Curriculum Overview

Year 6 - Summer 1

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.

Frozen Kingdom (continued)

Unit Overview

Continuing on from the work undertaken in the previous term, the Frozen Kingdoms project's companion project focuses on the Inuit people. This project teaches children about the Inuit way of life, including some of their cultural and artistic traditions. Children will create sketchbooks to record their observations and use them to review and revisit ideas. They will gather, record and develop information from a range of sources to create a mood board or montage to inform their thinking about a piece of art which ultimately lead them to create a 3-D form using malleable materials. They will compare and contrast artists’ use of perspective, abstraction, figurative and conceptual art and create innovative art that has a special meaning. They will learn about Shackleton's journey and the RMS Titanic.

❇ MEMORABLE MOMENT

Look at Cape Dorset, Nunavut: The Epicentre of Inuit Art.

🏁 BIG FINISH

Year 6 Museum

πŸ‘‰ DRIVERS & ENHANCERS

The driver subject for this unit of work is Art and Design.

The unit will be enhanced through cultural links to a contrasting locality,

πŸ“– FOCUS TEXT

The class will be reading Sky Song by Abi Elphinstone

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing persuasively and in a discursive manner.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will visit Alkrington Woods and attempt to build a habitat in the inuit style.

Unit Sequence

Driver Subject: Learning Intentions

  1. Gather, record and develop information from a range of sources to create a mood board or montage to inform their thinking about a piece of art (art)
  2. Create a 3-D form using malleable materials in the style of a significant artist, architect or designer.
  3. Compare and contrast artists’ use of perspective, abstraction, figurative and conceptual art.
  4. Use colour palettes and characteristics of an artistic movement or artist in artwork.
  5. Create innovative art that has personal, historic or conceptual meaning.
  6. Adapt and refine artwork in light of constructive feedback and reflection.

Enhancer Subjects: Learning Intentions

  1. Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution.
  2. Use and construct classification systems to identify animals and plants from a range of habitats.
  3. Explain how humans function in the place they live.
  4. Compare and describe physical features of polar landscapes.
  5. Examine the decisions made by significant historical individuals, considering their options and making a summative judgement about their choices.
  6. Think critically, weigh evidence, sift arguments and present a perspective on an aspect of historical importance.
  7. Present a detailed historical narrative about a significant global event
  8. 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.

APPROXIMATE LENGTH OF ENHANCER UNIT: 8 hours