Art- Exploring a variety of mediums of Ancient Greek art Skills- I can: explore ideas by selec ng visual and other

informa on manipulate processes to suit my purpose communicate ideas and meanings by manipula ng materials and

processes adapt and refine work to reflect my own view of its purpose. DT- Sculp ng: Children will explore Ancient Greek po ery and make a replica of a Greek vase. Skills- I Can: generate and communicate ideas through discussion, annotated sketches,

cross-sec onal and exploded diagrams, prototypes select from and use a wider range of tools and equipment to perform

prac cal tasks accurately select and combine appropriate materials and

components to create a product to suit a purpose evaluate my product and its usefulness. Pizza Express trip: 6th Feb - 6M; 7th Feb - 6KM; 13th March -6F; 3rd July - 6C

Geography- Knowledge: – Children will understand geographical similari es and differences through the study of human and physical geography of Greece. Children use maps and atlases to find the loca on of Greece and the UK. They explore physical features such as mountains, seas, rivers and neighbouring countries as well as human geography e.g. popula ons of ci es and ways of life in both loca ons. Skills- I can:

iden fy geographical ques ons recognise and explain the views and opinions of others, follow a structured sequence of enquiry present a consistent geographical argument iden fy the physical and human features of a range of places

studied explain how physical and human processes interact to produce

the dis nc ve characteris cs of these places iden fy the similari es and differences between places explain the pa erns between the loca on and character of places

and environments in different parts of the world. h p://www.bbc.co.uk/schools/websites/4_11/topic/geography.shtml

History– Ancient Greece Knowledge: Where Greece is, when the ancient Greeks lived, what life was like in ancient Greece, architecture, art, philosophy and Literature, government and poli cs, language (etymology of words), drama and Greek Mythology. Children compare and contrast this ancient civilisa on with the modern western world and iden fy the impact Ancient Greece has had on modern society.

Skills- I can: describe past periods and make links between past periods and society. make appropriate use of terms and dates show factual knowledge of an event / person / change in depth. describe and make links between events and changes evaluate sources and informa on to decide which will be useful for the

par cular task Useful websites:

h p://www.ancientgreece.com/essay/v/greek_achievements/

h p://greece.mrdonn.org/achievements.html

We will also be taking part in an exci ng S xx workshop where children will be construc ng their own Greek temples! Date tbc

RE– Hinduism & Judaism

We will cover the following areas of both religions: be-liefs, stories, places & communi es, rites of passage, worship & celebra on and key figures.

PSHE MONEY MATTERS I can: recognise how money

can be earned appreciate what value for

money means explain how lending and

borrowing money works achieve my goals in the

project iden fy what reduc ons and expenses are appreciate inequali es around the world.

Compu ng Pupils will con nue to select, use and combine a variety of so ware (including internet services) in order to develop an applica on for a mobile device linked to our learning at school. Skills- I can: use the Internet for research purposes stay safe online by checking a website is from a legi mate source explain what cons tutes ‘irresponsible’ behaviour when using

communica on technologies (including copyright issues) and can iden fy ways to deal with it

use ‘Audacity’ to record sound present sound files effec vely use sound manipula on so ware to combine a variety of different sounds. Control: Children use ‘Junior control ‘and ‘scratch’. Skills- I can: use a sequence of instruc ons to control and repeat events make and test predic ons and understand the need to be precise explain how models work refine a sequence of instruc on to make something

different happen evaluate the quality and success of solu ons.

Class Indoor PE Outdoor PE

6M Wednesday Tuesday

6F Thursday Tuesday

6C Tuesday Friday

6KM Friday Thursday

Year 6 Curriculum Plan Ancient Greece

Spring 2018

Homework is given out every Thursday and due in the following Wednesday:

Times tables—should be prac sed daily. Reading—Pupils should read for at least

10 minutes a day.

Alexandra Primary School—Aspire, Perform, Succeed

Science Electricity Pupils will be taught to: - associate the brightness of a lamp or the volume of a buzzer with the num-ber and voltage of cells used in the circuit compare and give reasons for varia-tions in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram. Light

Pupils should be taught to: understand 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,

and to predict the size of shadows when the posi on of the light source changes. 9th-18th March 2018

Literacy Class Novel: Myths & Legends by Michael Morpurgo Authors and texts: This unit will link closely to the children’s topic work on Ancient Greece. The children will explore a variety of Greek myths, iden fying their common features and literary structures. They will use these structures to plan and write their own myths, including the key features. The children will develop their edi ng skills, evalua ng the effect and usefulness of texts. This in turn, will support them to improve their work, responding to the comments of others and their success criteria. Argument: Through reading, children will iden fy the language, grammar, organisa onal and stylis c features of balanced wri en discussions which: summarise different sides of an argument; clarify the strengths and weaknesses of different posi ons; signal personal opinion clearly; draw reasoned conclusions based on available evidence. They will then use scaffolds and modelled gramma cal structures to plan and then, independently write their own arguments. Stories with flashbacks: A er watching a short film and reading a short story with a flashback, children will evaluate the text, commen ng on the theme, mood and atmosphere. They will note how the author/director of the film indicates shi s forwards or backwards in me. Children will examine how the text is structured Children work on their own narra ve using a range of devices to indicate shi s in

me whilst maintaining cohesion for the reader. A variety of scaffolds and wri ng frames will be used in the planning process, to support this. Finding a voice: Children read a variety of poems, iden fying key features and forms. They compare features of different types of poetry and evaluate their effect on the reader. Children then write their own poems, in response to an issue which engages them ( link to PSHE). In the course of this, a way of working, involving playing with language and then forming and shaping ideas, is further developed, modelled and prac sed. ICT will be used to provide a visual or aural s mulus and/or to develop and present the poems. Skills: I can: Use paragraphs to achieve pace and emphasis Use varied structures to shape and organise text coherently Appraise a text quickly, deciding on its value, quality or usefulness Use different narra ve techniques to engage and entertain the reader Compare how writers from different mes and places present experiences and

use language Iden fy underlying themes, causes and points of view Select words and language drawing on my knowledge of literary features and

formal and informal wri ng In non-narra ve, establish, balance and maintain

viewpoints Recognise rhetorical devices used to argue, persuade,

mislead and sway the reader.

Numeracy Skills - I can: Number & Place Value round any whole number to a required

degree of accuracy use nega ve numbers in context, and

calculate intervals across zero solve number and prac cal problems that

involve all of the above. +, -, x & ÷ use knowledge of the order of opera ons to carry out

calcula ons involving the four opera ons solve problems involving addi on, subtrac on, mul plica on and

division use es ma on to check answers to calcula ons and determine, in

the context of a problem, levels of accuracy. Frac ons mul ply one-digit numbers with up to two decimal places by

whole numbers use wri en division methods in cases where the answer has up to

two decimal places. Ra o & Propor on solve problems involving the rela ve sizes of two quan es

where missing values can be found by using integer mul plica on and division facts

solve problems involving the calcula on of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison.

Algebra enumerate all possibili es of combina ons of two variables. Measurement calculate, es mate and compare volume of cubes and cuboids

using standard units, including cen metre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3.

Sta s cs calculate and interpret the mean as an average. Geometry recognise angles where they meet at

a point, are on a straight line, or are ver cally opposite, and find missing angles.

Booster sessions for Maths and English will be taking place this term. If your child receives a le er, please let us know as soon as possible whether you allow them to a end. The sessions have been proven to help children achieve the expected standard and the exceeding standard as children revise concepts in smaller groups than a class environment.

PE Games (Striking and fielding) and Real PE Skills - I can: control movement with a ball in op-

posed situa on whilst moving combine accurate passing skills / tech-

niques in game advise and help others in their techniques in a game explain short term effects of exercise, warming, cooling explain long I can perform & create movement sequences with

some complex skills & displaying accuracy & consistency select & use a wide range of composi onal skills analyse skills & can suggest ways to improve quality of perfor-

mances I can lead own warm up & demonstrates all round safe prac-

ce.

Alexandra Primary School—Aspire, Perform, Succeed