Year: 6 Term: Autumn
Topic: Mayas
Visit: TBC
RE Visit: Place of Worship
English:
Plan writing to suit audience and purpose noting and developing initial
ideas.
Take part in discussions, presentations , performances, role-play
improvisations and debates.
Explore different viewpoints.
Creation stories – Hero twins
Letter and Postcard – Frank Catherwood
Tourism Leaflet – Chichen Itza
Debate – Spanish Invasion, Afterlife, Sacrifice
Conscience Alley – What conquistadors might have felt when they
discovered the ruins.
International:
Co-operative values/community:
Enterprise: Make chocolate slabs to sell at Maya celebration
Entry point: Receive a letter from Frank Catherwood followed by postcard correspondence.
Exit point: Maya Celebration
History:
DT:
A Non-European society – Mayan
Use research& criteria to develop a product for a specific
purpose.
Use annotated sketches.
Analyse & evaluate existing
products and improve own work
Understand and apply the principles of a healthy and varied
diet
Prepare and cook savoury dishes for a healthy & varied diet
Understand seasonality, and know where and how a variety
of ingredients are grown reared, caught and processed.
When were the Mayan ruins discovered?
How do we know about the Mayan civilization?
How was the Mayan society organised?
What did the Mayans believe? (RE Link)
What would everyday life be like?
Why did the Mayan civilization decline?
Generate fact files, mood boards, green screen interviews,
dress as a Maya.
Numeracy:
Mayan number system and Roman numerals
Calenders
Time Zones
Patterns, Symmetry, Tessellation
Four operations
Ratio and Proportion
How did the Maya count?
How did their number system work?
How does it compare to ours and the use of Roman numerals?
What maths can you see in this image?
Use a range a maths skills to completing the quantities and costing of
Maya recipes.
Science:
Light
-Recognise 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 reflect light into the eye
-Use the idea that light travels in straight lines to explain why shadows
have the same shape as the objects that cast them
Geography:
Understand latitude, longitude, Equator, hemispheres,
tropics, polar circles & time zones
Study a region of Europe, and of the Americas
Understand biomes, vegetation belts, land use,
economic activity, distribution of resources, etc.
Use 4- and 6-figure grid references on OS maps
Where is the world do the Mayans live?
Can you locate the ancient Maya cities and compare with
modern day?
What is Mesoamerica like through a geography lens?
What biomes are present? (Rainforest)
Why are time zones different? (Maths Link)
What did they trade and how?
How has the life changed?
Design, make and evaluate Mayan mask to be used for
ritual dance (PE Link)
Cook healthy Maya recipes – chilli fajitas
Did the Mayans have any sacred foods?
Codex book making
isolation and in combination.
Play competitive games, applying basic principles.
Explore and play a version of the sacred Mayan ball game
of Ollamaliztli.
Develop flexibility & control in dance.
Perform dances using a range of movement patterns.
Compare their performances with previous ones and
demonstrate improvement to achieve their personal best.
Choreograph a Mayan dance to celebrate a Maya religious
festival or to show warriors preparing for a battle.
Video a performance to evaluate and improve. (Computing
Link)
RE:
Art:
Use sketchbooks to collect, record, review, revisit
& evaluate ideas
Improve mastery of techniques such as drawing,
painting and sculpture with varied materials
Learn about great artists, architects & designers
Recreating Mayan masks in the style Lord Pakal.
Use clay to recreate Mayan artefacts (tiles, stelae, coil pots)
(RE Link)
Create totem poles taking inspiration form the Maya gods.
Consider similarities and differences between ancient
religions and different religions today.
What role did the afterlife and sacrifice play in the Maya
religion?
Compare different faiths with Christianity focusing on:
their beliefs and values, festivals, where and how they pray,
sacred texts.
Visit a place of worship.
SMSC:
Changes to the body
Computing:
Music:
Use sequences, repetition, inputs, variables and outputs in
programs. Be discerning in evaluating digital content.
Improvise & compose using music.
Develop an understanding of the history of
music.
E-Safety
Discuss how the Mayas were able to see the temples.
Use Maya temple creations to consider how the pathway could be lit
for explorers.
Explore how to change the angle at which the light travels to ensure
that each passage way is safe to walk down.
Explore why Frank’s shadow would appear in the way it did.
PE: Use running, jumping, catching and throwing in
Create Mayan patterns.
Create a multimedia presentation about an aspect of
Mayan life.
Use animation software to create a film of the Mayan
creation story.
Look at notation and consider the length of each note.
Discuss musical vocabulary and use when evaluating
compositions.
Create and perform percussion pieces to accompany a
dance. (PE Link)
How did Mayan hierarchies compare with our own?
Did the Mayans lead healthy lives?
Discuss changes to the body.
MFL:
Taught by a teacher from Clayton.
Focus on classroom equipment and food.