Year 6 – What am I learning now? (Term 3 2022-23)

How the World Works

Central idea

Sustainability can be important for future generations.

Lines of Inquiry – an inquiry into

  • How we utilise energy (Function).
  • The relationship between energy and the environment (Connection).
  • How innovation can make energy more sustainable (Responsibility).

Subject Focus

  • Science
  • Geography
  • Art
  • Design & Technology
  • Writing
  • Spoken Language
  • Computing

Provocation

The children were challenged to create a circuit from science equipment to make a bulb light up. Then, the children investigated how energy use is impacting the world around us and how it works. They then took on the role of a character and debated if a wind farm should be built in their local area or not and why. The children’s views were impacted by the character’s job, marital status, spouse’s job and where their home is located.

Home Learning Opportunities

  • Investigate how energy use can be sustainable.
  • Research products which use renewable energy to operate.
  • Evaluate advantages and disadvantages of using non-renewable energy
  • Map the distribution of global energy sources.
  • Investigate how electricity it utilised in your home.

Transferable Skills (approaches to learning)

  • Self-Management (organise myself and my time).
  • Research (make observations).
  • Thinking (creative thinking and making connections).

Links to PSHE / SMSC

The children will recognise that different resources around the world are allocated in different ways. They will also review how choices individuals and communities make affect the sustainability of the environment around the world.

Key Vocabulary

Electricity, conductor, appliances, mains power, electric current, electrical insulator, inequality, energy, distribution, mineral, sustainable development, fossil fuel, solar power, hydroelectric power, wind turbine, maquette, authentic, concentric, observation, online communication, integrity, webpage, world wide web.

Career Links

We are…

  • Solar Energy Researchers
  • Physicist
  • Electricians
  • Engineers
  • Autobiographers
  • Designers
  • Mathematicians
  • Entrepreneurs

Sharing Success

During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. The children will creating their own system to generate electricity from moving water and present their product during Enterprise Week at the end of term. The children will have to pitch their product and persuade judges why theirs would be the best one to invest in.

Outcome

The children will be presenting their final product during Enterprise Week to convince potential investors why theirs would be the best to purchase. The children will research into their products and create their own Google Sites and customer feedback Google Forms to back-up their ideas and suggestions. Also, they will be encouraged to consider the final finances of their final product and how much it would cost to produce and sell.

Milestones covered in this Inquiry

  • Writing a non-chronological report, autobiography and persuasive advertisement.
  • Use a range of presentational devices.
  • Developing their ideas for writing through a drafting process.
  • Evaluating their own and others writing.
  • Summarise longer passages.
  • Use wide range of devices to link ideas within and across paragraphs.
  • Use colons between independent clauses.
  • Maintain correct tense; perfect verb form.
  • Identify and use auxiliary verbs.
  • Use semicolons within a list.
  • Use vocabulary which is varied and precise.
  • Using my reading skills in a range of different contexts.
  • Spell words with different prefixes and suffixes.
  • Structure my talk for the needs of the listener.
  • Vary delivery and tone to convey meaning.
  • Vary vocabulary and grammar to suit the audience, purpose/context.
  • Articulate and justify more complex opinions taking notice of other opinions.
  • Write legibly and fluently and making choices over whether to join or not.
  • Combine graphic and text.
  • Draw using a wide range of techniques for observational drawings.
  • Compare and give reason for variations.
  • Use information to help make predictions.
  • Explain how to make changes and the impact of changes.
  • Explain a scientific ideas and evidence that supports it.
  • Present a report of their findings.
  • Explain the effect of changing the voltage of a battery.
  • Use test results to further predict and carry out comparative tests.
  • Plan an investigation by controlling variables fairly and accurately.
  • Design and make a useful circuit.
  • Use, read, spell and pronounce scientific vocabulary.
  • Identify key factors when planning a fair test.
  • Vary factors and keep one the same and explain why they need to do this.
  • Explain scientific understanding plus good ideas to have a breakthrough.
  • Suggest how to improve their work and report findings through written explantation and concussions.
  • Research using surveys, interviews questionnaires and web-based resources.
  • Annotate sketches, cross-sectional drawings and exploded diagrams.
  • Model ideas using prototypes and pattern pieces.
  • Evaluate the quality of the design, manufacture and fitness for purpose.
  • Describe the purpose of a products and explain how particular parts work.
  • Evaluate their ideas and products against their original design specification.
  • Consider the views of others, including intended users, to improve their work.
  • Produce appropriate lists of tools, equipment and materials to understand how much products cost to make.
  • Formulate step-by-step plans as a guide to making.
  • Make design decisions, taking account of constraints such as time, resources and cost.
  • Understand how sustainable the materials and how innovative products are.
  • Understand impact products have beyond their intended purpose.
  • Learn about an inventor, designer, engineer, chef or manufacturer who have developed ground-breaking products.
  • Discuss the human inequalities caused by energy distribution.
  • Discuss and explain the environmental impact of an example of mineral trade or energy production and explain how this affects the distribution.
  • Understand the term sustainable development.
  • Describe and place features of historical events and people from past societies and periods studied in chronological order.
  • Describe a key event from Britain’s past using different sources.
  • Suggest relationships between causes in history.
  • Look at two different versions and say how the author may be attempting to persuade.
  • Suggest why there may be different interpretations of events.
  • Compare and contrast places, people and cultures.
  • Use historical perspective, understand reliability/bias, and the concept of historical to evaluate arguments.
  • Contribute to discussions online.
  • Use a search engine for complex searches and using keyword searches.
  • Compare the information looking for bias and perspective.
  • Choose the correct page setup option when creating a document.
  • Use text formatting tools, including heading and body text
  • Incorporate graphics where appropriate.
  • Explain the ways in which anyone can develop a positive online reputation.
  • Explain strategies anyone can use to protect the ‘digital personality’.
  • Give simple definitions of key terms.
  • Give an outline on Christian, Hindu and/or non-religious beliefs about life after death.
  • Explain some similarities and differences between beliefs about life after death.
  • Explain some reasons why Christians and Humanists have different ideas about an afterlife.
  • Explain what difference belief in judgement/karma/reincarnation might make to how someone lives.
  • Interpret a range of artistic expressions of afterlife.
  • Developing fundamental skills in Athletics, Tag-Rugby and Gymnastics.
  • Appreciate the range of identities in the UK.
  • Consider the lives of people/places with different values.
  • Explain that difference can be a cause for celebration.
  • Understand that people have differences and similarities.
  • Explain the effects of having a disability.
  • Give examples of people who have disabilities leading a great life.
  • Explain about chords and the process of a musical performance.
  • Feel and move to a three-beat pulse and revise rhythmic ostinato.
  • Perform and improvise rhythmic and melodic ostinati
  • Sing in harmony and perform music and dance.
  • Revise, rehearse, and develop music.
  • Explore extended vocal techniques.
  • Develop a structure to combine sounds.
  • Create musical effects using contrasting pitch.