Constantine’s Creative Curriculum

Year 6 – Spring Term European Discovery

Special event:

Countries, capital cities, mountains, rivers, flags, culture, landmarks, languages and transport – all of these and many more will be covered in this whistle stop tour – aimed to give the children an broad and substantial

knowledge of their continent. They will use their facts to create a useful database of key information. They will also use spreadsheets to plan journeys and calculate travel costs from one country to another. In addition the children will discover the key countries and their actions during World War II and this will lead them to consider the impact

of World War II on the daily lives of the people at the time and on their lives today.

Make a Positive Contribution: By discussing the War and the motives of people involved in the War the children will explore ways of resolving conflict and dealing with difficult situations in a non-violent way. They will learn debating and negotiating skills to help them deal with issues that arise during their lives at school.

Economic Well-Being: Through studies of rationing during World War II the children will gain an appreciation of what money can buy and the importance of the ‘make do and mend philosophy’ which has much relevance in our current climate. Through making spreadsheets to cost tours and trips across Europe the children will again get a broad understanding of all the considerations needed, both financial and practical, when planning a trip or a holiday. They will also do a data collection and handling exercise based on market research of supermarket products.

Enjoy and Achieve: The children absolutely love showing their learning and understanding in big, bold and bright ways. The DT hat or flag designs do exactly this.

Mini i-pads Pupil progress groups

Pupil Premium

Outdoor Learning

Forces and friction experiments with transport – paper planes, bikes, scooters…

Promotional leaflets and travel guides to famous European destinationsScience

In addition the children will look at the wartime diet and look at how food was rationed. They will explore whether a

Literacy ideas…

Letters home and diaries from evacuees.

Classic Children’s Author Nina Bawden’s book will be used to

portray characters descriptions of the prominent characters in this

book.

Newspaper style

reports of wartime incidents/

announcements

War Poetry

healthy diet for teeth and bodies was obtained. This will be linked to science of the circulatory systems. They will research blackout conditions during wartime and rig up electrical circuits to sound buzzers (air-raid sirens) and dim

lights.

Transport is the key to the science of this topic. The children will look at all the modes of transport for crossing the continent; air, boat, train, car, bicycle and discuss all of these in relation to forces and friction. In this way the

children should cover all types of forces, friction, and air and water resistance. They will also explore balanced and unbalanced forces and how these are apparent in modes of transport.

Programme of StudyWorking scientificallyDuring years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when

appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs,

bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust

in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments.

(Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.)

Pupils should be taught to:Animals including humans

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

describe the ways in which nutrients and water are transported within animals, including humans.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 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.

Forces explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling

object (Y5) identify the effects of air resistance, water resistance and friction, that act between moving surfaces (Y5) recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. (Y5)

What could this look like? Research into the effects of malnutrition and the need for balanced diets Compare and contrast modern day diets and health with wartime Studies of diagrams of various circulatory systems and organs. Circuits with lights, buzzers and switches. Experiments with altering number of cells, bulbs etc Experiments with bikes, scoters, skateboards etc to look at forces and friction Experiments with paper planes and parachutes to look at air resistance

(-Pupils should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.-Building on their work in year 4, pupils should construct simple series circuits, to help them to answer questions about what happens when they try different components, for example, switches, bulbs, buzzers and motors. They should learn how to represent a simple circuit in a diagram using recognised symbols.Note: Pupils are expected to learn only about series circuits, not parallel circuits. Pupils should be taught to take the necessary precautions for working safely with electricity.Pupils might work scientifically by: systematically identifying the effect of changing one component at a time in a circuit; designing and making a set of traffic lights, a burglar alarm or some other useful circuit.- Pupils should explore falling objects and raise questions about the effects of air resistance. They should explore the effects of air resistance by observing how different objects such as parachutes and sycamore seeds fall. They should experience forces that make things begin to move, get faster or slow down. Pupils should explore the effects of friction on movement and find out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle wheel. Pupils should explore the effects of levers, pulleys and simple machines on movement. Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton helped to develop the theory of gravitation.Pupils might work scientifically by: exploring falling paper cones or cup-cake cases, and designing and making a variety of parachutes and carrying out fair tests to determine which designs are the most effective. They might explore resistance in water by making and testing boats of different shapes. They might design and make products that use levers, pulleys, gears and/or springs and explore their effects.)Progression in skills:

Scaffold withdrawn from group work. Opportunities given for own questions to be followed as a result of initial investigation. Predictions drawn from past experience. Many variables discussed. Range is sophisticated. Intervals are uniform. Children select own equipment and measure as accurately as 1N, 1g, 1mm Three measurements routinely taken. Concise written communication. Generalisation is encouraged. Extensive scientific vocabulary with definitions of words used given by children.

Key vocabulary: balanced, unbalanced forces, friction, gravity, air resistance, carbohydrates, proteins, fats, sugars, vitamins, minerals, heart, circulation, blood vessels, arteries, veins, capillaries, exercise, drugs, electricity, series circuit, components, buzzers, cells, bulbs, switches

Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I know key vocabulary related to the heart and the circulatory system I know key vocabulary related to electricity I know key vocabulary related to forces and friction I can record my observations, comparisons and measurements using tables and bar charts. I can plot points to form simple graphs and use these graphs to point out and interpret patterns in my data. I can make generalizations about physical phenomena e.g. motion is affected by forces, how bulb brightness is altered

I can link my science to things I see in real lifeHistory

This topic covers a brief history of World War II in Europe and in particular looks at its effect on the everyday lives of the people, especially in relation to rationing, wartime evacuees and host families. Much of the history is researched

through the impetus of Carrie’s War. Programme of Study

During their historical studies children need:

During their historical studies:

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and

significance.

They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066o a significant turning point in British history, for example, the war

What could this look like?

Diaries / letters home from evacuees Study Carrie’s War Host families/ evacuees drama

Progression in skills:

They compare accounts of events from different sources. The examine causes and results of events and the impact on people. They select evidence from different sources of information, first hand and secondary.

Key vocabulary: evacuee, host, rationing, prisoner of war, concentration camp

Attainment targets: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can give reasons for and results of the main events and changes studied I can feel empathy with different parties associated with the war,: evacuees, split families, host families, children of host families,

soldiers leaving, prisoners, victims, survivors…

GeographyLocation, location, location! The children will discover facts and figures on all key geographical aspects for all of the

main European countries. This is purely based on independent research done in the classroom and at home. The children each choose a European country with a remit to produce a detailed presentation on that country.

Programme of StudyLocational knowledge

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United

Kingdom, a region in a European country, and a region within North or South AmericaHuman and physical geographydescribe and understand key aspects of:

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

Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

What could this look like? Children producing projects / presentations detailing physical, human, demographic and political geographical facts and figures

Progression in skills: They know location and context of a range of places and can use four figure grid references. They can describe physical and human features of a wider range of places. They recognise ways in which places can be interdependent. They make comparisons between individual features of different places.

Key Vocabulary: country, region, state, border, capital, physical, human, political, demographic

Attainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can ask a wide range of geographical questions to discover facts about a country I can use primary and secondary sources to discover facts about a country

I can present my findings in varied and interesting ways

ComputingThe children will be compiling databases of key facts of all of the European countries studies. They will also be constructing costing spreadsheets to plan journeys, trips and accommodation from country to country across

Europe.Throughout the topic digital literacy (e-safety) skills will be developed.

Programme of StudyDuring their computing studies pupils:

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 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.

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

What could this look like? Children research and create databases about European Countries Children search the databases to find answers to questions, using and/or search terms Children use the database to create questions for others to answer using the database Children set up a simple spreadsheet to cost the trip to Europe Children work within a budget to plan their journey, showing records of the spending using the database

Progression in skills: Children can create a database, selecting and setting up the fields Children create records in a database by entering information Children carry out simple (1 operator) and complex (several operators using the and/or search terms) searches Children answer questions using the database and are able to write their own questions to use with the database Children know that a spreadsheet consists of a series of cells Children can set up a simple spreadsheet with titles and costings Children can use the sum tool to calculate totals Children can enter formulae into a spreadsheet to create an calculation Children can use their spreadsheet to present their trip to Europe

Key vocabulary: Database, field, record, simple search, complex search, spreadsheet, cells, Sum tool, formulae, calculateAttainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Level 4 I appreciate how search results are selected I can select a variety of software to accomplish given goals I can analyse and evaluate information I can collect and present data I understand the opportunities computer networks offer for communication I can identify a range of ways to report concerns about content I recognise acceptable/unacceptable behaviour

Level 5 I appreciate how search results are ranked I can combine a variety of software to accomplish given goals I can analyse and evaluate data I understand the opportunities computer networks offer for collaboration I am discerning when evaluating digital content

Design and TechnologyThe children will look at traditional hats from a range of European countries and evaluate their purpose. They will then design and make a hat that represents a country of the United Kingdom or another European country of their

choice. (Use Cornwall Design “Hats” for assistance.)

Programme of StudyThrough a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].When designing and making, pupils should be taught to:Design

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 qualitiesEvaluate

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

Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures

What could this look like? Functional hats with a clear theme of a country Fashion parade / assembly of hats with children explaining their choices

Progression in skills: To sew independently – threading own needle. To use hems and borders to finish off edges. To make accurately measured templates and size them on their own heads. To make a product that fits. To add aesthetic decoration by sewing or gluing. To have a product that they are prepared to wear.

Key vocabulary: functional, aesthetic, representative

Attainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can plan the order of my work I can measure and cut a template accurately I can cut materials from a template accurately so the result fits I can critically evaluate my end design product

Art and DesignPatterns and decorations taken from maps of Europe will be the inspiration for this painting topic where the children

will look at different journey paths and represent them in an abstract way using paint.The children will look at the work of Monet and create a landscape of their chosen country in the style of Monet.

Programme of StudyPupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.Pupils should be taught:

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 – in this case Monet

What could this look like? Children creating abstract paint paths to represent European journeys – across borders, over mountain ranges, along rivers…. Children discover key features about the work of Monet Children look at those key features of Monet’s style and recreate them in their own compositions

Progression in skills: Using a variety of different sized paint brushes to create pattern and decoration. Using an actual map to create an abstract design

Key vocabulary: impressionist, abstract

Attainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can recreate key style features of Monet I can use abstract techniques to represent a journey.

PSHE and CitizenshipThe children will explore issues of racism, bullying and conflict resolution in relation to World War II. They will also

use the opportunity to challenge stereotypes from other countries. They pose the question from Carrie’s War “Is Mr Evans a good man?”

There is also an opportunity to look at Border Control and Customs and Excise and to discuss drug trafficking and legal and illegal immigration across European borders.

They will do a Cyclewise road safety programme.Programme of Study

(Non- Statutory for Primary)Pupils learn:Responsibility as citizens and dealing with people

to realise the consequences of anti-social aggressive behaviour such as bullying and racism on individuals and communiqués to resolve differences by looking at alternatives, making decisions and explaining choices what democracy is, and about the basic institutions that support it locally and nationally that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their point of view to think about the lives of people living in other places and times, and people with different values and customs to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them and ask

for help to recognise and challenge stereotypes that differences and similarities between people arise from a number of factors including cultural, ethnic, racial and religious

diversity, gender and disability meet and talk with people develop relationships through work and play

Healthy Lifestyle that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to

ask for help and use basic techniques for resisting pressure to do wrong What could this look like?

Children debating whether Mr Evans is good or not Circle times discussing bullying, racism and problem solving How can problem solving be translated into school life? Anti-bullying week activities Discussions on trafficking – why do people do it. This could lead to human trafficking. Discussions on immigration – when or why is it legal / illegal

Progression in skills: To develop skills involved in group work or meetings such as negotiating, problem solving, chairing and debating. To understand about democracy and how this relates to decisions at school. To recognise that there are conflicting views and a compromise may be needed. To understand how democratic decisions are taken and recognise the importance of participation and communication in this.

Key vocabulary: bullying, racism, hostility, prejudice, equality, bystander, customs and excise, border control, immigration, immigrant, trafficking

Attainment Targets: I can look at people’s motives from different viewpoints I can suggest ways to deescalate arguments I know what bullying is I know what to do if I feel I am bullied I know what cyber-bullying is I know how to tackle cyber-bullying I know what to do if I see someone being bullied

MusicThis is a listening topic comparing and contrasting traditional music from a range of European composers and also

listening to typical more modern music associated with a range of European countries. The children will use staff and other musical notation to compose and perform.

Programme of StudyPupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.Pupils should be taught to:

listen with attention to detail and recall sounds with increasing aural memory 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. Use and understand staff and other musical notations.

What could this look like? By listening to composers children becoming familiar with style features Compose in a certain style using accurate notation

Progression in skills: Increase familiarity with styles of different composers To use musical notation for own compositions

Key vocabulary: composer, style, nationality, history, beat, staff, quaver, crotchet, minim, breve, semi breveAttainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can listen to a piece of well known classical music and name the piece and the composer• I can record my own composition with correct notation and beats per bar which can be followed by others.

FrenchThe children will be introduced to the past tense and describing simple scenarios using this tense. They will be working on –er verbs and using dictionaries to complete verb tables of regular verbs. This will extend to verb knowledge and use of –ir and –re

verbs in the present and past tense.Programme of Study

Pupils should be taught to: Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and

phrases* present ideas and information orally to a range of audiences* read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material,

including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter

forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

The starred (*) content above will not be applicable to ancient languages.

What could this look like? Role play Using dictionaries to extend verb vocabulary and conjugation.

Progression in skills: Describing past tense events Using dictionaries to extend verb vocabulary and conjugation.

Attainment Targets:By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

I can use regular –er, -re and –ir verbs I can use the past tense in conversation and in writing

Economic Wellbeing & Financial CapabilityThe children set up a role play travel agency. They use brochures and the internet to “book” a holiday to a European

destination. They need to consider all transport costs, hotel costs, insurance, currency etcProgramme of Study

(Non statutory)Children learn:Career

What working in a travel agency entails To think about their personality and skills and recognise what they are good at and what jobs they could be good at

Capability (ability to understand and manage change) To explore what it means to try out ideas The idea of making a plan and how to use it

Risk (developing their understanding of making decisions) That making decisions can have good or bad effects To think about what will happen if you make a decision before you have thought it through

Economic understanding What money is and how it can be used That buying something is an important decision and needs to be thought through carefully

Self development Share their opinions on things that matter to them and share their views Think about themselves, learn from their experiences and recognise what they are good at Set themselves simple goals

Exploration Use a variety of information sources to find out the jobs people do Investigate the main skills needed to do certain jobs

Enterprise Work as part of a group or team to get along with others

Financial capability Use money to buy thing

What could this look like? Children producing costings for a fantasy trip to Europe. Children discovering financial implications of travelling at different times, dates, modes of transport, staying in different

accommodation etc

Key vocabulary: journey, itinerary, flights, insurance, supplement, peak, high / low season, departure, destination, resort, transfer, currency ???

Attainment targets: I can plan and cost a trip

I can explain my choices for all aspects of my trip I can weigh up cost with other factors