Year 6 - Spring 2
This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.
In the Frozen Kingdoms project, your child will learn about the regions of the Arctic and Antarctic. They will learn about the similarities and differences between these two regions, including the climate, landscape and natural resources. They will learn how to use grid references, lines of latitude and longitude, contour lines and symbols to identify the geographical locations of the Arctic and Antarctic, and how these, along with the tilt of the Earth, affect day length and warmth. They will investigate polar oceans to learn how they differ from other oceans on Earth and how climate change increases Earth's temperature and leads to rising sea levels. They will learn about the indigenous people of the Arctic, including how their lives have changed over time, and about the positives and negatives of tourism in Antarctica. They will also learn about classifying animals, animal adaptations and evolution, and polar exploration and discovery.
🏁 BIG FINISH
Pupils will present the Parkfield Museum
👉 DRIVERS & ENHANCERS
The driver subject for this unit of work is Geography.
The unit will be enhanced through Art and Design.
📖 FOCUS TEXT
The class will be reading The Nowhere Emporium by Ross Mackenzie.
️✏️ WRITING OPPORTUNITIES
Throughout this unit of work we will be writing exciting suspense narratives based on our focus text.
🌳 LEARNING OUTSIDE THE CLASSROOM
In this unit of work we will attempt to build an artificial habitat for people who live in frozen kingdoms.
Driver Subject: Learning Intentions
- Use grid references, lines of latitude and longitude, contour lines and symbols in maps and on globes to understand and record the geography of an area (geography).
- Describe the climatic similarities and differences between two regions (geography).
- Identify the position and explain the significance of latitude, longitude, equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic Circles, the Prime (or Greenwich) Meridian and time zones (including day and night) (geography).
- Ask and answer geographical questions and hypotheses using a range of fieldwork and research techniques (geography).
- Compare and describe physical features of polar landscapes (geography).
- Explain how climate change affects climate zones and biomes across the world (geography).
- Describe the distribution of natural resources in an area or country (geography).
- Explain how humans function in the place they live (geography).
- Present a detailed account of how an industry, including tourism, has changed a place or landscape over time (geography).
- Classify living things, including microorganisms, animals and plants, into groups according to common observable characteristics and based on similarities and differences (science).
- Use and construct classification systems to identify animals and plants from a range of habitats (science).
- Ask and answer deeper and broader scientific questions about the local and wider world that build on and extend their own and others' experiences and knowledge (science).
- Describe some of the greatest achievements of mankind and explain why they are important (history).
- Examine the decisions made by significant historical individuals, considering their options and making a summative judgement about their choices (history).
- Think critically, weigh evidence, sift arguments and present a perspective on an aspect of historical importance (history).
- Plan and carry out a range of enquiries, including writing methods, identifying and controlling variables, deciding on equipment and data to collect and making predictions based on prior knowledge and understanding (Science).
APPROXIMATE LENGTH OF UNIT: 16 hours
Enhancer Subjects: Learning Intentions
- Compare and contrast artists’ use of perspective, abstraction, figurative and conceptual art.
- Create innovative art that has personal, historic or conceptual meaning.
- Adapt and refine artwork in light of constructive feedback and reflection.
APPROXIMATE LENGTH OF ENHANCER UNIT: 6 hours