Week
English
Maths
Topic
1
Spelling CS
Nowhere Emporium
Text: narrative
GR - CS
SATs Revision
M: Ratio
T:Ratio
W: Time
Th:Time
F: Measures
SATs Revision – 4 days
M: Properties of shape
T: Properties of shape
W: Properties of shape
Th: amalgamation
F: Spot the error
SATs Revision
AM Monday:% ½ dec
AM Tuesday: % ½ dec
AM Friday: problem solving
Writing: In the news
Algebra
2
Nowhere Emporium - 4 days
Text: narrative
GR - CS
3
Nowhere Emporium - 4 days
Text: narrative
Thursday morning afters SATs play
time.
4
Aztec writing
Text: explanation
Summer term Y6 Indiana Jones and the Jade Feather.
Spirals project
SPAG: Tenses/irregular verbs/ SCEQ mixed 2 sessions
Writing: In the news
Pie charts
Line graphs
Mixed questions on data
SPAG: mixed 2 sessions
Writing
Monday and Tuesday: In the news
Problem solving Thurs and Friday PM
http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+12+resources/Map+skills/Map+skills+Year+Five.htm
http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+12+resources/Map+skills/Map+skills+Year+Six.htm
Use maps, atlases, globes and digital/computer mapping to locate countries and
describe features studied
Use the eight points of a compass, four and six-figure grid references, symbols
and key (including the use of Ordnance Survey maps) to build their knowledge of
the United Kingdom and the wider world
How do we know about the past? Give a range of artefacts from different places
and children ask and answer historical questions about then and start to draw
conclusions.
P.E.: Cricket
GEOGRAPHY
How is central America different to the UK?
1. Locate the world’s countries, using maps to focus on South America
2. Understand geographical similarities and differences through the study
of human and physical geography of a region of the United Kingdom and a
region South America
3. Physical geography, including: climate zones, biomes and vegetation belts,
rivers, mountains, volcanoes and earthquakes, and the water cycle Human
geography, including: types of settlement and land use, economic activity
including trade links, and the distribution of natural resources including
energy, food, minerals and water
5
Aztec writing
Text: Report
Spirals project
6
Laches Wood Wed – Fri
SCIENCE: Classification
How can you organise living things?
Describe how living things are classified into broad groups according to common
observable characteristics and based on similarities and differences, including
micro-organisms, plants and animals
Writing: A comparison of the geography
P.E.: Cricket
HISTORY
How would you survive as an Aztec?
1. Mix of information and artefact.
2. The achievements of the earliest civilizations – an overview of where and
when the first civilizations appeared.
3. A non-European society that provides contrasts with British history.
4. Writing: answer question. Base on balanced discussion.
Laches Wood Wed – Fri
1 session – Art warrior masks.
http://staging.horniman.ac.uk/media/_file/MasksPack2014Final.pdf
Give reasons for classifying plants and animals based on specific characteristics
Pupils might find out about the significance of the work of scientists such as Carl
Linnaeus, a pioneer of classification.
7
Persuasion
Golden number project
PE – Aztec dance
ART Jigsaw assemblies on body image.
Why do people wear masks?
1. Sketching faces, partners face or facial structure. Which parts of the
face need to be emphasised using shape and depth? Why do we have
masks? How do these represent the facial structures? Consider
proportion and the location of different facial features. Focus on
different cultures which use masks and the purpose. Research and
explore masks.
2.
Summer term Y6 Indiana Jones and the Jade Feather.
Design mask title (morning) using the mask designs as a stimulus.
Consider the patterns around the edge of the tile and the colours used
on the mask to link with Aztecs.
3.
Make a clay tile which uses shape and sculpting- pattern round the edges
and mask in the centre.
4. Writing: why do people wear masks?
http://aztecsandtenochtitlan.com/aztec-clothing/aztec-masks/
aztec mask
5.
Paint the tiles, considering the colours used to emphasise the style and
aspects of the mask.
Curriculum links:
To create sketch books to record their observations and use them to review and
revisit ideas
To improve their mastery of art and design techniques, including drawing, painting
and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
About great artists, architects and designers in history
Drawing the shapes of faces, position of the nose/mouth/eyes.
8
Looking back and redraft previous work
to submit.
Summer term Y6 Indiana Jones and the Jade Feather.
Golden number project
PE – Aztec dance
Science: Animal including humans
Why would you be the perfect Aztec sacrifice?
1.
Identify and name the main parts of the human circulatory system, and
describe the functions of the heart, blood vessels and blood
Recognise the impact of diet, exercise, drugs and lifestyle on the way their
bodies function
2.
9
29th June
TA writing
deadline
Transition
week.Y6/7
Hansel and Gretel
Text: Short story
History of maths
Children learn about different historic
number systems and written methods
Describe the ways in which nutrients and water are transported within
animals, including humans
Writing:
PE – Aztec dance
DT: How did the Aztecs represent their gods?
of multiplication. They test rules
(Goldbach’s conjecture and Pythagoras’
1.
Look at Aztec representations of a sun god- consider the colours,
patterns and symmetry used. Why do representations vary slightly?
What dies each representation have in common?
2.
Product design- sketch and label a design of a sun god (circular middle
with triangles position around the edges). Consider how you will use
shapes as paper templates to cut out the material needed and how sewing
theorem) and look for patterns
(Pascal’s triangle)
Hamilton trust.
will be used to embroider and embellish the design.
3.
Create their sun art design. Attach different pieces of material onto a
base using different stiches. Use stiches to add detail in the centre of
the circle following design specification. Attach their designs to sticks
to make mini tapestries.
4.
Evaluate their creations, comparing their finished product to their
design.
When designing and making, pupils should be taught to:
Design

Summer term Y6 Indiana Jones and the Jade Feather.
use research and develop design criteria to inform the design of innovative, functional,
appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and
computer-aided design
Make

select from and use a wider range of tools and equipment to perform practical tasks
[for example, cutting, shaping, joining and finishing], accurately

select from and use a wider range of materials and components, including construction
materials, textiles and ingredients, according to their functional properties and
aesthetic qualities
Evaluate


investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the
views of others to improve their work

understand how key events and individuals in design and technology have helped shape
the world
Technical knowledge
10
RE writing
GAIM Assessment problems /
Tesselation topic.

apply their understanding of how to strengthen, stiffen and reinforce more complex
structures

understand and use mechanical systems in their products [for example, gears, pulleys,
cams, levers and linkages]

understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]

apply their understanding of computing to program, monitor and control their products
Writing:
PE – Aztec dance
What could help you run faster when you escape the Aztecs?
ICT: IT3 - Select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including
collecting, analysing, evaluating and presenting data and information
There is a revolution coming and it is called ‘wearable technology’ which is
clothing incorporating computer and advanced electronic technologies. This
wearable technology craze has begun and it's not going to slow down
anytime soon. In fact, a new report revealed that wearables will have a
major impact on our everyday lives over the next decade.
Summer term Y6 Indiana Jones and the Jade Feather.
So the children’s task is to design a piece of wearable technology that links in
with a smart phone app. Their app in some way must improve learning in
schools.
11
RE writing
GAIM Assessment problems
PE – Aztec dance
SCIENCE – Light
How can we avoid the Aztec guards?
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- explore the diagram of an 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- refer back to the diagram of
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 – practical investigation of shadow
shapes and the reflection of the light. Can light be reflected around objects
using mirrors to direct the straight lines?
12
Preparations for gallery opening
20.7.17
Summer term Y6 Indiana Jones and the Jade Feather.
GAIM Assessment problems
PE – Aztec dance
Preparations for gallery opening 20.7.17