Download Linked Subjects: Subject / Unit Objectives Suggested Learning

Year: 6
Term: Spring
Subject 1: History
Ancient Greece
Spiritual, Moral, Social and Cultural Development; British Values
Subject 3: Art/DT
Subject 2: PE
Greek clay model 1
Greek turnover 2
Athletics – Ancient Greek Olympics
Opportunities to support
Numeracy:
Costing of turnover- ratio problems
Measure Olympics
Outcome:
Hook:
Ancient Greek day
Title:
Theatre visit to school – Greek
Myths
It’s all Greek to
me
Opportunities to support Literacy:
Subject 4:
Geography
Where is Greece?
Europe map
Subject 5:
Science
Reversible and
irreversible changes
(linked to Greek
turnovers)
Extra Resources:
Subject 6:
Computing
PowerPoint (Greeks)
Internet research
Spreadsheet(costing
turnovers)
Trips / Visitors /
Activities:
Theatre visit to school –Greek
Myths
1
Subject 7:
Diary –Compartive piece on lives of Ancient
Greeks
Report about the Ancient Greeks linked to
Historium book
Instructional writing -turnover
Discrete Subjects:
At Home:
Greek day
Music – Ten pieces
Music – creating an instrument
Science – Light
ICT – E-safety
PE – Cross country
PSHE – NSPCC
ICT – Scratch Pacman
Literacy – Oranges in no mans’ land. The Island.
Linked Subjects:
Subject / Unit
History:

Ancient Greece
PE:
Athletics

Objectives
Ancient Greece – a study of Greek life and achievements and
their influence on the western world.
Suggested Learning Activities
Cultural: learning about other cultures
Use running, jumping, throwing and catching in isolations as well
as in combination


BV: how the Greeks influenced aspects of British culture
Olympic athletics
Moral: socialising and working with other pupils to develop skills and
attitudes
Social: developing social skills, team building and tolerance of others
abilities
Art/ DT:
Turnover
Clay model

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]
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
qualities
Evaluate
2

Paper and paste model of full size person
Design and make Greek pasty/turnover
Moral: socialising and working with other pupils to develop skills and
attitudes
Social: developing social skills, team building and tolerance of others
abilities
•
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
•
understand how key events and individuals in design and
technology have helped shape the world
Cooking and nutrition
•
diet
understand and apply the principles of a healthy and varied
•
prepare and cook a variety of predominantly savoury dishes
•
using a range of cooking techniques
•
understand seasonality, and know where and how a variety
of ingredients are grown, reared, caught and processed.
Geography:

Where is Greece?
Human and Physical Geography, Geographical skills and
Fieldwork.
Europe map

Identify Greece on map

Look at areas within Greece

Look at features of Greece which make people visit
Cultural: exploring cultural diversity
Science:
Reversible and
irreversible
changes

use knowledge of solids, liquids and gases to decide how

mixtures might be separated, including through filtering,
Spiritual: experiencing awe and wonder when learning obout changes in
materials
sieving and evaporating

demonstrate that dissolving, mixing and changes of state are
reversible changes (evaporation)
Computing:
Greek Powerpoint
3

explain that some changes result in the formation of new
materials, and that this kind of change is not usually
reversible, including changes associated with burning and the
action of acid on bicarbonate of soda

Select, use and combine a variety of software to design and
create programs that accomplish given goals, including
collecting, analysing, evaluating and presenting data and
Link to irreversible changes in cooking
Moral: socialising and working with other pupils to develop skills and
attitudes
Social: developing social skills, team building and tolerance of others
abilities

Powerpoint with hyperlinks in and out of document about aspects of
Ancient Greece
Internet research
information.
Spreadsheet
Spreadsheet of costs involved in cooking turnover
Internet research Ancient Greece
Social: developing social skills, team building and tolerance of others
abilities
Literacy:
Oranges in no mans’
land
The island
Malala Yousafzai
Newspaper articles
refugees


I can use the first few letters of a word to check its spelling

Description of setting/ flat/ street
in a dictionary

Persuasive letter to Dr Leila to persuade her to provide medicine
I can spell most words correctly from the Year 5/6 list

Letter from soldier to his family

Persuasive letter to father hot task

Discussion whether or not Ayesha was brave to go across no mans’ land
cold task

Apprentice write - newspaper report to persuade villagers to keep man
away.
I can alter my writing style to suit different audiences and

Discussion about what should happen to the man hot task
purposes

Diary from the stranger – cold task

Report on Malala Cold write
atmosphere I can use adverbs, preposition phrases and

Comparative diaries of poor and rich Ancient Greeks
expanded noun phrases to add detail

Information text on artefact and non-chronological report on Ancient
Greeks

I can use a thesaurus to improve my word choice

I can write quickly and neatly, joining my letters where
appropriate
Diary – Day in the
life of an Ancient
Greek

Report about the
Ancient Greeks

Instructional
writing -turnover

I can describe settings, choosing words carefully to create
I can use adverbs, preposition phrases and expanded noun
phrases effectively to add qualification and precision

I can make improvements to my writing before the teacher
checks it; this should include better words choices which give
the reader more information

I can create cohesion between paragraphs using adverbials
such as on the other hand, in contrast, or as a consequence
4
Spiritual: experiencing awe and wonder
Cultural: exploring cultural diversity

I can use the repetition of a word or phrase to create cohesion

I can use relative clauses beginning with who, which, when,
where, whose, that or with an implied (not present) relative
pronoun

I can use passive verbs to affect the presentation of
information in a sentence (I broke the window versus The
window was broken (by me)

I can use features typical of formal speech (for example,
subjunctive forms such as If I were or Were they to come)

I can use brackets, dashes or commas for parenthesis

I can sometimes use dashes to join main clauses

I can successfully shift between informal speech and formal
speech in the same piece of writing by making precise
vocabulary choices and using appropriate features
Maths

Convert between different units of metric measure (e.g.
kilometre and metre; centimetre and metre; centimetre and
millimetre; gram and kilogram; litre and millilitre)

Costing of turnovers

Ratio work to scale recipe

Measure linked to Olympics, Length, weight
Social: developing an understanding of money in everyday situations
Discretely Taught Subjects:
Subject
Music:
5
Objectives
Suggested Learning Activities

Ten pieces

Creating an instrument
Cultural: exploring music from different cultures
 BV: experiencing British singing and clapping games
Science:

associate the brightness of a lamp or the volume of a buzzer
with the number and voltage of cells used in the circuit
Spiritual: experiencing awe and wonder when learning obout changes in
materials

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
Moral: socialising and working with other pupils to develop skills and
attitudes

use recognised symbols when representing a simple circuit in a
diagram

Design, write and debug programs that accomplish specific
goals. Use sequence, selections and repetitions in programs.
Use various forms of input and output.
Light
ICT:
Scratch Pacman
E-safety
PSHE:


NSPCC
Use logical reasoning to explain how algorithms work and to
detect errors in algorithms.
To judge what kind of physical contact is acceptable or
unacceptable and how to respond.
Social: developing social skills, team building and tolerance of others
abilities

Scratch Pac man
Social: developing social skills, team building and tolerance of others
abilities
Social: developing resilience to resist peer pressure
Social: recognising how to deal with problems and where to go to seek
further help and advice
Moral: recognising the difference between right and wrong
Moral: understanding that actions have consequences
Moral: understanding the impact of bullying on others
Moral: socialising and working with other pupils to develop skills and
attitudes
Social: developing resilience to resist peer pressure
Social: recognising how to deal with problems and where to go to seek
further help and advice
Social: developing social skills, team building and tolerance of others
abilities
PE:
6

Develop flexibility, strength, technique, control and balance
(e.g. through athletics and gymnastics

Cross country
Moral: socialising and working with other pupils to develop skills and
attitudes
Social: developing social skills, team building and tolerance of others
abilities
7