/Argument about the wind turbine

• Know features of an

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Number: • Use their knowledge of the order of operations to carry out calculations involving the four operations • Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why • Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy Statistics: • Interpret and construct pie charts and line graphs and use

• Analyse the energy bills for the school: gas,

• Know what appliances use

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in Skelmersdale.

Poems about earth.

Presenting information using leaflets / information posters.

electricity and water.

Create graphs / charts to show usage / cost Interpret conversion charts

argument/discussion.

Know what a wind turbine is.

Know why the wind turbines were built.

gas/electricity/water.

Know what an energy bill looks like.

Literacy links

these to solve problems

History

Geography DT

Events, People and Changes • Gaining historical perspective by placing their growing knowledge into different contexts…between cultural, economic, military, political religious and social history • Establishing a narrative showing connections and trends within and across periods of study

• History or recycling – focussing on the 1930’S

Understanding contexts, users and purposes • Describe the purpose of their products • Indicate the design features of their products that will appeal to intended users • Gather information about the needs and wants of particular individuals and groups • Develop their own design criteria and use these to inform their ideas • Carry out research, using surveys, interviews, questionnaires and web-based resources • Identify the needs, wants, preferences and values of particular individuals and groups Generating, developing, modelling and communicating ideas • Share and clarify ideas through discussion • Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas • Make design decisions that take account of the availability of resources • Investigate similar products to the one to be made to give starting points for a design • Think ahead about the order of their work and decide upon tools and materials • Plan a sequence of actions to make a product • Record the plan by drawing (labelled sketches) or writing • Propose realistic suggestions as to how they can achieve their design ideas

Design-Make-Evaluate Cycle: • Design and make new clothes from old.

• Make a survey to find out preferences.

• Children to hold a fashion show for parents to show their designs.

(covered through Global Renewable workshop sessions)

• Know how people got rid of

waste in the Victorian times.

• Know the most common •

• Children to make musical instruments from recyclable materials.

materials used in 1930s.

Know how the way we get rid of waste has changed dramatically over time.

• Note-making.

• Instructions.

• Know how to sew material •

together.

Know how to measure areas of the body and given material.

Art Music

Computing MFL Science

PSHE

• Add notes to drawings to help explanations Making • Select from and use a wider range of tools and equipment to perform practical tasks • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients according to their functional properties and aesthetic qualities • Decorate textiles appropriately often before joining components • Pin and tack fabric pieces together • Join fabrics using over sewing, back stitch, blanket stitch or machine stitching (closer supervision) • Combine fabrics to create more useful properties • Make quality products Evaluating: • Identify the strengths and areas for development in their ideas and products • Consider the views of others, including intended users, to improve their work Singing • Pupils should be taught to sing musically with increasing confidence and control.

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.

• Learning and appraising recycling song and

Materials • Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.

Watch the short film of David Attenborough (2mins) ‘Plastic Hunt’ around school note things round school made of plastic. Why do you think it was made out of plastic? Cheap, lightweight, transparent, etc.

• Know the properties of plastic.

The Wider World:

• Plan and deliver a lesson to the other classes

• How to use Microsoft

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adding musical accompaniment.

Making musical instruments out of recyclable materials and composing own recycling songs.

• Know why some materials are better for making particular sounds.

E.g. plastic can be cheap, lightweight, flexible but also hard, rigid.

• To research, discuss and debate topical issues, problems • •

and events concerning health, wellbeing and spirituality and offer their recommendations to appropriate people That there are different kinds of responsibilities, rights and duties at home, at school, in the community in their faith and towards the environment That resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment

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about conserving energy/Eco topic of choice.

Recycling / conservation work.

Global Renewables Workshops / recycling plant tour.

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Powerpoint.

The three R’s (Recycling, Reduce and Reuse).

Know how to carry out the three R’s in school and at home.