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93611716032500Autumn Term 1Skills and Objectives MTP 2020-2021 Teacher: Miss RobertsonYear: Year 6 Theme: Keep the Home Fires Burning (Autumn 1 Focus: WW1, Autumn 2: WW2 and Post-War Europe)Big Question: Why should we remember? English Reading These objectives will be visible across the curriculum, not solely in English lessons.Children will use the novel Private Peaceful as their main stimulus for a range of reading and writing lessons. They will also have the opportunity to draw comparisons between Private Peaceful and other historical fiction novels written on the theme of conflict. They will also read and respond to a range of non-fiction texts. They will use the Vine Trust Core Curriculum for the Autumn Term 2020, combined with the St Andrew’s new ‘Writing for a Purpose’ guidance.Word ReadingRead age appropriate books with confidence and fluency Read aloud with intonation that shows understanding Work out the meaning of words form the context Use an understanding of morphology and etymology to aid them in reading unfamiliar words (link to spelling strand) Being a Reader Explain what they have read, drawing inferences and justifying theseRead and discuss a range of fiction, poetry, plays, non-fiction, reference and text booksIncrease their familiarity with fiction genres including myths and legendsRead for a range of purposesIdentify and discuss themesUse pertinent and technically specific vocabulary when talking about booksShow an understanding of texts through formal presentation and debateReading Comprehension Predict what might happen from details stated and implied Retrieve information from non-fiction texts ? Summarise main ideas, identifying key details and quotes to explain ? Evaluate how an author’s use of language impacts on the reader ? Make comparisons within and across booksCheck that the text makes sense to them and use questioning and discussion to further their understandingAnswer a range of question types on single and multiple textsRefine and verify predictions in discussion with othersSummarise the key points in a more complex text, using their own words to establish clear meaningRevise conclusions based on new evidence in the textDevelop explanations of inferred meaningsExplain the series of choices an author has made in structuring and organising their textExplain purpose and viewpoint with reference to evidence in the textCompare differing purposes and viewpoints in texts on similar topicsExplain how the contexts in which texts are written contribute to meaningBeing a ResearcherOrchestrate a full range of research skills to conduct and present an independent research project Spoken Language Give and justify an opinion in an appropriate mannerUse the conventions and language of formal debateEnglish Writing These objectives will be visible across the curriculum, not solely in English lessons.Text Types Writing to Entertain: Narrative: Flashback stories Writing to Inform: Recounts – personal and news report Writing to Discuss: Balanced ArgumentPlanning, composition and evaluationwrite effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing) in narratives, describe settings, characters and atmosphere integrate dialogue in narratives to convey character and advance the actionselect vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)Develop their own ideas for writing through reading and researchUse a wide knowledge of text types, forms and styles to inform their writingPlan and write for a clear purpose and audienceEnsure that the content and style of writing accurately reflects the purposeShow a controlled, confident and established voice throughout a piece of writingBorrow and adapt writers’ techniques from book, screen and stageVary structure to expand ideas and provide emphasisUse a range of layout devices to structure text e.g. headings, sub-headings, columns, bullet points and tablesManipulate word order for effectUse speech to convey and develop a character Evaluate their work effectively and make improvements based on this Proof–read for spelling and punctuation errors Change vocabulary and grammar to enhance effects and clarify meaning Grammar & Punctuationuse a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs use verb tenses consistently and correctly throughout their writing use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech) Use a range of devices for cohesion across a text e.g. repetition, connectives, ellipsis etc. Understand the basic subject, verb, object structure of a sentence Use more extended noun phrases to convey complicated information concisely e.g. the colourful comic strip on the back page Use the ‘perfect form’ of verbs Understand how colons are used Use colons appropriately Understand how to use punctuation with bullet points Spellingspell correctly most words from the year 5 / year 6 spelling list and use a dictionary to check the spelling of uncommon or more ambitious vocabulary Revise previous spelling conventions Use a dictionary to check the meaning and spelling of words and a thesaurus to extend vocabulary Use knowledge of word roots, prefixes and suffixes to aid spelling Add suffixes beginning with vowel letters to words ending in -fer Spell common words which feature hyphens Spell words with the prefix tele- Spell words with the prefix circum- Spell and use common homophones Spell the words curiosity, definite, desperate, especially, frequently, harass, immediate(ly), marvellous, neighbour, opportunity, persuade, physical, profession, programme, pronunciation, recognise, sacrifice, secretary, shoulder, signature Choose the correct spelling by using a visual strategy (‘Does it look right?’) Handwriting ? maintain legibility in joined handwriting when writing at speed.? Develop a neat, personal, handwriting styleScience Children will review how to work scientifically by planning and carrying out their own investigations inspired by significant scientists and events of the 20th Century. They will also learn about light and how we see. I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models.I can report findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions.I can present findings in written form, displays and other presentations.I can use test results to make predictions to set up further comparative and fair tests.I can use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments.I can recognise that light appears to travel in straight lines I can use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eyeI can explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyesI can use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast putingChildren will investigate coding and cryptography in the context of WW1 and WW2. They will learn about deciphering and various ways to transmit information securely. They will also learn how to create and publish their own websites taking account of copyright and audience. I can agree sensible e-safety rules for the classroom. Explore using the safe and responsible use of online communication tools e.g. blogs, messagingUse the language of coding when discussing a programme designed to transmit information securely (introduction to cryptology).Describe different services provided by the Internet & how information moves around the InternetDescribe different parts of a computing device & how it connects to the Internet. Connect a computing device to a keyboard, mouse or printerIdentify appropriate forms of online communication for different audiences.Use search engines as part of an effective research strategyDescribe how search results are selected & rankedAcknowledge who resources belong to that they have found on the internetHistoryChildren will study the theme of conflict mainly through investigation of the Great War and WW2. They will learn about the impact of war both on Europe and the UK and how war-initiated change in society and human rights. I can recognise primary and secondary sources. I can use a range of sources to find out about an aspect of time past. I can evaluate the reliability of primary and secondary sources. I can link sources and work out how conclusions were arrived at.I can consider ways of checking the accuracy of interpretations – fact or fiction and opinion.I can explain why different evidence will lead to different conclusions I can find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings. I can compare beliefs and behaviour with another time studied. Write another explanation of a past event in terms of cause and effect using evidence.GeographyChildren will learn about the changing map of Europe and the reasons why. They will compare the map prior to 1914 with modern Europe. They will also investigate the changing land use, particularly in mainland Europe as a consequence of trench warfare. I can draw a variety of thematic maps based on their own data. I can begin to draw plans of increasing complexity. I can use a scale to measure distances. I can draw/use maps and plans of a range of scales. I can evaluate change over time using historical and modern maps and images. I can name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.I can use 8 compass points confidently and accurately; I can use 4 figure co-ordinates confidently to locate features on a map. I can begin to use 6 figure grid refs; use latitude and longitude on atlas maps.Art/DTChildren will learn about War time artists and their impact on life during the first world war specifically. They will study Paul Nash as a notable war artist and will create landscapes using his techniques. They will understand the purpose of propaganda and will evaluate it as a means to capture and shape public opinion. I can give detailed observations about notable artists’, artisans’ and designers’ work;I can offer facts about notable artists’, artisans’ and designers’ lives;create a colour palette, demonstrating mixing techniques;use a range of paint (acrylic, oil paints, water colours) to create visually interesting pieces;use key vocabulary to demonstrate knowledge and understanding in this strand: blend, mix, line, tone, shape, abstract, absorb, colour, impressionism, impressionists.Children continue exploring a variety of different brushes to see what happens. They use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children are more expressive with colour, associating colours with moods.MfL: FrenchThis is the first year of learning French using a new French scheme so the whole school will be starting with the basics. Getting to know youI can greet people in different ways in French. I can exchange names in French. I can discuss how I am feeling in French. I can choose appropriate phrases for a situation (saying goodbye). I can count to 20 in French. I can apply my knowledge to make sentences in French. PSHEI can identify and describe my goals.I can identify and explain how to manage risksI can recognise and assess risks related to growing up. I can explain the importance that wellbeing has to a healthy lifestyle.British Values: Children will develop an understanding of the rule of law. They will learn about how this has changed over time along with changing ideas of democracy and will evaluate the key ideas behind equality in the eye of the law. PEInvasion Games – Basketball (East Coast Basketball) and Circuit FitnessI can use running, jumping, throwing and catching in isolation and in combination.I can play competitive games, modified where appropriate.I can apply basic principles suitable for attacking and defending.I can develop flexibility, strength, technique, control and balance.I can compare my performances with previous ones and demonstrate improvement to achieve my personal best.Visits Walk in the local area – War memorial and church. The Imperial War Museum: Duxford - this may be delayed until Autumn 2 to allow for COVID restrictions. Useful websites and books to support learning at homeMaths and English PractiseIXL have separate pages of skills linked to individual Year group.? The Y6 page has links to practise both English and Maths skills.? site with both Maths and English based quizzes which are marked as you go along. site with links to Maths and English revision materials, including worksheets to look at online or to print off and practise with. site has loads of Maths games which help to practise a range of skills. A wealth of Maths games on a range of Mathematical concepts. range of English games and activities. to reinforce and practise a range of spelling rules. range of activities and games to practise a range of spelling rules and patterns. The Silver Hand – Terry Deary Private Peaceful – Michael Morpurgo A Medal for Leroy – Michael MorpurgoWhite Feather Armistice Runner – Tom Palmer Stars Shall be Bright We are all born Free – United Nations Topic Websites Imperial War Museum The United Nations ................
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