Y6 Summer 2

National Curriculum discuss and evaluate how authors use language, including figurative language, considering the impact on the reader  distinguish between statements of fact and opinion  retrieve, record and present information from non-fiction  participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously  explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary  provide reasoned justifications for their views.

Children's reading is a priority. Children practice their reading skills through: Reading aloud to an adult every day, if needed Guided reading sessions. Daily Phonic Sessions, if needed Independent reading books. Stories being read by an adult. Non-fiction and Fiction books connected to Wonder

'I have come so that they may have life and have it to the full.' Mark 10:10

National Curriculum

<ul><li>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.</li><li>Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design</li></ul>

The area of study is Cooking and Nutrition

Key Vocabulary Accompaniment, Collaboration, Cookbook, Cross-contamination, Flavour, Illustration, Imperative-verb, Ingredients, Method, Nationality, Processed, Reared, Recipe, Storyboard, Target audience

Research and prepare a three-course meal and taste-test and score their food. Research the journey of their main ingredient from ‘farm to fork’ or write a favourite recipe.

Mount Carmel Values Our aim is for every child to leave here an Ambassador of Christ. Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership. Our values come from the Church. C - consideration H - helpfulness U - unity R - respect C - commitment H - honesty

Our British Values Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults. We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

Précising longer passages Using a dictionary Write legibly and fluently Choosing the writing implement Consistent and correct use of tense Proof-read Subject and verb &amp; choosing the&nbsp;appropriate register

Genres Playscript Instructional

Grammar Determiners Tenses I/me Homonyms Dashes Colons &amp; commas for lists Passive verbs Verb forms Subjunctive form Bullet points

Vocabulary Ordinary&nbsp; Anomalies Hysterical Daunting&nbsp; Transition&nbsp; Precept&nbsp; Efficient&nbsp; Punctual Schedule&nbsp;

National Curriculum The aim of&nbsp;RSE&nbsp;is to give young people the information they need to help them develop healthy, nurturing relationships of all kinds. It should enable your child to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship.

The area of study is Reaching Out

Key Vocabulary News stories, human family, current issues, God’s love, social teaching, spread,

Pupils’ continue their learning on Catholic Social Teaching (CST), recapping the principles and showing how they are relevant day to day. Children will look at current news stories, applying Catholic Social Teaching to analyse the issues and come up with ways of reaching out to others and spreading God’s love in their communities.

 interpret and construct pie charts and line graphs and use these to solve problems  calculate and interpret the mean as an average.

Key Vocabulary Average, mean, set, share, pie chart, segment, section, degree, angle, tally chart, bar chart, line graph, axis, estimate, accurate, interpret, construct, convert, equivalent, represent, balance, inverse, operation, advantages, disadvantages, frequency, category

Social Justice&nbsp;is a non-statutory subject. Catholic Social Teaching is based on the belief that God has a plan for creation, a plan to build his kingdom of peace, love and justice. Our part in this story is a kind-of vocation for the common good, a call to treat everyone as our brothers and sisters. It is something that we all share. we want to engage your child in expressing their faith through social justice and action.

The area of study is Stewardship

Vocabulary Laudato Si, common home, consumerism, waste, extinct, existence, caress, material, encyclical,

Children will use extracts from the Psalms to create their own picture gallery showing the magnificence of God’s creation.. For the children to read parts of the Pope’s encyclical Laudato Si to understand how to care of our common home.

<ul><li>Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design</li><li>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]</li><li>About great artists, architects and designers in history</li></ul>

The area of study is Make my Voice Heard

Key Vocabulary Abstract, chiaroscuro, composition, figurative, graffiti art, parallel lines, serif, technique, truism.

Analysing the world by artists Picasso and Kollwitz, and through the mediums of graffiti, drawing, painting and sculpture, creating artworks that speak to the viewer.

<ul><li>Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.</li><li>Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.</li><li>Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.</li><li>Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.</li></ul>

The area of study is Skills Showcase

Key Vocabulary adapt, advertisement, algorithm, bug, CAD, design, edit, electronic components, image rights, image, invention, loop, output, photo, product, program, repetition (code), sequence, structure, variable

Inventing a product: pupils evaluate, adapt and debug code to make it suitable for their needs and designing products in CAD and creating a website and video.

National Curriculum PSHE (Personal, Social and Health Education)&nbsp;is a non-statutory subject. But we feel that there are so many areas in a child's personal life that we need to teach them, that is more than the National Curriculum. Therefore, PSHE is taught during Live Life to the Full Week.

The area of study is Extremism and Radicalisation

Key Vocabulary Extremism, racist, terrorist, radicalised, democracy, vulnerable, British values.

For children to understand why someone may become an extremist. Through the NSPCC video for children to look for signs in their friends of showing signs of extreme behaviour,. For children to be part of the solution in society.

They can compare pieces articulating the difference in texture, structure, timbre and dynamics.&nbsp; &nbsp; They can lead a group in performance with confidence.&nbsp; &nbsp; Play and perform in solo and ensemble contexts for a range of audience&nbsp; &nbsp; They understand when to use varying volumes, pitch and expression in their voice to portray an idea or mood. They can Combine beat and rhythm on the Djembe.&nbsp;

The area of study is Don't stop believing

Key Vocabulary Open Tone, Bass Tone, practise, rehearsals fluency, accuracy&nbsp;

The Conga – a 2-part djembe arrangement&nbsp; Rehearsing Songs for the year 6 end of year production&nbsp; Perform In the Year 6 End of Term Production&nbsp; &nbsp; Learning to play the Djembe using correct playing posture, playing with alternate L and R hands, understanding beat, playing together in time&nbsp; Open – High Tone&nbsp; Bass – Low Tone&nbsp; Focus on Tempo, rhythm, pulse and dynamics&nbsp; Understanding the benefits of practice&nbsp; Funga Alafia - a greeting song from Nigeria in West Africa&nbsp; Examples of Djembe ensembles playing in a range of contexts&nbsp; Don’t stop Believing – 3 or 4 arrangements of the song to compare structure, texture, timbre, dynamics and mood.&nbsp;

 use running, jumping, throwing and catching in isolation and in combination  develop flexibility, strength, technique, control and balance

Key Vocabulary Javelin, discuss, shot putt, technique, individual target.

Hurdle with greater control and coordination Develop power take off position when jumping for height Develop power, control and technique when throwing the discus and javelin

Healing – Sacraments of the Sick Common Good – Work of the worldwide Christian family Care, sickness, hospice, compassion, Sacrament, anointing, sin, forgiveness, parable, Lourdes, responsibility justice, injustice, respect, solidarity, difference, Social Justice, common good, dignity, Catholic Social Teaching

<ul><li>understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English</li></ul>

The area of study is Modern Foreign Languages

Key Vocabulary Vamos a ir en... Recap of means of transport from Y4: En barco, en avión, en coche, en tren Vamos a comer, Vamos a visitar y, luego

•	 Use the internet to research places of interest at holiday destination •	 Write a programme of activities for a week on holiday, adapting a model and using the immediate future tense Use the internet to research travel options •	 Use the internet to research food typical of the country •	 Write short sentences outlining holiday plans, adapting a model •	 Read authentic texts for enjoyment and for information Revision from previous years

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals Forces - Identify the effects of air resistance, water resistance and friction, that act between moving surfaces, recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect Animals including Humans - recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function, use recognised symbols when representing a simple circuit in a diagram

The area of study is Second Look Science

Key Vocabulary Classification, grass, angiosperm, growth, monocotyledon, key, variables, conditions for growth, conclusions, Inheritance, environmental factors, genetic, muscles, heart rate, cardiac capacity, lung capacity

There is a lot more to sport than meets the eye and it is your job to explore the science behind it. Investigate and explore the grounds, the kit, the people, the physics and night time matches... and even reflect on your own sporting prowess in this revision block that can be taught across a half term, or in the form of a science week

How you can help your child's learning this half term.

During your night prayers, pray in thanksgiving of all the memories that you have made at Mount Carmel. Read for 30 minutes Learn their Five Fabulous Things •The way we have lived for the last 200 years cannot be sustained (Legacy) •Demand for council housing in Ealing, is&nbsp;far greater that it can supply (People) •Communities need a range of accessible amenities and public services (Education) •Community spirit is&nbsp;a feeling of involvement in and concern for ones local community (Religion) •Raw materials&nbsp;are materials that in the&nbsp;form in which they are found in nature, without anything done to them (Sources) At the end of this topic, children will have an independent piece that will be assessed. They will be asked, on a 6 grid map, design what Ealing will look like in 25 years time. You can help them by going over certain language that will help them with this task.

understand geographical similarities and differences through the study of human and physical geography of a region

The area of study is The future of Ealing

Key Vocabulary Sustained, rapid material growth, damage raw materials, natural habitats, waste, earth’s natural systems, atmosphere, seas warm up, glaciers melt, empowered beauty, inspiration

As the children move towards the end of their primary school careers and prepare to move to secondary schools, they will consider the past, present and future of their local area. They will learn to see change as positive and to feel optimistic about the changes that lie ahead. They will work on the vision of Ealing and what it will look like in 25 years time.

Through books, we will be learning about Geography.

perform dances using a range of movement patterns

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Key Vocabulary Finale, presentation, collaboration, compositional, repetition, logical.

For children to display dynamics to colour the movement. Their combinations of movement how clarity and accuracy. They will link movements together in a logical sequence.

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