How We Express Ourselves
Expression and imagination engages audience.
Lines of Inquiry: An inquiry into…
- What makes a performance engaging (form).
- What do you like about a performance? (perspective).
- Why people enjoy different performances (causation).
- Religious Education
- Research the entertainment industry.
- Look at narratives of plays.
- Watch other performances online.
- Communication: I can recognise the different ways of communicating with an audience.
- Self Management: I will organise a performance with a team.
- Social: I will work together with my peers to create a performance.
- Can You See Me?
Lighting, shadows, refraction, reflection, luminescent, luminous, transparent, translucent, opaque, variables, prediction and hypothesis.
- We are Actors
- We are Directors
- We are Script Writers
- Presenting our home learning
- Posting wow work to our dojo portfolios
- Star of the week
- Display high quality work
We will make a performance reflecting on our time in Year 6.
Milestones covered in this inquiry…
- Can they use, read, spell and pronounce the scientific vocabulary related to the programme of study correctly?
- Can they recognise that light appears to travel in straight lines?
- Can they use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye?
- Can they explain that we see things because light travels from light sources to our eyes or from light sources to object s and then to our eyes?
- Can they use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them?
- Can they work scientifically by designing and making an optical instrument (e.g periscope, telescope, binoculars, mirror, magnifying glass, Newton’s first reflecting telescope) and using the idea that light appears to travel in straight lines to explain how it works?
- Discuss and develop ideas; routinely use the drafting process before and during writing.
- Adapt form and style to suit purpose and audience; draw appropriate features from models of similar writing.
- Use paragraphs to develop and expand some ideas in depth; add detail within each paragraph; coverage may not always be even.
- Use a range of devices to link ideas within and across paragraphs e.g. adverbials or repetition of a phrase.
- Use a range of presentational devices, including use of bullet points, tables and columns, to guide the reader.
- Integrate dialogue to convey character and advance the action.
- Describe characters, settings and atmosphere, with some precision.
- Summarise longer passages, when required.
- Evaluate own and others’ writing; proofread, edit and revise.
- Evaluate the effectiveness and impact of their own and others’ word choices and consider alternatives for effect e.g. explains how and why words and phrases have been adapted for an argument.
- Know that words can have more than one meaning.
- Can they refine and improve their work?
- Can they evaluate how the venue, occasion and purpose affects the way a piece of music is created?
- Can they analyse features within different pieces of music?