| Learning Theme: Great Migrations | ||
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| The Driving Question: Are migrations great? | ||
| Key Driving Questions: Why do people migrate? |
Characteristics of Effective Learning
Great Migrations across the curriculum
| As Scientists we will: | As Artists we will: | As Historians we will: |
| This term, students will focus on the units of Light and Electricity, combining their understanding of each in order to carry out a collaborative project designing a usable, self-powered light source. This will also involve visiting the solar panels installed within the school. • select and plan a scientific inquiry | Students will complete a learnign unit focused on Design Technology. They will create a bird box suitable for housing migrating birds: Check work as it develops and modify as necessary Evaluate their products, identifying strengths and areas for development,and make appropriate changes. Generate and clarify ideas for products, considering intended purpose Plan what they have to do, suggesting a sequence of actions and alternatives if needed Select from a wide range of tools and equipment to perform practical tasks accurately. | Students will explore different people in History who were forced to migrate, exploring their reasons why and how this may have impacted life as it is today. • ask historical questions about why people were forced to migrate and investigate possible answers • recognise social, cultural and ethnic diversity of societies • recognise the chronology of some key events, and order these • use primary and secondary sources of information • recognise that the past is represented in different ways and give reasons for this • present historical information in a variety of ways |
| As Geographers we will: | As ICT learners we will: | As Musicians we will: |
• identify and explain different views that people, including themselves, hold about human migration | In ICT, students will collaborate in groups to create a game where the central character needs to move across a platform to achieve their goal. Generate a scoring system Apply music to their game. | • develop our skills in performing ostinatos and canons • compare and evaluate different ways of describing and notating music |
| As World Language learners we will: | As Thai Language and Culture learners we will: | As PE learners we will: |
• introduce ourselves giving accurate details about name, age, country, nationality, likes & dislikes • use higher numbers • read and write short paragraphs about the topics introduced in class • identify and write the script introduced in class (JA/MA) | • learn to understand and respond to Thai greetings, simple instructions • use words about myself, my family and my school in simple conversation and communication • ask and respond to questions about different celebrations and Pitee Wai Khru | During Term 2 and 3, the different classes within Year 6 will rotate around the units of Tee-ball, volleyball, gymnastics, dance, Sports Leaders award and T.O.G.F.U (Teaching outdoor games for understanding). • make increasingly confident tactical decisions when batting and fielding in Tee-ball • develop individual skills and use these effectively in small and full-sided volleyball style games • link gymnastic ideas, skills and techniques with control, precision and fluency through the theme of flight using a variety of speeds, levels, directions and apparatus • perform and create motifs and routines in small and large groups through a variety of dance styles • develop an understanding of the six leadership qualities that are required to successfully organise and run a sports event within the Sports Leaders unit of learning • transfer skills and understanding between different forms of outdoor invasion games with confidence |
| Personal, Social and Health Education | ||
| As confident and healthy learners we will: | As global citizens we will: | |
| • learn about what it means to be healthy and how to lead a healthy lifestyle • think about what we can do to ensure we are balanced and fulfilled | • explore what it means to be ethical and informed • be diverse and inclusive | |
Mathematics
Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas.
Literacy
| The Journey by Francesca Sanna | |
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'The Journey' is a wonderful picture book containing very few words. The pictures tell the story of a family forced to migrate due to conflict. We shall explore this story through a 'Write Stuff' approach, which enables us to experiment with many different writing genres and skills. The end piece of writing will be a narrative recount. |
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| Literacy Skills | Speaking and Listening Participate in whole-class discussions Select relevant ideas and use appropriate vocabulary to engage and maintain the interest of listeners Organise and adjust what they say, according to the formality of the context and the needs of the listeners Identify differences between spoken and written language, taking account of context, purpose, and audience Reading Use the text as a script, showing an awareness of the reader through the use of pauses, emphasis and pace Recall the main points of a text and decipher which ones are most relevant Develop explanations of inferred meaning based on evidence from the text Analyse how the authors have chosen a range of language features to convey different messages, moods, feelings, and attitudes, including through the use of illustrations Writing
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If you have any questions regarding the Year 6 curriculum please contact:
- Todd Thornback- Year 6 Leader of Learning and Curriculum (toth@patana.ac.th)
- Mark Verde - Vice Primary Principal (mavd@patana.ac.th)