Year 6 - 6S (Miss Scrimshaw), 6G (Miss Gleniste Mr), Mrs Evans & Mrs Spacagna

Fire and Ice

Essential Knowledge

 

  • To write a narrative about a disaster.

  • To write a variety of poems including Haiku and cinquain.

  • Use maps, atlases, globes and digital/computer mapping to locate volcanoes

      and fault lines and identify countries that are most severely affected by earthquakes

      and other natural disasters.

  • Describe and understand the impact of volcanic eruptions and other natural

      disasters on human settlements.

  • Study forces in detail through science lessons

 

English

 

Across the curriculum the children will:

 

  • read a range of non-chronological reports and identify a range of features.

  • read a range of narrative extracts and identify how a character is described.

  • identify the features found in a narrative focussing on character description.

  • identify the features found in a non-chronological reports.

  • Read aloud and understand the meaning of new words they discover.

  • Identify the audience for and the purpose of their writing.

 

They will be:

 

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

  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

  • précising longer passages

  • using a wide range of devices to build cohesion within and across paragraphs

  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

  • asking questions to improve their understanding

  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 

 

Speaking and listening, word and sentence structure remain an ongoing skill that is developed through all literacy lessons. Similarly VCOP is continuously used throughout the children’s writing.

Children on a daily basis will be undertaking spelling and guided
reading sessions

Maths

 

  • Number, place value, the four operations, problem solving.

  • Statistics – Use data about earthquakes and volcanic eruptions to draw graphs and tables.

  • Analyse data from statistics.

  • Use mean, mode, median and range.

Science 

 

The children will:

 

  • study the forces inside a volcano and plate tectonics.

 

ICT 

 

  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.

  • E-safety- teaching the children about keeping safe on the internet and other devices.

P.E

 

  • We will perform a dance focusing on spacial awareness and technique, co-ordination, agility and control skills.

  • Children can take part and support their peers in challenging and adventurous activities. ​

  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Geography

 

The children will:

 

  • plot and recognise where certain disasters may occur

  • compare two regions using geographical language

  • explore how the physical features affect the human activity within a location

  • locate the world’s countries using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities

  • name and locate countries and cities of the UK, geographical regions and identifying human and physical characteristics, key topographical features (hills, mountains, coasts and rivers) and land use patterns and understand how some of these aspects have changed over time

  • identify the position and significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the topics of cancer and Capricorn, Arctic and Antarctic Circle, the prime/Greenwich meridian an time zones

  • understand geographical similarities and differences through the study of human and physical geography of a region of the UK, and a region within North or South America

  • describe and understand physical geography including climate zones, biomes and vegetarian belts, rivers, mountains, volcano, earthquakes and the water cycle

  • use maps, atlases, globes and digital/computer mapping to locate volcanoes and fault lines and identify countries that are most severely affected by earthquakes and other natural disasters.

  • 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

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

  • explore 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

  • explore physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

 

 

PSHE/RE

  • Discuss the concept of Charity as an important factor in many religions.

  • What relief charities have religious/spiritual links?

     What are the pros/cons of this?

  • Why do terrible natural disasters happen to good people?

  • How does this make us feel?

  • How do we express these emotions?

  • They will learn to think and empathise with others when thinking about

     the impact of natural disaster on communities.

  • How do we adapt to change in our lives – reflect on experiences of

     victims of natural disasters?

  • What lessons or strategies can we learn from this to support us in

     changes within our lives? – Link to transition

 

 

Art and Design  

 

The children will be taking inspiration from nature (fire and ice) to develop a design for a stain glass window. This design will be further realised using translucent paper and coloured tissue. They will investigate the work of the stain glass artist Brian Clarke and look at a variety of his work now installed around the world.   

 

Prior Knowledge: Y5 - observational drawing – recording the movement of water.   

 

Generating Ideas: The children will use sketchbooks to record ideas for their design and develop their understanding of the elements of fire and ice.  They will have opportunities to question and make thoughtful observations about starting points and select ideas to use in their work.  They will collect visual and other information (for example, images of fire and ice) to help them develop their ideas.

Making: The children will investigate and combine visual and tactile qualities of materials such as watercolour paints and oil pastels. They will apply their experience of materials and processes, including drawing, developing their control of tools and techniques. They will use pencil drawing to record in sketchbooks looking carefully at the pattern and shape that appear in these two very different elements. They will create a card template based on their design to lay down on coloured tissue this will then be cut out and repeated.

 

Evaluation: The children will compare ideas, methods and approaches in their own and others' work and say what they think and feel about them, in particular drawing on Brian Clarke’s work. They will adapt their work according to their views and describe how they might develop it further. 

 

Knowledge: The children will look at a large selection of stain glass work from Medieval to contemporary artists. They will be made aware of elements such as tone, colour, pattern, texture, line, tone, shape, form and space, and how these elements can be combined and organised for stain glass work.  They will study materials and processes used in stain glass. 

 

 

 

This term Year 6 are learning about