Year 6 Single Subject Overview 2013 - 2014

PE
DATES Strand 26th August - 4th October Swimming 7th October - 22nd November Health related fitness Recognizing and appreciating the importance of maintaining a healthy lifestyle; the bodys response to exercise including the interaction of body systems and the development of physical fitness. 25th November - 17th January Games Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork. Attacking and defending in Invasion games involves using space effectively. Form, Function, Connection Responsibility Interdependence, Spatial awareness , Safety - skills involved in invasion games - how best to attack and defend space - creating plans that best suit our team and its members - how body position impacts on performance - ways we can practice and improve our techniques 20th January - 7th March Individual Pursuit (Athletics) The development of basic motor skills and the bodys capacity for movement through locomotors and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities; recognizing a high level of achievement and how to improve a performance. Recording and analysing our progress allows us to improve upon our personal results in Athletics. Form, Connection 10th March - 2nd May Movement Composition (Gymnastics) Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas. 5th May - 13th June Adventure Challenge A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in-group problem solving.

Central Idea

* Year 6 Unit 1/PE unit 2 Childrens rights....

Gymnastics allows us to move our bodies in amazing and creative ways. Function. Causation, Reflection Sequences, patterns and safety, body form, flexibility, aesthetics - The many ways we move (roll, jump, balance) - Combining a variety of elements into a sequence - The importance of flexibility and strength in gymnastics

During physical challenges, cooperation and communication aids the problem solving process.
Connection, Perspective, Function

Key Concepts

Related concepts

Coordination, Technique, Perseverance - various disciplines involved in Athletics

Conflict, Cooperation, Initiative, Trust, Pride - different forms of communication - cause and effect of our physical actions - how cooperation is used in the problem solving process

Lines of Inquiry

MUSIC
DATES Unit 1 - Ensemble - Beginning of year up to Exhibition (Dance - marching to the beat, swaying to the music for a sence of flow) 26 Aug - 11 Oct (7 weeks) STP Members of a performance group all contribute to the groups success Causation , connection, function Roles, communication, ensemble, timing, balance Roles and responsibilities within an ensemble Ways we can use artistic techniques to work towards a goal Working together to create a unified sound Composition can be planned or spontaneous.
Connection, Causation, Responsibility Articulation, dynamics

Unit 2 - Improvisation (add an element of Dance in tuning in) 21 Oct - 29 Nov (6 weeks)

Unit 3 - Music Reading (+ other history) 2 Dec - Jan 30 (7 weeks)

Unit 1 contd - Ensemble collaboration with Y6 Exhibition 12 Feb - 21 Mar (6 weeks)

Unit 4 - Expression & Action (June 4 at night for band performance) 24 Mar - June 6 (9 weeks)

Transdisciplinary Theme Central Idea Key Concepts Related concepts Lines of Inquiry

WWAIPAT Past human ideas influence the course of history. Connection, causation, Change Innovation, progress, history Major turning points in history Accidental invention versus planned design The impact of history on our lives today Members of a performance group all contribute to the groups success Causation , connection, function Roles, communication, ensemble, timing, balance Roles and responsibilities within an ensemble Ways we can use artistic techniques to work towards a goal Working together to create a unified sound

HWOO Children can take action to inspire others Reflection, responsibility perspective Sustainability, advocacy

Music is a form of expression in different cultures How music affects emotion and is used to communicate

ART
UNIT ONE 26/8 - 1/11 9 weeks 6
12 - 13 Planner UOI: WWA Central Idea: Children encounter a range of challenges, risks and opportunities. Lines of Inquiry:
Various challenges faced by children Response to challenges, risks and opportunities - Rights and responsibilities in the school community

UNIT TWO 4/11 - 20/12 7 weeks

Camp 22-23 Nov

UNIT THREE 6/1 - 14/3 8 weeks

12 - 13 Planner UOI: Could be a connection with Yr 6 WWAIPAT Central Idea: Through time Chinese art has shown innovation and inventions of many artforms Lines of Inquiry:
Traditional Chinese art has changed over time. Ways the world may continue to change in the future. (connection) Chinese culture influences the style of art.

UNIT FOUR 17/3 - 6/6 10 weeks

Exhibition UOI: HWOO Central Idea: Children
can take action to inspire others

12 - 13 Planner UOI: Central Idea: The natural

world inspires and challenges artistic development.

Lines of Inquiry:
How artists are inspired by the natural world - How artists interpret the natural world through their own perspective - Ways we can use the natural materials to create art

lines of Inquiry:

Outcome: Learner profile: Skills/techniques: Media: Art element/ principles: Artists/art forms: ICT:

Outcome: A1 Paintings using the style of Keith Haring Learner profile: openminded, communicators Skills/techniques: Painting, designing, sketching, art appreciation. Media: paint, marker pen and stencilling, ink Art element/principles: colour, line, shape and space. Artists/art forms: Keith Haring

Outcome: 3D sculptures made from found nature. Learner profile: Inquirer, thinker, reflective, communicator,caring Skills/techniques: Groups work, sculpture, time-based animation Media: found nature, digital photography and i-move Art element/principles: balance, proportion, space, rhythm, form, shape Artists/art forms: Andy Goldsworthy ICT: digital photography, imove (ICT rotation) * Possible collaboration with MUSIC with their - How music affects emotion and is used to communicate etc...

Outcome: Chinese painting and SB research of a modern artist. Learner profile: Inquirer, open minded, knowledgeable Skills/techniques: Painting, sketching, researching and showcasing an artist Media: Chinese ink, Chinese brushes and Xuan paper. SB media is open Art element/principles: colour, line, shape and space, balance, texture (all elements). Artists/art forms: visiting artist (Dan Zhang) - Traditional Chinese artists and modern artist students choice - see artist list on planner ICT: research contemporary artist.

LIRC
YEAR 6 STP 18/11 20/12 WWAIPAT 12/2 21/3 HWOO 24/3 - 6/6

Year 6 Chinese Program 2013-2014

Unit 1: Date: 26/8-20/9 Trans-disciplinary Theme Who we are Central Idea Reading opens our mind to multiple perspectives and helps us to understand how people think, feel and act. Lines of Inquiry 1. The importance of reading. 2. Different types of books and their purposes. 3.Factors that constitute a good book review Unit 2: ISA 7/10-10/10 Date:2/10-15/11 Trans-disciplinary Theme Unit 3: Date:18/11-20/12 Trans-disciplinary Theme How we express ourselves Central Idea Effective stories have a purpose and structure that help to make the authors intention clear. Lines of Inquiry 1. Rhetoric devices which can be used in a narrative writing. 2 What is a good beginning, middle and ending of a narrative writing. 3. Different types of narrative writing. Key Concepts: Form, Function, Reflection, Attitudes: Cooperation Respect Trans-disciplinary skills: Social Self-management Learner Profile: Risk taker Thinker Unit 4: Date:6/1-31/1 Trans-disciplinary Theme How the world works Central Idea Applying a range of strategies helps us to read and understand new texts. Unit 5: Date:12/2-21/3 Trans-disciplinary Theme Where we are in place and time Central Idea Spoken language varies according to the purpose and audience. Unit 6: Date:24/3-6/6 Exhibition Trans-disciplinary Theme

Sharing the planet Central Idea The way we structure and organize our writing helps others to understand and appreciate it.
Lines of Inquiry 1.The main features of expository writing 2. Different types of expositions 3.Reasons for listing events in chronological order

How we organize ourselves Central Idea Children can take action to inspire others

Lines of Inquiry 1.Different features of rhetoric: metaphor and repetitions 2.The importance of 5W and 1H (in a reading/story 3. Reading strategies that can help us to analyze and comprehend texts Key Concepts: Responsibility, Causation, Reflection Attitudes: Creativity Curiosity Trans-disciplinary skills: Research Social Learner Profile: Principled Open- minded

Lines of Inquiry

Lines of Inquiry To be decided by students

1. The skills and techniques used in a drama. 2 Some of the appropriate ways to communicate specific meaning using dramatic action. 3. How writers plan and structure their drama to achieve certain effects.
Key Concepts: Form, Function Attitudes: Enthusiasm Cooperation Trans-disciplinary skills: Communication Social Learner Profile: Reflective Communicator

Key Concepts: Connection , Perspective, Reflection Attitudes: Appreciation Curiosity Trans-disciplinary skills: Research Communication Learner Profile: Knowledgeable Communicator

Key Concepts: Form, Function, Reflection Attitudes: Empathy Tolerance Trans-disciplinary skills: Research Thinking Learner Profile: Inquirer Caring

Key Concepts

Attitudes

Trans-disciplinary skills

Learner Profile

Assessment: Reading Speaking Topic Book

Assessment: Writing Listening Topic Book

Assessment:

Writing Reading
Topic Book

Assessment: Listening Reading Topic Book

Assessment: Speaking Listening

Topic Book

Assessment: Exhibition Journal

Topic Book

Listening and Speaking: can integrate key points in spoken language and summarize main ideas of a book review

Listening and Speaking: Listen attentively and detect details

Listening and Speaking: can orally present a complete story with beginning, middle and ending.

Listening and SpeakingBe able to recount an event with chronological order ,beginning, middle and ending.

Listening and Speaking: Be able to present a dram using proper poise and tones and clear pronunciation.

Listening and Speaking: Share a travel experience

Reading: can identify authors writing intention , target audiencetheme of the writing Writing: be able to write a reflective reading report

Reading: Identify the special features in an expository writing

Reading: know the effects of re-duplicated words in the reading.

Reading: Be able to Reading: be able to identify the identify different rhetoric differences between a story and a devices in the reading drama materials and its effects Writing: be able to use proper rhetoric in their own writing. Writing: be able to re-write a script

Reading:

Writing: Be able to write tell how expository writing and explain expository writing.

Writing Be able to write narrative writing with good beginning, middle and ending.

Writing: Descriptive writing

(movable and still, scenery description, writing according to time and place sequence)