TERM 1

TERM 2

TERM 3

Text

The Hobbit

Skellig

Fireweed/Boy in the striped Pyjamas

Unit of learning

Who am I?

The Unexpected Journey

Evolution

WWII

Engage/Hook

Presentations from the children.
Videos of famous people – who you they are and how did they get there.

Evolution talk https://www.timetrips.co.uk/evolution-workshop.htm

WWII Day – Dress up, experiences – school/shelter building/air raid

Additional Experiences

Caves and Walk in the Peak District

Watch a ballet

The Journey – Holocaust Museum

*Residential*

Outcomes

(including published work)

Performance in assembly at the end of term – The unexpected journey – Music, drama and dance elements.

Artwork in 2D and 3D form.

Plan and complete a walk in the Peak District

Children to have improved their personal best in completing a km.

Artwork in different scales and colours and media to represent wings.

Use cams to create moving scenes from Skellig.

To create a scrapbook to show the discoveries made by Charles Darwin.

Create a ballet piece to encompass music and dance.

Year 6 Horrible History Museum – pulls together work from all areas of the curriculum.

A collage of faces to produce a memorial for those who died in the Holocaust.

A chronological understanding of what happened in WWII.

Children to be able to complete a Jive

Spoken Language

Being a leader

Taking on the leader role during our walk.

Perform in the Unexpected Party

Contribute towards the Unexpected party performance.

Meeting Strangers.

Interacting with people from different backgrounds and cultures and adapting to different situations – Careers fair/Bring a parent to school day/Different cultures from the local community.

Finding out about the past

During the visit to the Holocaust Museum listen to stories from the past and ask questions that link with it.

Horrible Histories Year 6 Museum

Children to contribute to the class museum

Drama

Create and Perform an Unexpected Party

Create scenes that explore issues raised in The Hobbit.

Freeze frames

Use freeze frames to explore the characters and their emotions.

Air raid role play

Role play getting out of the dilemma

Reading

The Hobbit

Use passages from the Hobbit and other relevant texts to develop vocabulary, prediction, retrieval, summarising, inferences and author’s use of language.

Skellig

Use passages from the Hobbit and other relevant texts to do revision of domains that the children are not secure with.

Fireweed/Boy in the striped Pyjamas

Developing responses to multi mark questions.

WWII songs and poems

Unpick the language and author’s intent linked with songs and poems from the period.

Writing

Fiction – Character descriptions – Model text – Bilbo. Innovate - Gandalf. Hot task – Children to select a Dwarf to write about.

Poetry – From a Railway Carriage Way – RLS. Imagery in the countryside.

Non Fiction – Non-Chronological reports about different locations – Middle Earth, Doncaster, Peak District

Fiction – Journey story/quest

Fiction – Finding story

Non Fiction – Newspaper report about the discovery

Poetry – Ted Hughes

Fiction – Dilemma Story – Air raid shelter

Non Fiction – Diary – Anne Frank’s Diary.

Poetry – Holocaust

Fiction – Warning story

Mathematics

Integers and Decimals

Multiplication and Division

Calculation Problems

Fractions

Missing angles and length

Coordinates and shape

Decimals and measures

Percentages and Statistics

Proportion Problems

Revision of key units and identified units from gaps analysis

Science

Staying alive – Humans

Working Scientifically

(Rising Star – MCo)

We’re evolving – Evolution and Inheritance

Classifying Critters – Animals and Plants

Working Scientifically

Let it Shine – Light

Electrifying – Electric

Working Scientifically

Art & Design

Tim Jeffs - 2D sketches in the style of Tim Jeffs – line and tone skills.

Tim Jeffs - 3D sculptures of mythical creature’s eye using clay skills.

(MCa)

Wings (Victoria Horkon)

Exploring colour and painting techniques to create wings in different scales. Acrylic paint/pouring.

Large scale wings for children to stand in.

Propaganda Posters

Discover the use of propaganda posters in WWII and use technology to create our own.

Faces

A collage of faces to recreate the memorial from Berlin.

Computing

Spreadsheet

Use formulas to calculate the cost of the trip and the picnic.

Communication and online safety - Blogging

Create blogs to capture the journey of the Hobbit.

-        Tweeting

Create weekly tweets about our learning.  

(MCo)

Coding - Discrete – Purple mash

Networks - Discrete – Purple mash

Quizzing

Design and create their own revision quizzes.

Text Adventure

Create alternatives based on the decisions taken by characters at key points in the story.

DT

Cooking

Design, budget, make and evaluate a healthy picnic for our planned walk in the Peak District.

(MCo)

Technical knowledge – Cams

Design, make and evaluate a moving screens from Skellig.

Electrical circuits

Create a circuit to make the buzzer sound to alert people to an air raid and challenge turn off the lights.

Geography

Map skills

To apply map reading skills to plan and carry out a walk in the Peak District.

Physical and Human Geography

To be able to compare the landscapes of the Peak District with Doncaster.

(MCo)

Time Zones

Use Charles Darwin’s boat journey of discovery to understand the different time zones around the world.

The countries in involved in WWII

Use maps and photos to describe the physical and human features of Germany, UK, France before and after the war. 

History

Explorers

Look at famous explorers and expeditions; Everest and The Race to the Poles

(MCa)

Charles Darwin

Look at how Charles Darwin changed what we know about the world and about animals.

WWII

Look at the cause, events and impact of WWII and where it fits in the course of history.

Letters from the front line

Children to write letters in role from the front line.

Foreign Language

Food

Naming healthy and unhealthy food in Spanish. Ordering food in Spanish.

Appearance

Describing what people look like in Spanish and being able to describe a person from the class.

(MCa)

Nursery rhymes

Learn nursery rhymes in Spanish.

Music

Film Music

Classical music, London philharmonic orchestra study of orchestral instruments and their position within the orchestra.  Score study – Themes written for hobbit. Analyse score and learn notation of each theme. Theory of music. 

(LSu)

Classical

Listen and respond to different classical composers throughout time.

WWII music – We’ll meet again

Learn and perform classics from WWI

End of Year Assembly and Performance

Learn and perform in the end of year performance

Physical Education

Fitness

Improve our fitness levels so that all children can complete a km and improve on their personal best.

Outdoor Adventure Activities

To apply map reading skills to plan and carry out a walk in the Peak District.

(MCo)

Indoor Athletics

To develop children’s skills in a range of indoor athletics events and to prepare them for competition entry.

Netball – High 5

To develop throwing and catching skills. To develop an understanding of working together as part of a team.

Rounders

Improve striking and fielding skills and to prepare them for competition entry.

Athletics

To develop children’s skills in a range of athletics events and to prepare them for competition entry.

Dance

An Unexpected Party

Compose a dance using a series of complex movements to tell their version of the unexpected party using control.

(MCo – New Jess)

Billy Elliot

Look at and explore ballet.

Jive

Learn to do a 1940s Jive.

PSHE

Being Me in My World

Describe a person from the class using their qualities not their appearance – can we identify who it is?

Celebrating Differences

Dreams and Goals

Healthy Me

Relationships

Changing Me

Religious Education

Believing – What does religion teach us when life is hard?

Expressing/Celebrations – Diwali, Christingle, The Christmas Journey

Expressing – Is it better to express religion through art and architecture or charity and generosity?

Expressing/Celebrations – The Easter Journey

Living - What difference does it make to believe in Ahimsa, Grace and/or Ummah?

Transition unit – Linda G.