learning journey 2020-2021 year: 6 - fairfield primary academy
TRANSCRIPT
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)
Co
mm
un
ity
Lin
ks
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
ish
Lan
guag
e an
d L
iter
acy
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
rpri
se, c
uri
osi
ty a
nd
intr
igu
e
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
bal
an
d C
ult
ura
l – U
nd
erst
and
ing
Ou
r W
orl
d
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
Ph
ysic
al a
nd
Em
oti
on
al W
ellb
ein
g
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