Science: ELECTRICITY

• Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
• Compare and give the reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.Science LIVING THINGS AND THEIR HABITATS
• Describe how living things are classified into common observable characteristics and based on similarities and differences (including micro-organisms, plants and animals.)
• Give reasons for classifying plants and animals based on specific characteristics.

Cross Curricular ICT: DIGITAL DATA

LO: Use detail tools to organise and arrange information to make it easier to understand

Use Purple Mash 2 Connect to create a mind map showing how living things are classified and organised into families etcSCIENCE VOCABULARY: complete circuit  conductor

Insulator   circuit  symbol   component SCIENCE VOCABULARY:  mammal  reptile  amphibian  insect  fish  bird  vertebrate   invertebrate   classification  plants  mosses  ferns  flowering plants  trees  micro-organisms  bacteria   viruses   biomes   habitat

Geography:BIOMES

• Recap the North and South Pole.
• Recap previous learning on the oceans.
• Review key features of the rainforest.
• Review how animals adapted in the rainforest.
• Identify the position of the Arctic and the Antarctic circle.
• Know the significance of the Arctic and the Antarctic and how these control the water levels of the world.
• Use the terms ‘North Pole’ and ‘South Pole’ to describe where the Arctic and Antarctic are.
• Identify whether the Arctic and Antarctic are habitable.
• Describe and understand the key aspects of climate zones. Compare and contrast climates of different countries.
• Identify the five biomes – (aquatic, deserts, forests, grasslands, tundra.)
• Describe the different biomes.
• Identify the biomes on a world map
• Are different biomes in specific areas of the world eg are deserts nearer the equator? Investigate
• What types of animal live in each biome and how do they adapt? Are there common features?
• Use the names of the biomes to describe different areas.
• Compare and contrast the biomes.
• Identify how the biomes have changed over time.
• Investigate how conservation is being used to preserve biomes.

 

Cross Curricular ICT: DIGITAL RESEARCH:

LO: Compare the same information on different websites and books

LO: Explain some simple ways to select/evaluate digital content

Use a selection of websites to find answers to the same questions – are the answers the same? Create a comparison table of the findings, and make an evaluation on the accuracy of different websites – find out the authors of each website

GEOGRAPHY VOCABULARY: climate zone  adaptation conservation   preserve  aquatic  ecosystem   biomes  marine   forest  grassland tundra  landscape  template  forest  wildlife  habitat

CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS – Biomes

• Present an argument for how climate change is having a negative impact on the Arctic/Antarctic circle.
• Write an explanation for why Antarctica is inhabitable.
• Justify which climate zone would be the best to live in.
• Create an argument about why it is important to preserve biomes.
• Rank the biomes according to how habitable they are – justify your rankings.
• Choose a biome – create a new animal which lives here – what special features have you given it so that it is able to live there?
• Choose a native plant species for each biome. Write an explanation for how it has adapted to live in its environment.
• Evaluate the relationship between the equator and the different biomes. Art: OBSERVATIONAL DRAWING
• Work from a variety of sources including observation, photographs and digital images.
• Work in a sustained and independent way to create a detailed drawing.
• Develop close observational skills using a variety of view finders.
• Use dry media to make different marks, lines, patterns and shapes within a drawing.
• Explore colour mixing and blending techniques with coloured pencils.
• Use different techniques for different purposes (e.g. shading, hatching) within their own work.
• Begin to use perspective in their work.

CHALLENGE ACTIVITIES FOR THE MORE ABLE:

Make their own viewfinder and evaluate the impact of using different sized/shaped ones.

D.T: MAKE ARCTIC GLOVES

• Create 3D products using pattern pieces and seam allowance.
• Understand pattern layout.
• Decorate textiles appropriately before joining components.
• Pin and tack fabric pieces together.
• Join fabrics using oversewing, back stitch, blanket stitch or maching stitching under close supervision.
• Combine fabrics to create more useful properties.
• Make quality products.

CHALLENGE ACTIVITIES FOR THE MORE ABLE:

• Learn a new type of stitch.
• Evaluate which stitch is the most effective.
• Create a glove for a contrasting environment.

Cross Curricular ICT: DIGITAL MEDIA

LO: Use select, copy and paste tools to edit a painting/image

Use digital painting tools (2 Paint a Picture, Word etc) to create a range of digital designs for their glovesMusic:

• Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing fluency, control and expression.
• Improvise and compose music for a range of purposes using the interrelated dimensions of music.
• Listen with attention to detail and recall sounds with increasing aural memory.
• Use and understand staff and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
• Develop an understanding of the history of music.E gymnastics, dance, tennis and athletics

R.E – Religious leaders

• Why do we need leaders?
• What qualities do leaders possess?
• Who is an important religious leader in Southwark?
• Who are important world religious leaders?
• Can I compare different religious leaders?
• What is the difference between a religious leader and a secular leader? What do people believe about life after death?
• What is life like?
• Living and dying – what do religions say?
• What do Hindus believe about life after death?
• What do Christians believe about life after death?
• What do Muslims believe about life after death?
• Is death an end?Computing

Coding and Programming

• Algorithms and Decomposition
• Programming on screen
• Sequence, Repetition, Selection
• De-buggingComputing

Using Technology Safely

• Social Networking
• Being Responsible
• Reporting ConcernsEntitlement and enrichment: London Zoo (the Rainforest); Victoria and Albert museum.

Topic writing links: (please teach during Friday’s literacy lesson and work in topic/Science books

• Write a diary entry from someone at the Antarctic research station.
• Write about the Inuit way of life.
• Write a description of each biome.
• Write a persuasive speech linked to conservation/environmental awareness.
• Write an advert linked into climate change.
• Write a newspaper article linked into conservation.
• Create an information booklet about one of the biomes.
• Send a letter from one of the biomes.
• Choose an animal from a chosen biome and write a descriptive letter for identification purposes.
• Create a video about the life and works of Carl Linnaeus.

Cross Curricular ICT: PUBLISHING/PRESENTATION

LO: Plan, create, edit and evaluate publications and presentations designed for a specific audience and/or purpose

Use Word templates to create a newspaper of magazine page about Conservation for a specific audience. Print and share with this audience (maybe younger children?) to get feedback. Evaluate publication in the light of audience feedbackLiteracy books which link to the topic:

Shackleton’s journey.

Byrd and Igloo – A polar adventure.

Sophie Scott goes South.

Frozen secrets: Antarctica revealed.

The Polar Bear Son : An Inuit Tale.

Whale Snow

Arctic Son

Holes

Desert Trek

A Walk in the Desert

Desert Giant

Year 6 Autumn – Download here in PDF format

Year 6 Spring – Download here in PDF format

Year 6 Summer – Download here in PDF format