Year 6 Topic Pack

Long Term Plan 2019-2020 Term:

Autumn 1 (6 weeks)

Autumn 2 (7 weeks)

Spring 1 (6 weeks)

English

Non-fiction: Reports (Antarctic and Arctic: Animals, Climate, Ecology, Population, Humans) Fiction: Narrative Francis

Journalistic Writing: Newspapers (Titanic)

Non-fiction: discussion (Homefront: evacuation; rationing; air raids) Persuasive: propaganda (radio scripts; posters; letters) Fiction Narrative: Behind the lines (Literacy Shed Plus) Number – Decimals Number – Percentages Number - Algebra

Non-fiction: Discussion Environmental change and effects of global warming

Maths (following WRM)

Science History

Geography

Number – Place value Number – Addition, subtraction, multiplication and division

Fiction: Narrative Alma, Titanium Non-fiction: Biography Ernest Shackleton Haiku Poetry: Extract from the Northern Lights

Fractions Geometry – position and direction

Spring 2 (6 weeks) Diary entries: Evacuees Narrative: Rose Blanche and The Harmonica Poetry: war poems

Measurement converting units Measurement – perimeter, area and volume Number – ratio Electricity

Living Things and their Evolution habitats Study an aspect of British history beyond 1066: Shackleton’s expedition The Titanic

Earth and space

Locate countries and environmental regions on a world map.

Locate the world’s countries, using maps to focus on Europe.

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, Arctic and Antarctic Circle.

Physical geography: climate zones.

Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics.

Study an aspect of British history beyond 1066: World War 2

Summer 1 (5 Weeks)

Summer 2 (6 Weeks)

Non-fiction: persuasion (travel brochures: rainforests/environ mental issues) Non-fiction: explanation (SATs guide) Stories from different cultures: Mexico (The chocolate tree)

Non-fiction: Reports Mayans Narrative: The Day of the Dead (Literacy Shed Plus)

Geometry – properties of shapes Problem solving Statistics

Investigations

Poetry: Day of the Dead

Light

Animals including humans A non-European society that provides contrasts with British history: Mayan civilisation Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within South America.

Human geography: settlement and land use Art and Design

Aurora Borealis painting and chalk images

Design and Technology

Blitz skyline collage

Day of Dead Masks.

Paper mache lizards with Mexican designs.

Mexican food (mostly savoury dishes)

Design and make a shelter for an arctic journey We are project managers

Make do and mend We are market researchers

We are interface designers

We are app developers

We are marketers

Livin’ On a Prayer

Benjamin Britten – A New Year Carol

Classroom Jazz 2

Fresh Prince of Bel Air

Make You Feel My Love

Reflect, Rewind and Replay

Languages Spanish

Level 1 - Introductions

Level 2 – Friends

Level 3 - Art

Level 4 – family

Level 5 – Alphabet

Level 6 – School day

PE

Basketball Cricket Being Me in My World

Hockey Gymnastics Changing Me

Football Tennis Relationships

Tag Rugby Orienteering Celebrating difference

Athletics Volleyball Dreams and Goals

Rounders Netball Healthy Me

Islam: What is the best way for a Muslim to show commitment to God?

Christianity: How significant is it the Mary was Jesus’ mother?

Christianity: Is anything ever eternal?

Christianity: Is Christianity still a strong religion 2000 years after Jesus was on Earth?

Islam: Does belief in Akhirh (life after death) help Muslims lead good lives?

International day of democracy (15th September) World maths day (15th October) Black history month (October)

Anti-bullying week (11th November)

World religion day (19th January) Chinese New Year (25th January) Mental health week (February) 75th anniversary of the death of Anne Frank (February) LGBT history month (February)

International mother language day (21st February) Fairtrade fortnight (24th February) World book day (5th March ) Sports relief (March) British science week (6th March) Mothering Sunday (22nd March) Easter (12th April)

St George’s Day (23rd April) 75th Anniversary of VE Day (8th May)

Computing Music

PSHE Jigsaw SoW RE Discovery SoW

British values

We are app planners

Does Christmas help Christians understand who Jesus was?

Father’s Day (21st June) Pride month (June) Olympics (24th July)

Frozen Kingdom

The Big Picture Could you survive the planet’s coldest lands? Vast wilds, hostile territories, incredibly picturesque yet often deadly. Explore bravely and valiantly across dangerous terrain to the polar regions of the Earth, trekking deep in snow or pulled by a tram of mighty sled dogs.

Make sure to watch out for the magnificent mammals that roam these lands: sometimes hungry or fresh for a fight. Research facts and figures of climate, temperature, habitats and eco-systems and discover what really happened to the Titanic.

Become a member of an Antarctic rescue team so wrap up well everyone and settle by the fire.

Frozen Kingdom Essential Knowledge By the end of this unit our pupils will know …      

Know how to place features of historical events and people from the past in a chronological framework.

Know how extreme climates affect the lives of people living there and the human and physical geography.

Know how climate, ecology and people are affected by cold, and the freezing and thawing processes.

Classify living things into broad groups according to characteristics and based on similarities and differences and give reasons.

Know how animals and plants are adapted to suit their environment.

Know how adaptation links to evolution over time and explain what it is.

Launch

Explore

Energise

Celebrate

Make a giant iceberg.

Watch an episode of Frozen Planet by David Attenborough.

Visit the Titanic museum in Liverpool.

Survival Day.

Frozen Kingdom Year 6: Essential Skills and National Curriculum Content Core Subjects English National Curriculum content:

Writing Plan writing by identifying the audience and purpose. Select appropriate form and use similar writing as models for own writing.

Develop initial ideas, drawing on reading and research where necessary.

Consider how authors develop characters and setting, in what is read, listened to or seen performed.

Select appropriate grammar and vocabulary, considering how choices can change and enhance meaning.

Describe settings, characters and atmosphere and integrate dialogue to convey character and enhance action.

Use a wide range of devices to build cohesion within and across paragraphs.

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

Use organisational devices to structure text.

Maths How does it link to the theme?

Reports Discussion Text: Environmental change and effects of global warming

Journalistic Writing: Newspapers (Titanic)

Narrative : Biography Ernest Shackleton’s Life

Haiku Poetry: Northern Lights

Science

National Curriculum content:

How does it link to the theme?

National Curriculum content:

How does it link to the theme?

Place Value Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit.

Round any whole number to a required degree of accuracy.

Use negative numbers in context, and calculate intervals across 0.

Solve number and practical problems that involve all of the above.

n/a

Living Things and their habitats 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.

Children to explain how different animals and plants from polar regions are adapted to the environment they live in.

Addition, Subtraction, Multiplication & Division Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.

Divide numbers up to 4 digits by a twodigit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.

Divide numbers up to 4 digits by a twodigit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

Perform mental calculations, including with mixed operations and large numbers. identify common factors, common multiples and prime numbers.

Use their knowledge of the order of

Give reasons for classifying plants and animals based on specific characteristics

Classify plants and animals from polar regions depending upon their characteristics.

Assess the effectiveness of their own and others’ writing.

Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensure consistent and correct use of tense.

Ensure correct subject and verb agreement when using singular and plural.

Proofread for spelling and punctuation errors.

Precis longer passages.

operations to carry out calculations involving the 4 operations.

Solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why.

Solve problems involving addition, subtraction, multiplication and division.

Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Fractions Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions >1.

Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form.

Divide proper fractions by whole numbers.

Associate a fraction with division and calculate decimal fraction equivalents for a simple fraction.

Frozen Kingdom Year 6: National Curriculum content Foundation Subjects Geography National Curriculum content:

How does it link to the theme?

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capicorn, Arctic and Anatarctic Circle, the Prime/Greenwich Meridian and time zones.

See weekly plan

As artists we can use paint techniques characteristic of a specific genre (e.g. particular brush strokes, colours and paint application techniques).

Use dyes to create paintings of the Northern Lights. Drip on to a wet surface, blow watery mixtures and apply dye with different sized brushes and sponges.

Experiment with colours and transparency to achieve the desired effects.

See weekly plan

Give reasons for different interpretations of the past, analysing primary and secondary sources of information to inform our judgements.

Describe how climate, ecology and people are affected by cold, and the freezing and thawing processes.

As artists we can combine images using digital technology, colour, size and rotation.

Create from memory, a timeline from dates/details/eras showing knowledge of how to check for accuracy.

How does it link to the theme?

Acknowledge different points of views expressed and explain why these are important in understanding and interpreting history.

Plot a route on a map, globe or satellite image, suggesting the fastest route from one place to another and the most effective mode of transport.

Art and Design National Curriculum How does it content: link to the theme?

History National Curriculum content:

Study an aspect or theme in British history that extends chronological knowledge beyond 1066.

Technology National Curriculum How does it link content: to the theme?

Design: Generate and develop ideas through annotated sketches.

Make: Select appropriate tools and materials.

Evaluate ideas and products against design criteria.

Cooking: prepare and cook a variety of predominantly savoury dishes.

Design and make a shelter for an arctic expedition

Computing National Curriculum content: 6.1 We are app planners Understand computer networks including the internet.

Use search technology effectively.

Select, use and combine a variety of software on a range of digital devices.

Work with various forms of input and output.

6.2 We are project managers Solve problems by decomposing them into smaller parts.

Use technology safely, respectfully and responsibly.

Use logical reasoning.

How does it link to the theme?

Use GPS sensor to use locationspecific information.

Music National Curriculum content:

Play and perform in solo and ensemble contexts using voices and/ or instruments.

Listen with attention to detail and recall all sounds with increasing aural memory.

How does it link to the theme?

Find out about the importance of music in everyday life.

Languages National Curriculum content:

Listen attentively to spoken language and show understanding by joining in and responding.

Explore patterns and sounds of language through songs and rhymes.

Engage in conversations; ask and answer questions.

Speak in sentences using familiar vocabulary, phrase and basic language structures.

How does it link to the theme? n/a

PE National Curriculum content:

Use running, jumping, throwing and catching in isolation and in combination.

Play competitive games (modified where appropriate) and apply basic principles suitable for attacking and defending.

Develop flexibility, strength, technique, control and balance.

Perform dances using a range of movement patterns.

Take part in outdoor & adventurous activity challenges, individually and within a team.

Compare performance with previous ones and demonstrate improvement.

How does it link to the theme?

Children to design and take park in a mini Olympic games competition.

Other Subjects

PSHE National Curriculum content: Understand that cultural differences sometimes cause conflict.

Understand what racism is.

Understand how rumour spreading and name-calling can be bullying behaviour.

Explain the difference between direct and indirect bullying.

Compare lives with those in the developing world.

Enjoy the experience of a different culture.

SMSC National Curriculum content: Enable students to distinguish right from wrong and to respect the civil and criminal law of England.

Acquire a broad general knowledge of and respect for public institutions and services in England.

Develop respect for their own and other cultures.

Encourage tolerance for other people.

How does it link to the theme?

Pupils to explore these themes through weekly assemblies.

Pupils to

How does it link to the theme? n/a

RE National Curriculum content: Understand some of the ways Muslims show commitment to God and to evaluate if there is a best way.

How does it link to the theme? n/a

Assess the significance of the Virgin birth to Christians.

Evaluate different accounts of the Christmas story and understand that stories can be true in different ways.

British Values National Curriculum content:

Develop an understanding of how citizens can influence decision-making through the democratic process.

Develop appreciation that living under the rule of law is essential for wellbeing and safety.

Develop an understanding that there is a separation of power between the executive and the judiciar.

Develop an understanding that the freedom to choose and hold other faiths and beliefs is protected in law.

Develop an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour Develop an understanding of the importance of identifying and combatting discrimination.

How does it link to the theme?

Pupils to explore these themes through weekly assemblies and themed weeks.

Well Being National How does it Curriculum link to the content: theme?

Enable students to Pupils to develop their selfexplore these knowledge, selfthemes esteem and selfduring confidence. weekly Encourage students assemblies. to accept responsibility for behaviour, show initiative, and understand how to contribute positively to the lives of others.

Week 1: Where are the polar regions?

Memorable Experience: Make a giant Iceberg.

Freeze water in a large balloon or clear plastic bag overnight. Once frozen, remove and place in a large container of water.

Observe how the iceberg sits in the water and how it changes over time. Explore questions such as: What happens if you add salt to the iceberg? Why do you think there are air bubbles in your iceberg? Why do you think the ice moves as it melts? Is there anything else that you want to try out on your iceberg? Which part melts more quickly – the part above or below the surface?

Record children’s observations and ideas using photographs, notes or video. Children to create smaller individual icebergs and make comparisons.

Week 2: Living and learning on the ice. Would you get out alive?

Geography – describe how climate and people are affected by the cold.

What conditions would explorers face in Antarctica?

Why may these things cause a problem for people trying to explore areas such as this? Research different ways in which explorers and scientists have managed to live and work in Antarctica in the past and today. Generate questions together to guide the research. Use a variety of sources to gather information in pairs.

What are the problems with trying to survive in polar regions? What protection would people need from such conditions? Discuss findings from last week’s research regarding ways in which people do live around the Arctic circle.

Evaluate different shelters in terms of how effective they would be as protection in a polar region. Design a shelter suitable for survival on an Antarctic expedition. Explain choices of material, shape etc focussing on how they would prolong survival and comfort.

Geography – Labelling maps to show geographical areas of the Earth.

Discuss where Antarctica and the Arctic Circle are. Look at a word map. Discuss lines of latitude and longitude. Identify the different hemispheres and where the North and South Pole are.

Geography – describe how climate and people are affected by the cold.

Label the continent and oceans on the map.

Shade polar regions / colder regions using the appropriate map in the atlas.

Create a timeline of polar exploration. Children to bullet point facts about each explorer’s main accomplishments and colour code the cards to show if they are associated with The Antarctic or the Arctic.

Find a key date for each explorer and use to put these figures into chronological order.

Look at the polar region maps in the atlas and use Google Earth to explore the poles.

Is there land at both poles? What animals live here? DO any people live in these areas? In what ways are these areas similar? How are they different? Draw a table in books are record similarities and differences of the Arctic and Antarctic polar regions.

Week 3: How do people and animals survive at the Poles?

Geography – describe how climate and people are affected by the cold.

How do we know what we do about Antarctica and The Arctic Circle? Discuss the role of explorers.

Children to suggest reasons for why people may have chosen to go to these areas.

Science – adaptation.

Which animals live in polar regions? What features do these animals share? Generate a list on the IWB. Discuss how each feature may benefit the animals in such environments.

Label a penguin image to show how it has adapted to live in its environment. Research how it uses features such as flippers, blubber, webbed feet and its’ beak to survive in the Antarctic.

Choose another polar animal to research and present to the class.

Week 4: Who is Ernest Shackleton?

History/Computing – Who is Ernest Shackleton?

Use fact files and sources from the books and the internet to find out who the explorer Ernest Shackleton was and what he is famous for.

Research and generate key facts about Ernest Shackleton.

Children to use template fact sheet to record key facts thinking about certain questions, which could be used as headings for fact files. Questions: What was Shackleton’s early life like? Why is Shackleton famous? Why is Shackleton consider a significant figure in British history?

Phoster app to create fact files using key facts about Ernest Shackleton and why he is considered a significant figure in British history.

History – Shackleton’s Trans-Antarctic Expedition Use the Shackleton’s imperial Trans-Antarctic Expedition timeline from the ‘Ice Trap Shackleton’s Incredible Expedition’ as facts of the expedition.

Children to read the facts and decide where they should go in chronological order.

Create a timeline, from memory, that include dates and details of Shackleton’s TransAntarctic Expedition. Refer back to the ‘Ice Trap’ timeline to check their accuracy.

Week 5: What challenges did Shackleton and his team face?

Geography – Shackleton’s Trans-Antarctic Expedition Discuss the route that Shackleton took on his expedition.

Talk about the difficulties and challenges Shackleton and his explorers faced due to the cold and the freezing and thawing processes.

Plot the route of Shackleton’s expedition on a map.

Label the difficulties they faced on the map.

Children then to suggest an alternative route with a more effective mode of transport that may have been faster. Plot this on the map also using a different colour.

Add a key for information to distinguish between the two routes.

Art/Computing – Digital software to create abstract art.

Have different examples of abstract art on tables.

Include question stems that the children can discuss about the examples. Are there any shapes you can see? Are there any symbols you recognise? Do they remind you of anything? How are they different from art we may have seen before? Discuss different artists that have been influential to abstract art.

Using purple mash children are to create different abstract prints choosing different shades of grey, blue and purple; alongside choosing different sizes and shapes.

Week 6: Why did the Titanic sink?

History – The Titanic and class difference.

Watch different clips of the titanic film, focusing on the accommodation and how this differed for rich and poor passengers.

Using information sheets children find out what conditions were like abroad the ‘unsinkable’ Titanic. Thinking about how the accommodation differed for rich and poor passengers.

Children to dress up and role play as different passengers setting off on board the titanic for a new life in America. Allocate children roles as specific people who were on board the Titanic. Providing them with fact files about those people so they can get into character.

Children are then to write a wireless telegraph to someone at home describing their experiences, hopes and fears.

History – Who was responsible for the sinking of the Titanic?

At the start of the debate introduced the groups of people who may have been responsible in some way and ask the class to vote who they felt was most to blame without hearing any defence. Split the children into 10 different groups. Each group takes the role of one person. The 10 candidates: 1.

Captain Edward J Smith (Titanic’s Captain), 2. Bruce Ismay (The owner of the White Star Lines), 3. Thomas Andrews (The ship’s designer), 4. Harland & Wolff (The shipbuilders), 5. Jack Phillips (Titanic’s Radio Operator), 6. Frederick Fleet & Reginald Lee (Titanic’s Look outs), 7. Captain Stanley Lord (Captain of the Californian), 8. The Crew of the Titanic, 9. The Board of Trade, 10.

Second Officer Charles Lightoller (Second in Command of the Titanic).

Sit the children in a horseshoe shape with the chair’s table facing the rest of the class.

Children to pick an envelope at random from a sealed bag. This envelope contains information about the involvement of one group of people or an individual in the sinking of the Titanic. Each group then prepares their defence.

Week 7: Can we make the Titanic?

Design and Technology – Making the Titanic Children are to eventually design and make a ship that can store two lego people.

Discuss the purpose of a ship and why they are used. Talk about different types of ships and why they are used and what for.

Investigate and research different types of ships.

Focus in on the fact that the Titanic was a passenger ship and what this might mean to its design.

Week 8: Can we make the Titanic?

Design and Technology/ Computing – Making the Titanic Children to make their ships using their previous lessons work to help them.

Week 9: Art – Aurora Borealis Art Children to continue creating a piece of Art work of the Aurora Borealis.

Design and Technology/ Computing – Making the Titanic Discuss different design ideas linking to the investigation and research they should have completed in the previous lesson.

Generate several different designs based upon this research and evaluate them.

Pick the design you wish to create. Using purple mash use CAD/CAM package to design the final idea.

Plan how they will make their titanic. Thinking about: Materials, equipment, method. They are draw what they want their ship to look like and evaluate their design. Anticipating anything that might be successful or might be challenging.

Design and Technology/ Computing – Making the Titanic Children to continue making their ships using their previous lessons work to help them.

History/Geography – Frozen Kingdom Children to create large posters that include everything they are learnt this term throughout their topic.

These should include:  Facts of Polar regions.  Survival handbook.  Animals.  Plants.  Map of the world.  Timeline of Shackleton.  Route of Shackleton.  Titanic research.  Pictures of artwork completed.

Once finished their model, children are to evaluate again. What went well? What would they change if they were to do this project again? How successful are their ships?

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2 Boarshaw Bonus Points:

3 Boarshaw Bonus Points:

Explore your sketching skills

Explore your artistic abilties

Imagine a common domestic animal (e.g. a dog) became an inhabitant of the Arctic or Antarctic. How would it have to adapt to survive? Longer, thicker hair? Sketch What it would look like now.

Pick your favourite Arctic or Antarctic animal sketch them

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Use a range of snowy images to create a polar collage. Remember to use lots of interesting textures, shapes, colours and patterns.

Create a poster for a new travel company which arranges visits to the Arctic and Antarctic. Use powerful images and bright colours to tempt customers to want an extra-special trip.

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2 Boarshaw Bonus Points:

5 Boarshaw Bonus Points:

4 Boarshaw Bonus Points:

Extend your research skills

Develop your creative skills

Develop your writing skills

Find out what natural resources and raw materials are reaped from the Arctic. What impact does this have on the environment?

Research as many different words about the Polar regions as you can.

Now, create your own Arctic and Antarctic wordsearch puzzles using these words. Challenge a grown-up to solve it.

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Make a model if your favourite Arctic animal using clay, dough or recycled materials. Bring it into school and you can explain how you made it.

Make ‘iced jewels’. Mix powder paints into water, in an array of colours. Pour these into an ice cube tray and freeze overnight. What happens if you sprinkle salt on the cubes?

The Big Picture! Could you survive the planet’s coldest lands?… Vast wilds, hostile territories, incredibly picturesque yet often deadly. Explore bravely and valiantly across dangerous terrain to the polar regions of the Earth, trekking deep in snow or pulled by a tram of mighty sled dogs. Make sure to watch out for the magnificent mammals that roam these lands: sometimes hungry or fresh for a fight. Research facts and figures of climate, temperature, habitats and eco-systems and discover what really happened to the Titanic.

Become a member of an Antarctic rescue team so wrap up well everyone and settle by the fire.

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Imagine that Earth has entered another Ice Age. Write a diary-style piece describing the changes and how the human race has adapted to cope.

Your now part of a famous Antarctic exploration team. Write a letter to friends and family back at home, telling them all about your adventures.

How do things survive in a Frozen Kingdom?

Our memorable experience: Make a giant iceberg.

As Historians: we will be transported back in time to Shackleton’s Incredible Expedition and will explore his Trans-Atlantis adventure across the Arctic.

We will become trepid explorers ourselves learning how to survive in the polar regions of the Earth. What challenges will we face as we struggle through the extreme environment?

As Geologists: we will explore the Arctic and Antarctic and will investigate their climate, seasonal changes, population, animals and plants. This will

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As Artists: we will study different techniques and materials to produce artwork representing the Northern Lights.

As Design and

Across the curriculum: As Theologians: we will look at Christianity and Islam.

As Musicians: we will explore the unit of ‘Livin’ On a Prayer’ and ‘Benjamin BrittenA New Year Carol’.