Topic Overview – Year 6- Autumn 2 The Victorians Main Subject

 Topic Overview – Year 6- Autumn 2
The Victorians Main Subject: History Art: •
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can place the Victorian period on a class time line draw inferences about the lives of Queen Victoria's family from a portrait suggest what life was like for children living in the past list a number of aspects of daily life for poor Victorian children produce a simple narrative to illustrate what they know about the work done by Victorian children answer questions about who helped to improve children's lives and how identify distinctive features of a Victorian school produce a dialogue that contains appropriate historical detail suggest there are different interpretations of school and work produce advertisements or posters that reflect Victorian attitudes and values suggest what Victorian children might have done in their spare time select relevant information about a toy/leisure pursuit recall information about what children did in Victorian times present information showing knowledge and an appreciation of the Victorian period identify simple shapes and those based on animals, plant forms or other objects describe different ways that patterns are made identify materials and techniques and how these are used in patterns explore ways of making and creating their own patterns experiment with stencilling and block-­‐printing techniques consider the development of their work at each stage identify the similarities and differences between their own and other children's work suggest different purposes for their work and where it might be used identify and comment on the content, ideas and ways that stories are communicated visually draw what they imagine when they read the story compare their work with the work of a book illustrator make decisions about how to work individually or in a group and complete a piece of art work make experimental pieces to show the effects of different ideas and techniques make a collaborative textile work that tells a story talk about their finished work and how and why it was made identify the differences between their work and the work of others make changes in their work where needed RE: Christianity PHSCE: • identify the link between belief and action • explain that we all make decisions based upon our own beliefs • 2 know the guidance Jesus gave for behaviour • explain how Christians apply the teaching of Jesus in practical situations • understand and explain the reasons why Christians try to see all people as neighbours • demonstrate their knowledge that Christians believe they should show their love for all people in practical ways • demonstrate their understanding that stories convey meanings beyond the literal • give examples of ways in which Christians help others • explain the link between the teaching of Jesus and Christian action • suggest possible interpretations of biblical texts • explain the meaning of Luke 6: 31 and apply it in a contemporary situation • evaluate underlying Christian moral principles • explain the concept of forgiveness and explain some of the benefits and difficulties involved in putting it into practice • use the Bible and interpret examples of the teachings of Jesus about forgiveness • draw on their own experience of forgiveness to inform their understanding of the Christian view • discuss the difficulties of following a moral principle • discuss how to apply a moral principle to a 'real-­‐life' situation • use role play to analyse the differences between two contrasting responses to a situation • evaluate the impact of the two responses •
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know why we need rules and how they help us at home, at school and in our communities understand that rules are needed to ensure fairness and protect rights contribute to discussions in order to develop their ideas describe how rules can be changed in class or school describe democracy in simple terms know that voting is an important means of contributing to group decision-­‐making know that there is a process by which laws are made, involving discussion, debate and voting by MPs in Parliament understand that rules and laws are designed to protect us express personal and group views on social issues and listen to the views of others identify laws often broken by young people understand some of the reasons for breaking rules or laws, including peer pressure develop ways of taking responsibility for their behaviour, particularly when in a group know the consequences of their actions for themselves and for others reflect on and communicate what they have learnt ICT: Computing ICT: Application Science: Animals including humans Topic Overview – Year 6- Autumn 2
Finding things out 1. Pupils should be taught: a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-­‐
ROM, using printed material, asking people] c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions Developing ideas and making things happen 2. Pupils should be taught: a. how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations] ▪ describe how an imaginative idea about the relationship of diet to health was tested ▪ identify eg by including them in their display or menu foods eg meat, fish, eggs, cheese needed for growth and those which provide for activity eg sugar, bread, pasta, rice, fats etc ▪ identify some foods eg by including them in their display or menu which contain large amounts of fat eg crisps, chips and some which contain large amounts of sugars eg sweets, jam and state that they shouldn't eat too much of these ▪ identify fruit and vegetables eg by including them in their display or menu as essential components of a healthy diet ▪ explain after exercise we feel eg hotter, tired because our muscles have worked harder ▪ locate the heart eg in a model 3D representation of the body and describe how the ribs protect it ▪ recognise that the heart is a pump because its muscle wall keeps contracting and squeezes the blood in it forcing blood to move round the body ▪ describe eg through making annotated drawings that the heart pumps blood around the body and identify some parts of the body eg lungs, brains, muscles through which blood flows ▪ describe the connection between pulse rate and heart beat eg the pulse rate tells you how many times the heart beats in a minute ▪ measure their resting pulse rate several times obtaining reasonably consistent results ▪ with help, represent data about pulse rate in a bar chart and interpret what this shows ▪ plan an investigation to test the prediction ▪ make suitable measurements of pulse rate eg by carrying out the process on several children ▪ construct a line graph to show the effects of exercise on pulse rate eg pulse rate before and at intervals after exercise or pulse rate before and after exercise of different duration and describe what these show ▪ explain how exercise affects the heart beat in terms of the exercising muscles needing a better supply of blood ▪ describe some limitations of their work, eg I only tested girls, I think it would be the same for everybody but I don't really French: know ▪ identify in their leaflet the parts of the skeleton that move and which parts of the body need an improved blood supply eg when 4 you swim you move your arms, shoulders and legs and the heart pumps faster to increase the supply to the muscles in these parts of the body ▪ include in their poster appropriate information about the effects of drugs, tobacco or alcohol The Weather and Our School. – Language for this unit: la salle de classe the classroom Core language l’entrée principale (f) the main entrance Il neige It’s snowing la cour the playground Il gèle It’s freezing le terrain de sport the sports field Quand ... il te faut ... When ... you need ... Je cherche I’m looking for moins minus Je cours I run lundi 5 juin, etc Monday 5th June, etc Je travaille I work le 5 juin, etc the 5th June, etc ici here Additional language for this unit là there un manteau a coat Il est deux heures et quart, It is a quarter past, un chapeau a hat moins le quart a quarter to two un parapluie an umbrella Il est deux heures cinq, dix, It is five, ten, twenty, une écharpe a scarf vingt, vingt-­‐cinq twenty-­‐five past two des gants gloves Il est deux heures moins It is twenty-­‐five, twenty, des bottes boots vingt-­‐cinq, vingt, dix, cinq ten, five to two des lunettes de soleil sunglasses le déjeuner lunchtime Qu’est-­‐ce qu’il te faut? What do you need? le/la professeur the teacher (m/f) – general term Il fait quelle temperature? What temperature is it? le maître / la maîtresse primary school teacher (m/f) Quelle est la date? What’s the date? (French children use ‘Maître’ and ‘Maîtresse’ Voici la météo Here is the weather report in the same way that English children use ‘Sir’ and aujourd’hui today ‘Miss’.) Il/Elle a … He/She has … Additional language for this unit la grande salle the hall la bibliothèque the library la cuisine the kitchen le bureau the office le parking the car park la salle des profs the staff room la maternelle the nursery PE: ▪
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Topic Overview – Year 6- Autumn 2
le début de la journée start of school (lit. the start of the day) la récréation (‘la récré’ for short) playtime l’appel (m) registration la fin de la journée home-­‐time (lit. the end of the day) le directeur / la directrice the headteacher (m/f) le/la concierge the caretaker (m/f) le/la secrétaire the secretary (m/f) la femme de service the dinner lady le cuisinier / la cuisinière the cook (m/f) perform fluently and with control, even when performing difficult combinations work well with a partner or a small group to practise and refine their work make up longer sequences and perform them with fluency and clarity of movement vary direction, levels and pathways, to improve the look of a sequence use planned variations and contrasts in actions and speed in their sequences understand what it is important to include in a warm up for gymnastic activity recognise that a cool down is important understand how gymnastic activity helps their overall health know how to improve their own health and fitness watch performances and use criteria to make judgements and suggest improvements explain how a sequence is formed, using appropriate terminology to describe technique and composition when evaluating both their own and others' performances