Year 6 History and Geography

Year 6: Our Island Story The Age of War and Peace •

The study of an aspect or theme in British history that extends pupils’ chronology beyond 1066  This unit looks at the growing unrest in Europe from 1914 through to the end of World War 2. It demands that students consider the shifting power and relationships between different countries , as well as their changing identities and challenges faced over time. It combines an overview of the period, with an independent, in depth study of one aspect of the era.

Opening Start with the famous radio broadcast that announced to Britain that we were at war with Germany. Explain the story of WW2 actually begins with WW1.

Investigations 1. Why did World War 1 start and who was involved in the conflict?

2. What was life like for the soldiers of World War 1? How do we know?

English LC1  The study of World War 1 is studied primarily through class reading of ‘Private Peaceful’.

LC2  Use poems from the war poets as primary evidence of what life was like in the trenches.

LC5  Read and study extracts from Anne Frank’s diaries LC1 – 7  children to carry out their own research.

Geography LC1 and LC4  Map work about Europe and the countries involved in the conflict.

3. What was ‘The Christmas Truce’.

4. What long and short term causes can be attributed to the start of World War 2?

5. Who was Anne Frank, and what can we learn about this period from the diaries written by her?

6. Why was the Battle of Britain significant in World War 2?

7. Who was Winston Churchill and what part did he play in the war?

8. How have different European artists captured the horror of war, either during 1914-18 or 1939-45?

Reflection Choose an aspect of study related to one of the conflicts and produce an extended project (of any format) about it.

Art LC2  Discuss the use of artists at ‘the front’ and the art which has been produced in the years following World War 1. Consider the difference between propaganda art work of the ‘official’ artist, compared to the realities sketched by soldiers on the ground.

LC8  Children should find out about European artists that have captured images of the war and create their own piece of art based on the techniques used by these artists.

Children could also investigate the propaganda posters from either World War 1 or World War 2, and create their own posters.

Year 6: How do we know?

Bolton: A Local History Study •

An in depth study of the history of our locality  This investigation looks at the history of our locality and asks children to find and question evidence for the past. Children should recognise that our knowledge of the history of the local area is constructed from a range of sources, which should (where possible) be made available to them. They should note connections, contrasts and trends over time, using relevant historical information as the foundation of their understanding.

Opening Walk around the local area to find evidence of the past / or visit from member of local historical society?

English LC3  provides further research opportunities when they focus on one famous person from our history.

Investigations

Geography 1. What is the earliest evidence of settlement in our local area?

2. What role did our local area play in the English Civil War?

LC1, LC2 and LC3  Looking at maps of the country to identify key points of battles / key fortifications, identify areas of parliamentary / royalist support.

LC6  Looking at images of local area and how the locality has changed over time.

3. Who was Lord Stanley, 7th Earl of Derby, and why was he executed in Bolton Town Centre/

Art

4. What does Turton Tower tell us about the history of our local area?

5. Did the Industrial Revolution effect our local area?

LC5  Children could investigate the images of Lowry and draw their own landscapes in the style of his artwork.

LC7  Children could draw sketches of historic buildings which remain in Egerton.

Digitial Literacy 6. When and why was Walmsley School founded? How was life different for the original pupils at the school?

7. What evidence of the past remains in Egerton today?

Reflection Children to create a Prezi presentation about the history of our local area.

LC4, LC5 or LC6  Photograph aspects of the local area during walks / as homework research.

Reflection task  Children to research and create Prezi presentation.

Year 6: Our World I’m a Year 6 pupil, can you get me out of here?

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use the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Opening Take part in an orienteering activity around the school grounds.

Investigations What would a bird’s eye view of your school look like?

Can you put together a map of the immediate area around your school?

Can you explain why your Bolton exists and what would have brought people to live there in the first place and why do people live there today?

Can you use an OS map, including compass point directions, to help someone plan a route between two local points?

If you got lost within 50 miles of your home, how would you go about finding your way home?

From the photographs you have taken of the immediate area, can you create a painting?

How would you go about planning a trip to a European city to include cost and time?

Reflection As a class could you create an ‘Urban’ or ‘Rural’ School pointing out the features in your locality.

Mathematics Huge number of measurement opportunities in this Learning Challenge Digital Literacy Research opportunities, especially in LC3 should see children linking to some of their history skills.

Art, Craft and Design Children to use their water colour or acrylic paint skills to paint a local scene that they have photographed.

Year 6: Peoples of the World Has Greece always been in the news?

•Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country; •A study of Greek life and achievements and their influence on the western world Opening Visit from a Greek warrior, dressed accordingly, with expectation that children already have questions ready of him.

Investigations Where is Greece and why do so many people enjoy going on holiday there?

How do Greece’s physical features, including its climate differ from ours?

How does Greece’s climate impact on its people?

Who were the Ancient Greeks and what did we learn from them?

How would a tourist to Greece today be reminded of the power of the Ancient Greeks? …and the Oscar goes to? (Which Greek God would you choose to receive a special award?)

Would you have enjoyed being an Olympian?

What is democracy and what part did the Greeks have in creating it?

How would you go about reproducing a clay pot in the style of the Greeks?

Reflection Children to put on a special Greek event for parents to include features of ancient and modern Greece.

English LC6 presents opportunities for children to find out information about one of the Greek Gods.

LC8 provides opportunities for children to debate issues and to understand more about democracy.

LC5 provides children with opportunities to research the main tourist attractions in Greece.

Mathematics Opportunities in LC1 for children to carry out surveys and to present information in data and statistical forms.

Art, Craft and Design The children should research how the Greeks made clay pots and use techniques such as coiling to make their own and decorate them accordingly.

Year 6: International Learning Would you like to live in Kenya? • understand geographical similarities and differences through the study of human and physical geography • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn.

Opening Using Ipads, look at Kenya. Let children explore physical features: Maasi Mara, Lake Victoria and Savannah. Also explore major cities and landmarks.

Investigations What is Kenya famous for?

What are the main differences in the climate of *Africa and England?

English Many opportunities for children to research Kenya Butterfly Lion: Michael Morpurgo Digital Literacy Children to carry out their own research.

Art, Craft and Design Children to look at the colour associated with African artists such as Martin Bulinya and recreate their own paintings in an African style.

When was Kenya part of the British Empire?

Which animals would you find living in the wild in Kenya?

How can you recreate Kenyan art?

Do Kenya live a healthier life than we do?

What would your school day be like if you lived in Kenya?

Can you recreate Kenyan music?

Reflection Can Children create a class display about Kenya

Dance Children would be encouraged to listen to the rhythms associated with African music and try to recreate their own music giving consideration to the choice of instruments and their voices.