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Year 6

Year6coverview

Rumble in the Jungle

This is a geography and science based topic in which children learn about the tropical rainforest biome, using the Amazon Rainforest as a case study area.

image355The topic starts off by the children learning about where rainforests are distributed around the world, and investigate the physical and biological factors which cause this type of ecosystem to develop. Children will use their numeracy skills to interpret a variety of data to investigate why this happens. The children will be taught about the different layers within the rainforest and discover how animals adapt to their habitat in order to survive. Children will then use this knowledge to design their own animal that would be able to live within such a habitat. This will lead on to writing a non-chronological report about their animal. The children will also have the opportunity to get hands on with a selection of reptiles and arachnids which can be found within a rainforest, when the ‘Reptile Man’ comes to visit

Not only will children gain an understanding of the different layers that make up a rainforest, they will also develop their knowledge of plants that can be found within each layer. Children will also conduct a science investigation to see how they can change the colour of the petals on a flower. Moreover, children will conduct a case study on the artist Georgia O’Keefe, to examine how she represents plants within her artwork.

As the children gain an understanding of what is meant by the term ‘camouflage’, they will use this knowledge as a stimulus for creating rainforest patterns; experimenting with a variety of mediums such as textiles, water colours and oil pastels to create this.

image335Later on in the unit, children will focus on the human side of the Amazon Rainforest. Children will conduct a case study of Manaus City (where England recently played during the World Cup) and compare the similarities and differences to life in Milton Keynes. The children will also learn about the Brazilian Carnival and re-enact some of its celebrations.

This will be supported by their learning in music, where children will be taught samba songs and how to play percussion instruments. This learning, along with clips from the film ‘Rio’ will act as a stimulus for story writing. Children will also study how tribes deep within the rainforest live in harmony with their surrounding environment and will also include a case study of rites of passage and life styles. Children will also get the opportunity to watch and create their own tribal dances.

The topic will conclude by studying the effects of deforestation in the Amazon on a local and global scale. Children will learn how important the rainforests are to the survival of plants and animals. Children will learn, through investigation, both sides of the debate and will have an opportunity to argue their case. This will be finalised by presenting a written argument.

WOW Day: Animal Experience

Fabulous Finish: ICT presentation to parents regarding animal adaption

Peace, Love and Wars

This is a history based topic in which children learn about the World Wars, important leaders and the peace movement.

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Children will begin their topic by locating, identifying and ordering the main events of World War I and World War II. They will then learn, in chronological order, how the two conflicts began and the effects they had on people. Children, through drama, writing and debating, will be able to empathise with different people of those eras – including the main leaders, soldiers and civilians. This will be used as a starting point for biography writing in English. Children will analyse how persuasive features were used to encourage men to join up in World War I, and to encourage parents to evacuate their children in World War II. Children will also use what they have learnt to write an adventure story set in World War II. in D&T. Children will then apply their science knowledge of electricity to see if they can light up their Anderson shelter.

This will be supported by a school trip to a local museum where children can examine primary and secondary sources of the World Wars. In maths, children will have the opportunity to apply their knowledge of area and perimeter to design a World War II garden, in which the Anderson Shelter will be created .

Subsequently, children will study how the Peace Movement took off after the World Wars. Children will have the opportunity to examine The Beatles and their songs, including John Lennon’s ‘Imagine.’ Children will also learn how technology advancements influenced production (for example plastics, printing and the car industry). This will culminate with a case study of Andy Warhol, in which children will get to test out different printing methods. In addition to our study of peace, in RE children will learn about Buddhism, Hinduism and work of Ghandi.

WOW Day: Drama activities based on life in WWII trenches

Fabulous Finish: Children’s presentation of what they have learnt in the topic.

Journeys

image337The stimulus for this Year 6 topic is the maiden voyage of The Titanic. Children embark on this epic journey on the first day of the topic as they receive boarding passes ‘on Southampton dock’. They then take on the role of the passengers who really were on board this majestic ship.
Children learn about The Titanic through the Michael Morpurgo story “Kaspar Prince of Cats”. This forms the basis for the English in which children learn how to write fiction and non-fiction texts. The characters and the themes in ‘Kaspar’ are used to write stories with flashbacks.
Drama is used to develop ideas and content for writing newspaper reports on the sinking of the Titanic and in ICT children are taught how to use the internet to research the Titanic passenger list and websites to find out information about ‘themselves and the other passengers’ on board. Children take part in a class debate to decide who was responsible for the sinking of the Titanic and they learn how to write a balanced argument to present both sides of the debate in writing. This also leads into discussion about the ethics of the people involved in the decisions which led to the building and the sinking of the Titanic.

Children consider PHSE themes of fairness and equality, with questions linked to ‘women and children first’ and the three different classes of accommodation and facilities which were on offer for the passengers.

image357In maths, children use data such as the number of lifeboats and passengers to make comparisons with what actually happened whilst making predictions of what could have happened if there had been sufficient lifeboats on board. Measures of speed, time and distance are used and investigated to establish technical information about the Titanic.

In Science, children carry out a scientific enquiry to investigate the effects of rusting on different metals; and investigate how icebergs float. In Art, the painting Scream by Munch is used as a stimulus for children to learn how colour and art techniques can be used to portray emotions. They learn about the colour wheel and how to use colour to portray the facial expressions of passengers on board the Titanic on the night of the sinking. Children are taught how to use different mediums from which they can choose to create their final 3D faces depicting a Titanic passenger’s facial expression.

Dragon’s Den

This is a PSHE based topic in which children learn and reflect on different careers and create a fundraising event.

image359This is an exciting time for Year 6. Not only will they be working on their end of year production but children will also be celebrating their successes at New Chapter and be looking forward to starting their secondary schools. Children will be given the opportunity to reflect on their current strengths and areas for development, so that they can achieve their best at secondary school and in the future. They will produce their NC Passport which contains a number of self reflective tasks. Children will investigate, in depth, the question ‘Who am I?’ and will challenge stereotypes in society. Furthermore, children will be visited by local workers in the community so they can begin thinking about prospective careers.
The children will also use their enterprise skills to raise money for a local event (in previous years this has included the school fete and Joseph production). Children will be working in groups and will be in charge of market research and budgeting. They will need to present their ideas to the class, with the winners from each class presenting to the whole of Year 6.

Children, in computing, will also be creating their own movies, based on their spooky stories written in English. Children will also be collaborating as a class to create a magazine department in which children will produce a ‘how to survive Year 6’ magazine to the current Year 5.

We will also have Brook in to talk to the children about relationships and sex education.

SATS Tests

Next summer children in Year 6 will be the first to take the new SATs papers based on the new National Curriculum content, and are intended to be more rigorous. There will also be a completely new marking scheme to replace the existing national curriculum levels.
At the end of Year 6, children will sit tests in:

  • Reading
  • Maths
  • Spelling, punctuation and grammar

These tests will be both set and marked externally, and the results will continue to be used to measure the school’s performance (for example, through reporting to Ofsted and published league tables).
Key Stage 2 Reading. The reading test will be a single paper with questions based on three passages of text.
Your child will have one hour, including reading time, to complete the test. There will be a selection of question types, including:

  • Ranking/ordering, e.g. ‘Number the events below to show the order in which they happen in the story’
  • Labelling, e.g. ‘Label the text to show the title of the story’
  • Find and copy, e.g. ‘Find and copy one word that suggests what the weather is like in the story’
  • Short constructed response, e.g. ‘What does the bear eat?’
  • Open-ended response, e.g. ‘Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.’

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