Y6 Spring Term Survival

Transcription

1 Y6 Spring Term Survival Exhibition of Learning Children will showcase their learning from the topic through a special afternoon where their interactive topic boxes will be on display for Key Stage 2 children to come and learn from.

2 Genre-Based English Planning Non-fiction activities Text/Stimulus Fiction activities Newspaper/incident reports for The Pilot who Crashed into the Volcano Non-chronological report on different natural disasters Explanation writing to link to Geography e.g. How are Mountains Formed? Research, plan and write biographies for their favourite survivor from the stories. Bear Grylls hook How to Survive. Create a Survivors Handbook: A non-fiction project where children create information pages detailing basic survival skills e.g. I. Essential bushcraft II. What to wear III. How to build a shelter IV. Water survival V. Gathering plants edible insects VI. How to build a fire Survivors By David Long Additional Stimuli Excerpts from Touching the Void Film clips e.g. The Day After Tomorrow Survival link Eyam Plague Village Non-Chronological Report focus Non-fiction information about various natural disasters Snowvale Ski Village leaflets The Eye of the Storm Literacy Shed Narrative Create an adventure story including dialogue, description and action to retell a story of survival. Describe settings from a variety of environments, e.g. using The Dreadful Menace, BBC Winter Olympics trailer. Use picture books to compare landscapes over time, using compare and contrast language e.g. Jeannie Baker Window Reading activities Use of song lyrics and poetry to analyse language regarding changes in environments and the world e.g. Earth Song, Pompeii. Analyse author s choice and other language-based skills using extracts from Kensuke s Kingdom by Michael Morpugo, The Explorer by Katherine Rundell and The Polar Bear Explorers Club by Alex Bell

3 Genre-Based English Planning Curriculum objectives Reading Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Retrieve, record and present information from non-fiction Further objectives covered, planned as needed. Curriculum objectives Fiction Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Using a wide range of devices to build cohesion within and across paragraphs Ensuring the consistent and correct use of tense throughout a piece of writing Using expanded noun phrases to convey complicated information concisely Text/Stimulus Survivors By David Long Curriculum objectives Non-fiction Noting and developing initial ideas, drawing on reading and research where necessary Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Using a wide range of devices to build cohesion within and across paragraphs Précising longer passages Using the perfect form of verbs to mark relationships of time and cause Using expanded noun phrases to convey complicated information concisely Punctuating bullet points consistently Using semicolons, colons or dashes to mark boundaries between independent clauses Using commas to clarify meaning or avoid ambiguity in writing

4 FOUNDATION SUBJECTS PLANNING (1 Term) Science (discrete) Light (Continued, including HT1) Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Evolution and Inheritance (HT2) Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring Vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Art and Design Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Line drawings, shading and painting of mountain range landscapes Create Twister Pictures of tornados/hurricanes using line drawing to create a 3D effect Vignettes to accompany writing in the style of the Survivors book The 36 views of Mount Fuji by Hokusai Music Play and perform in solo and ensemble contexts, using their voices and playing musical Instruments with increasing accuracy, fluency, control and expression Listen to musical compositions about a storm, then use percussion instruments to make storm soundscapes Compose a piece of music for another natural disaster Design and Technology Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computeraided design 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 Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Design and build an interactive information box exhibit to teach people about some extreme Earth weather/environments (volcanoes, earthquakes, tsunamis, tornados, hurricanes and droughts PSHE PSHE topics (Jigsaw) Celebrating Difference (HT1) Dreams and Goals (HT2) Links with Geography: Consider and discuss the difficulties faced by those effected by natural disasters and how they are helped by aid agencies. Crisis Relief: the effects of famine and drought. Carbon Footprint: greenhouse effect caused by human activity how this effects climate change

5 FOUNDATION SUBJECTS PLANNING (1 Term) Geography Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night). Describe and understand key aspects of 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 History Where possible, make links through Geography learning to knowledge and understanding of British, local and world history by studying significant natural disasters from around the world e.g. Mount Vesuvius, San Andreas fault, etc. Other Subjects French, P.E, R.E and Computing will all be taught discretely this term. An in-depth study of geographical regions and topographical features of the United Kingdom, extending the world s countries as a comparison. Study and compare extreme Earth weather/environments (volcanoes, earthquakes, tsunamis, tornados, hurricanes and droughts) Key ideas: 1. Climates 2. Water distribution (to include droughts) 3. Weather phenomena (lightning, flooding and tropical storms) 4. Earthquakes 5. Plate tectonics 6. Mountains and how they are formed 7. Tsunamis links to human geography 8. Volcanoes how they are formed, what happens when they erupt