Learning Journey 2020-2021

Year: 6

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Global Themes Transformations

Changes

Enterprise Everyone a Leader

Curiosity and Intrigue I wonder…?

Peace and Conflict Getting On and Falling Out

Global Awareness and Sustainability

The World Around Me

Identity, Diversity and Equality

Home, Belonging and Community

Quality Text(s)

Pig Heart Boy War Horse Once The Boy at the back of the class (Equality, treatment of

others, British Empire)

The Boy at the back of the class (immigration)

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Learning Destination (outcome)

What is my power? (Topic title)

Can you explain the value of our heart? (destination)

(Emotional / Relationships / Scientific)

Kind to the environment (Geography)

Sink or swim? (Topic title) Can you make a cabin from the Titanic? (destination)

Wonderous war? (Topic title) Build empathy for the treatment of animals

through writing and imagery (destination)

Allies or enemies? (Topic title)

Celebrate our own VE day (destination)

Can I change the world? (Topic title)

To perform a show (Topic title)

https://thescriptsavant.com/pdf/Hairspray.pdf

WOW – Enrichment Experiences

Scientist visitor

Pantomime in school- Now Press Play (titanic)

Design a piece of jewellery (clay) – sell at fair and put profits towards cinema at

end of year?

Titanic experience in school

Wollaton Hall

1920’s Charleston – tea party

National Holocaust Centre

https://www.holocaust.org.uk/

Career day

Kingswood

Year 6 Production

End of year trip- cinema and pizza express

Engl

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Speaking and Listening - Oracy

Debate on organ donation Choose kind (The boy…) Equality of women/children first? – society and equality

Persuasive speech – zoos (animal rights)

Perform poetry Speech on the immigration crisis

Reading Developing a love of reading and books – VIPERS (Vocabulary, Infer, Predict, Explain, Retrieve, Sequence/Summarise

Writing Talk for Writing / Alan Peat

Week 1 (3 days) 3rd Sept RE. What makes us me?

Week 2 & 3: diary entry (linked to pig heart boy)

Week 4 & 5: newspaper

report about the pig heart boy

Week 1 -3: information text about the titanic

Week 4-6: narrative

(stowaway on the titanic linked to now press play first

person)

Week 7: Christmas poetry

Week 1 and 2: Descriptive writing on Flanders field

Week 3 and 4: diary from the

POV of Topthorn the horse

Week 5 and 6: campaign/speech for animal

rights

Week 1 & 2: Biography (Anne Frank)

Week 3 and 4: War Poetry

Black lives matter / equality /

British Empire

SATs Week

Theme weeks

Week 1 and 2: Essay on the Syrian migrant crisis.

Refugee Poem (backwards

and forwards)

Learning Journey 2020-2021

Week 6: explanations of the workings of the heart with a

diagram (flow diagram – Science books)

Heart rate – Working Scientifically

Music – war poetry

Punctuation and Grammar

Adverbials (dark blue), speech (yellow), linking

adverbs (pink)

Some; others Imagine 3 examples:

Relationship between words (synonyms and antonyms)

Layout devices [for example, headings, sub-headings,

columns, bullet points, or tables, to structure text]

Use of the colon to introduce a list and use of semi-colons

within lists Punctuation of bullet points

to list information

Non-finite (light blue), relative clauses (purple)

One word/phrase definition:

Passive voice (subject, object, active, passive)

Semi-colon, colon and dash between independent

clauses Linking ideas across

paragraphs using a wider range of cohesive devices:

repetition of a word or phrase, grammatical

connections [for example, the use of adverbials such as

on the other hand, in contrast, or as a

consequence], and ellipsis

Apposition (silver)

Emotion – consequence Tell: show 3 examples;

sentences

Informal and formal speech (difference in vocab)

Question tag linked to the types of speech

How hyphens can be used to avoid ambiguity

When; when; when, then sentences

Subjunctive form

Embed knowledge Embed knowledge

Spelling Sounds and syllables planning

Words with elision Words beginning with ‘re’ Words beginning with ‘se’

Words beginning with ‘com’ and ‘con’

Words with ‘sym’ and ‘syn’

Sounds and syllables planning

Words with ‘sub’ and its variants

Words ending with ‘r’ + vowel suffix and ‘rr’ + vowel

suffix Words ending in ‘ate’

Heteronyms ending in ‘ate’ Words ending in ‘ably’ and

‘ibly’ Words ending in ‘cious’,

‘tious’,’scious’, ‘xious’

Sounds and syllables planning

Words ending in ‘cial’, ‘tial’ and ‘sial’

Words ending in ‘ance’ and ‘ence’

Words ending in ‘ancy’ and ‘ency’

Words with ‘vers(e)’ and ‘vert’

Words with ‘spir(e)’

Sounds and syllables planning

‘ough’ ‘ei’, ‘eigh’, ‘ey’ ‘gue’ and ‘que’

Short ‘i’ spelt with a ‘y’ ‘ou’ says ‘u’

Sounds and syllables planning

‘ei’ Words ending in ‘ly’ /ph/ and /qu/ words

Words with ‘silent’ letters

Sounds and syllables planning Revision

Year 5/6 words

Learning Journey 2020-2021

Mat

hs

Fluency Reasoning

Problem Solving

Nos to 10 million

Four operations

BODMAS

x ÷

Rounding

Word Problems

Multiples

Factors

Fractions (4 operations)

Decimals

Percentages

Ratio

Measurement

Area and Perimeter

Volume

Algebra, Geometry, Position

and movement, graphs and

averages, negative no.s

Fractions, decimals and

percentages

4 operations

x ÷ by 10, 1000, 1000

Reasoning questions

SATs revision

Reasoning Transition to Year 7 Maths

Number Facts

Number Bonds Times tables

Times tables

Times tables

Times tables

Times tables

Times tables

Scie

nce

Biology Chemistry

Physics

Understand animals and humans

Describe the changes as

humans develop to old age. • Identify and name the main

parts of the human circulatory system, and

describe the functions of the heart, blood vessels and

blood.

Understand animals and humans

Recognise the importance of

diet, exercise, drugs and lifestyle on the way the human body functions. • Describe the ways in

which nutrients and water are transported within

animals, including humans.

Light – link with Titanic to communicate. (prior

knowledge ready for Spring 2)

Understand evolution and inheritance (Charles Darwin)

Recognise that living things

have changed over time and that fossils provide

information about living things that inhabited the

Earth millions of years ago. • Recognise that living things

produce offspring of the same kind, but normally

offspring vary and are not identical to their parents.

• Identify how animals and plants are adapted to

suit their environment in different ways and that adaptation may lead to

evolution.

Understand light and seeing

Understand 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 eyes. • Use the idea that light

travels in straight lines to explain why shadows have

the same shape as the objects that cast them,

and to predict the size of shadows when the position of the light source changes. 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.

Understand electrical circuits

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 reasons

for variations in how components function,

including the brightness of bulbs, the loudness

of buzzers and the on/off position of switches.

• Use recognised symbols when representing a simple

circuit in a diagram.

Morse code?

Investigating living things

Describe the differences in the life cycles of a

mammal, an amphibian, an insect and a bird.

• Describe the life process of reproduction in some

plants and animals. • Describe how living things

are classified into broad groups according to

common observable characteristics.

• Give reasons for classifying plants and animals based on specific characteristics.

Working Scientifically Scientific

experiment/investigation to be completed to meet

working scientifically milestones.

Link to heart rate / exercise investigation

Write up entire report

(scaffolded)

Learning Journey 2020-2021

Ente

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Expressive Art and Design -Develop ideas This concept involves understanding how ideas develop through an artistic process.

• Develop and imaginatively extend ideas from starting points throughout the curriculum. • Collect information, sketches and resources and present ideas imaginatively in a sketch book.

• Use the qualities of materials to enhance ideas. • Spot the potential in unexpected results as work progresses. • Comment on artworks with a fluent grasp of visual language.

Expressive Art and Design -Master techniques This concept involves developing a skill set so that ideas may be communicated

DRAWING Over Autumn term

Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

Use a choice of techniques to depict movement, perspective, shadows and reflection.

Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).

Use lines to represent movement.

The boy, the mole, the fox

and the horse

Create an accurate pencil drawing of the heart

TEXTILES - Cabins

Show precision in techniques

Choose from a range of stitching techniques

Combine previously learned techniques to create pieces

Design a first-class sleeping compartment (budget £500) Use quality of materials to enhance ideas Mix textures- rough and smooth, plain and patterned

ARTISTS/DESIGNERS Harland and Wolff Titanic designers

ARTIST https://www.youtube.com/w

atch?v=K7e4QBxtCl8 Arabic calligraphy (linked to RE) Flanders field artwork

ARTIST- Kandinsky. Alive and painting during WW1.

DIGITAL ART

Enhance digital media by editing

COLLAGE • Select and

arrange materials for a striking effect

• Ensure work is precise.

• Use coiling, overlapping, tessellation, mosaic and montage.

Careers collage (mood

board)

ARTIST-Pablo Picasso (Spanish) collage

Props for the year 6 production

Sketch (lightly) before painting to combine

line and colour.

• Use the qualities of watercolour and acrylic paints to create visually

interesting pieces. • Combine colours, tones

and tints to enhance the mood of a piece.

• Use brush techniques and the qualities of

paint to create texture. • Develop a personal style of

painting, drawing upon ideas from other

artists.

Learning Journey 2020-2021

Expressive Art and Design -Take inspiration from the greats This concept involves learning from both the artistic process and techniques of great artists and artisans throughout history.

• Give details (including own sketches) about the style of some notable artists, artisans and designers. • Show how the work of those studied was influential in both society and to other artists. • Create original pieces that show a range of influences and styles. https://cms.nottinghamcontemporary.org/site/assets/files/1122/schools_brochure_2020.pdf

This is Nottingham Contemporary Art gallery who will do workshops there with an artist.

Design and Technology Design with the user in mind,

motivated by the service a

product will offer (rather

than simply for profit).

• Make products through

stages of prototypes, making

continual refinements.

Clay jewellery

Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape). Link to Titanic cabin

Measure accurately and

calculate ratios of ingredients

to scale up or down from

a recipe

Create and refine recipes, including ingredients, methods, cooking times and temperatures. Victoria Sponge

Create circuits using

electronics kits that employ a

number of components (such

as LEDs, resistors, transistors

and chips)

Use innovative combinations of electronics (or computing) and mechanics in product designs. Plan for Summer 2 Or Make a Djembe

https://www.natgeokids.com/uk/primary-resource/african-djembe-drum-art-primary-resource/

Write code to control and

monitor models or products.

Develop a range of practical

skills to create products

(such as cutting, drilling and

screwing, nailing, gluing,

filing and sanding).

Use prior knowledge of morse

code.

https://www.instruc

tables.com/id/Scout-

project-Morse-Code-

Oscillator-Telegraph/

Computing and E-Safety Online Research

Staying Safe Problem Solving

Presenting Information

Espresso: Design & write programs to solve problems

Use many of the advanced features in order to create

high quality, professional or

efficient communications.

Set IF conditions for movements. Specify types of rotation giving the number

of degrees.

Powerpoint: Upload sounds from a file and edit

them. Add effects such as fade in and out and control

their implementation. Set events to control other

events by ‘broadcasting’ information as a trigger.

Detect & correct errors in programs Select appropriate applications to devise, construct and

manipulate data and present it in an effective and professional manner

Be discerning in evaluating digital content Collaborate with others online on sites approved and

moderated by teachers. • Give examples of the risks of online communities and

demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games,

without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used.

Learning Journey 2020-2021

Glo

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History To inspire curiosity, ask

questions, think critically, weigh evidence, sift arguments, develop

perspective and judgement

Titanic

Describe the features of the past including ideas, beliefs, attitudes and experiences of men, women and children

Select suitable sources of evidence giving reasons for choices

Seek out and analyse evidence in order to justify claims about the past

WW1

Use dates/terms accurately when describing events

Refine lines of enquiry

Compare some of the times studied with those of other areas of the world

WW2 Show an awareness of propaganda and how

historians must understand the social context of

evidence

Compare some of the times studied with those of other areas of the world

Give a broad overview of life in Britain and some other events from the rest the World

Empire and Industry

Compare areas of interest around the world.

Understand change over time on a timeline

Use original ways to present information and ideas Black lives matter / slavery /

21st Century

Refugees/Immigration Syrian Conflict

Describe the social, ethnic, cultural or religious diversity of past society

Learning Journey 2020-2021

Geography Collect, analyse,

communicate, interpret, understand

Whole world

Describe and understand key aspects of:

• physical geography, including: climate zones,

biomes and vegetation belts, rivers, mountains, volcanoes

and earthquakes and the water cycle.

Identify human and physical

characteristics, including hills, mountains, rivers, key topographical features and

land-use patterns; and understand how some of

these aspects have changed over time.

Describe how countries and

geographical regions are interconnected and

interdependent.

Impact due to climate change (Sophie’s classroom flooding, ice caps melting….)

Robbie the raindrop –

drama?

Tess – maps comparisons previously, continental drift…

Continents

N. America Case Study (Maps, border crossings,

oceans, changes)

Name and locate the countries of North and South

America and identify their main physical and human

characteristics.

Link to Titanic (New York) and link back to Autumn 1.

Small detailed mapping skills

Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial

images compared with maps and topological maps - as in

London’s Tube map). – use as starter lesson prior to

teaching to WWI

How climate affected evolution (Charles Darwin)

Whole world

Name and locate some of the countries and cities of the

world

Use a range of geographical resources to give detailed

descriptions and opinions of the characteristic features of

a location.

Link to WWII

Continents

Human geography, including: settlements, land use,

economic activity including trade links, and the

distribution of natural resources including energy, food, minerals, and

water supplies

Describe geographical diversity across the world

Mapping skills

Use the eight points of a compass, four-figure grid references, symbols and a

key (that uses standard Ordnance Survey symbols)

to communicate knowledge of the United Kingdom and

the world. Create maps of locations

identifying patterns (such as: land use, climate zones,

population densities, height of land).

Learning Journey 2020-2021

Religious Education Know about and understand

religions and world views. Express ideas and insights into religions and world

views. Gain and deploy the skills for learning from religions and

world views.

Agreed Syllabus for RE in Nottinghamshire 2015-2020

Hinduism:

• Religion and the individual: What is expected of a person following a religion or belief?

• Beliefs and questions: How do people’s beliefs about God, the world and others impact on their lives?

• Beliefs In action in the world: How are beliefs expressed in arts and architecture?

Christianity: • Religion and the individual: What is expected of a

person following a religion or belief? • Beliefs and questions: How do people’s beliefs

about God, the world and others impact on their lives?

• Beliefs In action in the world: How are beliefs expressed in arts and architecture?

Spring 2 to link with WWII Judaism: Explain how some teachings and beliefs are shared between religions. • Explain how religious beliefs shape the lives of individuals and communities. Explain the practices and lifestyles involved in belonging to a faith community. • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles. • Show an understanding of the role of a spiritual leader. Explain some of the different ways that individuals show their beliefs. Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings. • Explain their own ideas about the answers to ultimate questions. • Explain why their own answers to ultimate questions may differ from those of others. Explain why different religious communities or individuals may have a different view of what is right and wrong. • Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

Islam: • Religion and the individual: What is expected of a

person following a religion or belief? • Beliefs and questions: How do people’s beliefs

about God, the world and others impact on their lives?

• Beliefs In action in the world: How are beliefs expressed in arts and architecture?

Learning Journey 2020-2021

French Understand and respond Speak with confidence,

fluency and spontaneity, ask questions, write, discover and develop appreciation.

Introductory conversations

Where you live

Sharing positive/negative opinions

Justify opinio

Creating own Halloween potion

Read and understand the main points and some of the detail in short written texts.

• Use the context of a sentence or a

translation dictionary to work out the meaning of unfamiliar words.

• Read and understand the main points and opinions in written texts from various

contexts, including present, past or future events.

• Show confidence in reading aloud, and in using reference

materials.

Bonfire Poetry

Pets Write short texts on familiar

topics. • Use knowledge of grammar

(or pitch in Mandarin) to enhance or change the

meaning of phrases. • Use dictionaries or

glossaries to check words. • Refer to recent experiences or future plans, as well as to

everyday activities. • Include imaginative and

adventurous word choices. • Convey meaning (although there may be some mistakes,

the meaning can be understood with little or no

difficulty). • Use dictionaries or

glossaries to check words.

Mme Caville

Directions Understand the main points and opinions in spoken passages. • Give a short prepared talk that includes opinions. • Take part in conversations to seek and give information. • Refer to recent experiences or future plans, everyday activities and interests. • Vary language and produce extended responses. • Be understood with little or no difficulty.

Mme Caville

Creation of ski resort Give detailed accounts of the customs, history and culture of the countries and communities where the language is spoken. • Describe, with interesting detail, some similarities and differences between countries and communities where the language is spoken and this country.

Mme Caville

Un Lion à Paris - Transition project story

• Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words. • Read and understand the main points and opinions in written texts from various contexts, including present, past or future events. • Show confidence in reading aloud, and in using reference materials. Take part in conversations to seek and give information. • Refer to recent experiences or future plans, everyday activities and interests. • Vary language and produce extended responses. • Be understood with little or no difficulty.

Mme Caville School and timetable

• Use the context of a sentence or a translation dictionary to work out the meaning of unfamiliar words. • Read and understand the main points and opinions in written texts from various contexts, including present, past or future events. • Show confidence in reading aloud, and in using reference materials. Take part in conversations to seek and give information. • Refer to recent experiences or future plans, everyday activities and interests. • Vary language and produce extended responses. • Be understood with little or no difficulty.

Learning Journey 2020-2021

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Physical Education

DRUMBA (Indoor) Orienteering (Outdoor) Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). • Work alone, or with team mates in order to gain points or possession. • Strike a bowled or volleyed ball with accuracy. • Use forehand and backhand when playing racket games. • Field, defend and attack tactically by anticipating the direction of play. • Choose the most appropriate tactics for a game. • Uphold the spirit of fair play and respect in all competitive situations. • Lead others when called upon and act as a good role model within a team.

Badminton? Netball (Indoor) Cross Country (Outdoor) Choose and combine techniques in game situations (running, throwing, catching, passing, jumping and kicking, etc.). • Work alone, or with team mates in order to gain points or possession. • Strike a bowled or volleyed ball with accuracy. • Use forehand and backhand when playing racket games. • Field, defend and attack tactically by anticipating the direction of play. • Choose the most appropriate tactics for a game. • Uphold the spirit of fair play and respect in all competitive situations. • Lead others when called upon and act as a good role model within a team.

Gymnastics (Indoor) Lacrosse (Outdoor) Create complex and well-executed sequences that include a full range of movements including: • travelling • balances • swinging • springing • flight • vaults • inversions • rotations • bending, stretching and twisting • gestures • linking skills. •Hold shapes that are strong, fluent and expressive. • Include in a sequence set pieces, choosing the most appropriate linking elements. • Vary speed, direction, level and body rotation during floor performances. • Practise and refine the gymnastic techniques used in performances (listed above). • Demonstrate good kinesthetic awareness (placement and alignment of body parts is usually good in well-rehearsed actions). • Use equipment to vault and to swing (remaining upright).

Football (Indoor) Tag Rugby (Outdoor) • Select appropriate equipment for outdoor and adventurous activity. • Identify possible risks and ways to manage them, asking for and listening carefully to expert advice. • Embrace both leadership and team roles and gain the commitment and respect of a team. • Empathise with others and offer support without being asked. Seek support from the team and the experts if in any doubt. • Remain positive even in the most challenging circumstances, rallying others if need be. • Use a range of devices in order to orientate themselves. • Quickly assess changing conditions and adapt plans to ensure safety comes first.

Dance (Indoor) Cricket (Outdoor) Compose creative and imaginative dance sequences. • Perform expressively and hold a precise and strong body posture. • Perform and create complex sequences. • Express an idea in original and imaginative ways. • Plan to perform with high energy, slow grace or other themes and maintain this throughout a piece. • Perform complex moves that combine strength and stamina gained through gymnastics activities (such as cartwheels or handstands).

Athletics (Indoor) Rounders (Outdoor) Swimming (for those who haven’t achieved 25m yet)- Swim over 100 metres unaided. • Use breast stroke, front crawl and back stroke, ensuring that breathing is correct so as not to interrupt the pattern of swimming. • Swim fluently with controlled strokes. • Turn efficiently at the end of a length. • Select appropriate equipment for outdoor and adventurous activity. • Identify possible risks and ways to manage them, asking for and listening carefully to expert advice. • Embrace both leadership and team roles and gain the commitment and respect of a team. • Empathise with others and offer support without being asked. Seek support from the team and the experts if in any doubt. • Remain positive even in the most challenging circumstances, rallying others if need be. • Use a range of devices in order to orientate themselves. • Quickly assess changing conditions and adapt plans to ensure safety comes first.

Learning Journey 2020-2021

SMSC, PSHE British Values

SCARF: Me and My Relationships

SCARF: Valuing Difference (British Values)

SCARF: Keeping Myself Safe

SCARF: Rights and Responsibilities (Money)

SCARF: Being My Best

SCARF: Growing and Changing (RSE)

Learning Journey 2020-2021

Music Perform, listen, review,

evaluate, sing, understand and explore how music is

created and communicated.

DRUMBA (see PE) Singing: Sing from memory with confidence. Linked to the global theme (lyrics on staff shared): https://www.youtube.com/watch?v=UoyQRzairV0 Being proud to be ‘me’ (just for fun): https://www.youtube.com/watch?time_continue=280&v= XLFEvHWD_NE&feature=emb_logo

Performing: Play from memory with confidence (see staff shared area for a copy of glockenspiel piece to learn: mardi gras groovin’ from Charanga). Once learnt – play along using charanga website: https://nottinghamshire.charanga.com/c/1314439-instruments/1312313-glockenspiel-stage-2/lessons/141766-glockenspiel-stage-2-step-1

Composing: Combine a variety of musical devices, including melody, rhythm and chords. Using ‘Mardi Gras Groovin’’ from Performance column (Autumn 1) and the charanga play along – children to compose their own rhythms to accompany this song. Some children can play the melody and others play rhythms then swap over.

Transcribing: Use the standard musical notation of crochet, minim, semibreve to indicate how many beats to play. – use your knowledge to read the given music (Mardi Gras Groovin’).

Singing: Hold a part or within a round. Christmas round (really simple – 2 parts) – see staff shared for lyrics: https://www.youtube.com/watch?v=RO3NgUIb67E

Performing: Sustain a drone or melodic ostinato to accompany singing. Watch the video to understand what a melodic ostinato is: https://www.youtube.com/watch?v=jK2IOfGTRIs See staff shared area for song God Bless All (from singing column Autumn 2)

Composing: Use drones and melodic ostinati (based on the pentatonic scale). Can the children create a different melodic ostinato to the one given to accompany God Bless All? (see staff shared area) Transcribing: Read and create notes on the musical stave. (God Bless All song – children to read the notes on the stave – see staff shared area).

Listening and Appraising:

Soundtracks: Titanic https://www.youtube.com/watch?v=FhA0gXDsgUU Describe and appraise music referring to this vocabulary:

Drones Rounds Tempo Timbre

1920’s Jazz music (Charleston)

Singing:

Linked to global theme (Wonderful world): https://www.youtube.com/watch?v=ddLd0QRf7Vg

Composing: Create songs with verses and a chorus. (see staff shared area). – link this with transcription column for Spring 1. Provide children with the large black chime bar box – as this has black notes for sharps and flats (see transcription column).

Transcribing: Link with composition column for Spring 1. Understand the purpose of the treble (melody) and base clefs (drone) and use them to transcribe compositions. Understand and use the # (sharp) and ꚝ (flat) symbols. Use and understand simple time signatures.

Listening and Appraising: Classical music – written during WW1 https://www.youtube.com/watch?v=3HIp1xkQG8c Describe and appraise music referring to this vocabulary:

Accompaniments Cyclic patterns

Guitars Singing:

Sing a harmony part confidently and accurately. Linked to topic on Pearl Harbor (WWII)

https://www.youtube.com/watch?v=Cs-UXnF4S8U

Composing: Convey the relationship between the lyrics and the melody. (See staff shared area)- children to compose their own melodies based on these lyrics.

Listening and Appraising: Screen music: Pearl harbour (don’t show as it is aged 15)- just listen and discuss: https://www.youtube.com/watch?v=JqHWB9IMV5A Describe and appraise music referring to this vocabulary:

Harmonies Cultural context

Guitars Singing: Sing or play expressively and in tune. Lord’s prayer sung in Swahili (can just sing the chorus if a bit tricky): https://www.youtube.com/watc

h?v=or4IKVG2zAA

Performing: Perform solos or as an ensemble. Perform with skilful playing (instrument). Link with learning the guitar – two-part piece (see Guitar teacher)

Composing:

Thoughtfully select elements for a piece in order to gain a desired effect. (Link to prayer sung in Swahili – can children add own percussion parts to accompany this piece).

Listening and Appraising: Classical music: (sorrowful) https://www.youtube.com/watch?v=E4l5sXC3Lu0 List of music is on staff shared. Describe and appraise music referring to this vocabulary:

Combination of musical elements

Guitars Year 6 Performance

Now Hear This – Royal Concert Hall

Singing: Perform with controlled breathing (voice). Just a bit of fun with Bohemian Rhapsody but good for controlled breathing – assign class to one of 5 different parts: https://www.youtube.com/watch?time_continue= 75&v=ojRj2JK5oCI&feature=emb_logo Potential leavers’ songs: https://www.youtube.com/watch?v=7SoEudVvcd0 and https://www.youtube.com/watch?v=kzzFjDSNXPk Lyrics for possible leavers’ songs

are on the website itself.

Performing: Perform solos or as part of an ensemble. (link to leavers’ assembly).

Composing:

Use digital technologies to compose, edit and refine pieces of music. https://www.youtube.com/watch?v=l9xX6lQ_gdY Use this video (with the sound off) to use keyboards and other instruments to compose their own music to accompany this spooky video. Use tuned and untuned instruments.

Listening and Appraising: Stage music (musicals): A selection to compare-

Learning Journey 2020-2021

Extra challenge can be for those who are composing their own rhythms can write these down using the standard musical notation of crotchet, minim and semi-breve.

Listening and appraising: Jazz: (New Orleans carbon footprint and environmental issues – following on from year 5. Also hot Jazz used in Charleston dance) https://www.youtube.com/watch?v=bEaeb2Qbia8 Compare this calm jazz with this: https://www.youtube.com/watch?v=_B91xhf8sxU and this: https://www.youtube.com/watch?v=Q8Tiz6INF7I&list=PLogXUZ4_KS6GbBCMkguI6FT6rkqp0l5b7 Describe and appraise music referring to this vocabulary:

Lyrics and melody Pitch

Dynamics Texture

https://www.youtube.com/watch?v=xZilyUxmawo https://www.youtube.com/watch?v=ssdaFZYZ9dU https://www.youtube.com/watch?v=5s5ImbMCxtE Describe and appraise music referring to this vocabulary:

Sense of occasion Solo

Expressive Describe how lyrics often reflect the cultural context of music and have social meaning. (Les Miserables – 19th Century France).

Life Skills/ Forest Schools

Wider World Passport - 20 Experiences

Heart – healthy eating (link to Working Scientifically)

To be able to budget Baking different foods Army boot camp Career day Perform in front of an audience

Now Hear This – Royal

Concert Hall visit