Our class has been named after the inspirational person Malala Yousafzai. Malala fought for girls’ education whilst going through many trials and tribulations! We aspire to be as driven as Malala and show perseverance and resilience. She has taught us to stand up for what we believe in and has made us recognise how lucky we are to have an education where we get to learn and grow.
Our transdisciplinary themes for this year:
As part of the IB PYP, we have the six transdisciplinary themes that help us to develop a programme of inquiry into these important concepts. Each term, we focus on one of these themes, this term is ‘how we organise ourselves’. This transdisciplinary theme is explained using the following descriptor: inquiry into the nature of the self, beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. To ensure coverage, each year group is allocated part of the descriptor to focus on in more detail. By doing so, we can confidently ensure that each child will have explored these ideas – through age-appropriate and relevant inquiries – by the time they leave us in Year 6.
Below are the six transdisciplinary themes that we will cover throughout the year:
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organise ourselves
- Sharing the planet
Homework
Homework will be sent home every Friday and is due back the following Thursday in order to consolidate their core knowledge and skills. This will consist of:
- Reading Comprehension
- Times Tables Rock Stars
- Grammar, Punctuation and Spelling (Accessed on Spelling Shed)
- Languagenut games
Reading
Children are encouraged to independently change their own books so that they regularly have access to an engaging text. They read with an adult as often as possible to ensure that the book band that they read from is appropriate and supports their progress and reading skills. We ask that when children read, it is recorded in their reading record.
PE
Children will have PE on a Monday and Thursday where they will be required to come into school in their full PE kit to wear throughout the day.
Knowledge Organisers
How we express ourselves
Central Idea:
Expeditions can promote transformation!
Central Idea:
Overcoming disaster supports humans to be resilient
Line of Inquiry 1:
A historically significant disaster
Line of Inquiry 2:
Expressing disaster through a particular medium
Sustainable Development Goal:
How we overcome disaster
English Writing & Core Texts:
The Firework-maker’s Daughter
- Setting Descriptions
- Informal letter
- Narrative – writing the next chapter
Maths:
-
Money, Shapes and Statistics
Science:
-
Plants
History:
- The eruption of Mount Vesuvius
Geography:
-
Understanding what plate tectonics are, how earthquakes and volcanoes are formed and locating volcanoes around the world.
Spanish:
-
Food and Drink
Computing:
-
Programming; events and actions in programmes
RE:
-
What does it mean to be a Christian in Britain today?
PE:
- Swimming and Athletics
Art:
- Create our own interpretation of Andy Warhol’s Vesuvius art piece.
Music:
-
Fly with the stars; classroom percussion
PSHE/RSE:
-
What makes a good friend?
-
Falling out with friends.
Where we are in time and place
Central Idea:
Expeditions can promote transformation!
Central Idea:
Expeditions can promote transformation!
Line of Inquiry 1:
Navigating an expedition (Function)
Line of Inquiry 2:
Recording an expedition (Perspective)
Sustainable Development Goal:
Climate Action
English Writing & Core Texts:
Pugs of the Frozen North
- Diary Entry
- Narrative in role
- Non chronological report on Antarctica
Maths:
-
Fractions and Money
Science:
-
Forces and Magnets
History:
- Significant Individual: Ernest Shackleton
- Finding out about his expeditions!
Geography:
- Location knowledge
- Locating the Antarctic and Arctic circles.
Spanish:
-
Animals, colours and sizes.
Computing:
-
Creating Media – Desktop Publishing
RE:
-
Why are festivals important?
PE:
- Athletics and Swimming
Art & DT:
- Devora Levin – Collage.
- Creating a digital collage inspired by Antarctica.
Music:
-
Percussion unit: Mangrove Twilight!
PSHE:
-
Growing and Changing
How we organise ourselves
Central Idea:
Systems can be created by humans to organise societies.
Central Idea:
Expeditions can promote transformation!
Line of Inquiry 1:
An ancient society (Form)
Line of Inquiry 2:
Belief systems within a society (Perspective)
English Writing & Core Texts:
Marcy and the riddle of the Sphinx
- Writing our own adventure story!
Meet the Ancient Egyptians
- An explanation text on Mummification!
History:
-
Ancient Egyptian civilisation and society.
-
Farming, trading, religions, belief systems and the afterlife.
-
Ancient pyramids and tombs.
Geography:
-
Location knowledge
-
Africa and the River Nile
Art:
- The many faces of Franz Xaver Messerschmidt.
- Death masks – Ancient Egypt.
Maths:
- Length, perimeter and fractions.
Science:
-
Animals including humans.
-
Food groups and skeletons.
PHSE:
-
Physical health and mental wellbeing.
PE:
-
Netball and Swimming
Computing:
- Data and information
- Branching databases
Music:
- ‘March’ from the Nutcracker.
RE:
-
Why do people pray?
MFL:Spanish:
-
How I look
How the world works
Central Idea:
Scientific advances have often had a positive impact on society
Line of Inquiry 1:
Key scientific discoveries (Form)
Line of Inquiry 2:
Significant scientists (Perspective)
Line of Inquiry 3:
How scientific advances shape society (Connections)
English Writing & Core Texts:
- Thomas Edison – NCR
- Hello Lighthouse – Letter, Diary entry, Newspaper report
- The Matilda Effect
Maths:
- Multiplication and division
Science:
- Light
History:
- Thomas Edison (significant individual)
Geography:
- Location Knowledge
Spanish:
- Spanish – Where I live and How I look
Computing:
- Programming – sequencing sounds
RE:
- Why is the bible so important for Christians today?
PE:
- Dance and Tag rugby
Art & DT:
- Sketching lighthouses – Ivan Aivazovsky
Music:
- Latin dance (classroom percussion)
PSHE:
- Belonging to a community, Media literacy and digital resilience, Money and Work
Sharing the planet
Central Idea:
Humans use of resources may cause consequences for the environment and animals
Line of Inquiry 1:
Plants and how they grow (Function)
Line of Inquiry 2:
Sustainable use of resources (Causation)
Line of Inquiry 3:
How to support the environment (Responsibility)
English Writing & Core Texts:
- Poetry
- Adventure Narrative
- The Great Kapok Tree
- The Secret Explorers and The Rainforest Rangers
Maths:
- Addition and subtraction
- Multiplication and division.
Science:
- Parts and functions of plants
History:
- Stone Age to Iron Age
Geography:
- Rainforests, map work and environmental issues
Spanish:
- Spanish – Hobbies and Pets
Computing:
- Stop Motion Animation of environmental issues
RE:
- What do Christians, Hindu’s and Muslims believe about God?
PE:
- Basketball
Art & DT:
- Printing and carving to make a wrapper – Gustav Klimt
- Cooking without palm oil
Music:
- Comparing songs. Nao chariya de/Mingulay boat song – Sing Up
PSHE:
- Safe relationships, and Respecting ourselves and others
who we are
Central Idea:
Early humans may have experienced life differently
Line of Inquiry 1:
Use of land over time (change)
Line of Inquiry 2:
Dynamics of a community (function)
Line of Inquiry 3:
Clues about the past (form)
English Writing:
- Instructions on how to make a fire
- Diary entry as a Stone Age boy
- Non-chronological report on The Stone Age
Maths:
- Place value
- Addition
- Subtraction
Science:
- Rocks including fossils
History:
- The Stone Age
Geography:
- Geographical characteristics of the UK
Spanish:
- About me
Computing:
- Computing systems and networks
RE:
- Who is a Hindu and what do they believe?
PE:
- Hockey
Art & DT:
- Cave paintings from the Stone Age
Music:
- I’ve been to Harlem – Sing Up!
PSHE:
- Families and friendships including safe relationships