Mighty mayans

Bishop Martin Medium Term Thematic Planning Theme: Mighty Mayans Wow: Cadbury’s World Mexican fiesta day.

SUBJECT English

Maths

History

Term: Spring 1

Year/Class: Y6 Leopards and Lions

SUBJECT KEY SKILLS

ACTIVITIES •

Write instructions on how they made Maya chocolate.

Research Fredrick Catherwood. Plan and write biography on his work and life.

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• Use the Maya number system to solve addition

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Know the symbols used in the Mayan number system.

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Mayans believed in many Gods.

They believed that the gods made animals, but the animals didn't speak to them.

The earth rests on the back of a huge creature (like a turtle or crocodile).

Know where the Mayan

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.

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Number: • Use their knowledge of the order of operations to carry out calculations involving the four operations • 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 Chronology • Identifying where periods studied fit into a chronological framework by noting connections, trends ad contrasts over time.

Knowledge nuggets

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and subtraction calculations.

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Children learn about Gods and beliefs and design their own God. Research what food Mayans ate by exploring their poo.

Complete a timeline of events in Mayan history.

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Know features of an argument/discussion.

Know what a wind turbine is.

Know why the wind turbines were built.

Literacy links

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Geography

Know and understand the history of these islands as coherent, chronological narrative, from the earliest times to the present day Interpretation • Understand how our knowledge of the past is constructed from a range of different sources and that different versions of past events may exist, giving some reasons for this.

Place Knowledge • A region within North or South America Human and Physical Geography • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

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Children will learn how the writing system came about and about the multisyllabic symbols.

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Children to identify the regions, rivers and cities in the Maya area.

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Researching project on the trade links.

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Cut and paste activity, matching the how chocolate is grown and made.

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Children to work together to research what trade was like in Mayan times.

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Food • How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source.

• How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.

• How food is processed into ingredients that can be eaten or used in cooking

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Generating, developing, modelling and communicating ideas.

• Share and clarify ideas through discussion • Model their ideas using prototypes and pattern pieces • Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas/ to help analyse and understand how products are made • Use computer-aided design to develop and communicate

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Children will make Maya chocolate.

Children will design, make and evaluate clay pots/artefacts.

Learn about how food is grown. Cut and paste task.

Design, make and evaluate clay pot.

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civilisation came in history.

The symbols/letters are called ‘hieroglyphs,’ or more simply ‘glyphs.’

Children to know where the Maya area is on a map.

To know what rivers flow through.

To know names of cities.

To know what countries are in the Maya area.

Trade in Maya civilization was a crucial factor in renaming Maya cities.

Foods traded included: fish, squash, yams, corn, honey, beans, chocolate and turkey.

Know the process of how Maya chocolate is made.

Know that chocolate can only grow in the tropics, not very far from the equator.

Know that the cacao tree gets small white flowers on its trunk that are pollinated by midges.

their ideas.

Design: • Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment.

• Describe the purpose of their products.

• Indicate the design features of their products that will appeal to intended users.

• Explain how particular parts of their products work.

• Formulate step-by-step plans as a guide to making.

• Share and clarify ideas through discussion.

• Model their ideas using prototypes and pattern pieces.

• Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas/ to help analyse and understand how products are made.

• Use computer-aided design to develop and communicate their ideas.

Making: • Select tools and equipment suitable for the task.

• Explain their choice of tools and equipment in relation to the skills and techniques they will be using.

• Select materials and components suitable for the task.

• Explain their choice of materials and components according to functional properties and aesthetic qualities. produce appropriate lists of tools, equipment and materials that they need 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. critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make • Evaluate their ideas and products against their original design specification • Use the design criteria to inform their decisions about ways to proceed

Art

Music Computing MFL Science PE

• Justify their decisions about materials and methods of construction • Reflect on their work using design criteria stating how well the design fits the needs of the user • Identify what does and does not work in the product.

• Make suggestions as how their design could be improved 3D • Shape, form, model and construct from observation or imagination.

• Plan a sculpture through drawing and other preparatory work.

• Develop skills in using clay including. slabs, coils, slips • Produce intricate patterns and textures in a malleable media.

Drawing • 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.

• To learn about great artists and use their work as starting points for their own work.

• Explore colour mixing and blending techniques using coloured pencils.

Invasion Games • Play competitive games, modified where appropriate e.g. badminton, basketball, cricket, football, hockey, netball, rounder’s and tennis, and apply basic principles suitable for attacking and defending

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Clay pots Sketching and colouring with wet coloured pencils of Fredrick Catherwood’s art.

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He explored Mesoamerica in the mid 19th century with writer John Lloyd Stephens Born: February 27, 1799, Hoxton, London Died: September 27, 1854, Atlantic Ocean

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Children to learn and play Maya ball game.