Year 6 Spring 1: Heroes and VillainsTheme Overview

Lead Subjects Additional Subjects English Science Design and Technology

Art and Design Computing Mathematics Music

Older Literature Information Text Hybrid Poems With Imagery

Visits Visitors Experiences Events

Getting Started…

Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive

Engage in first-hand experiences

Embrace experiences which are remarkable to the individual

Invoke a sense of awe and wonder

Develop an appreciation of and responsibility for the environment

Engage in multi -sensory learning

Experience contrasts (polluted/unspoilt, light/dark, urban/rural, loud/quiet)

Secure strong Literacy/Numeracy Skills

Develop subject specific language

Manage, receive, record and apply information

Nurture a thirst for knowledge

Apply cross -curricular skills

Develop Information processing skills

Work within one's own comfort zone and outside it

Work in the real world with first-hand experiences

Work practically Work on a large

scale Experience

exhilaration, challenge and achievement

Develop problem-solving skills

Develop responsibility for one's own learning

Link with experts See possibilities Strive for

improvement Seek opportunities Develop an open

outlook Develop a 'Growth

Mindset' Develop relevant

attributes of learning

Choose how to use free time

Developing hobbies and interests

Apply skills to new situations

Explore alternatives in problem solving situations

Question 'What if...?' 'Why not....?', etc.

Develop creative thinking skills

Work with others in an interactive learning process

Respect the opinions and differences of others

Value one's own perceptions and those of others

Challenging one's own perceptions and those of others

Work as a team Develop empathy Develop social

skills

Make lifestyle choices in response to thoughts

Identify and use one's aptitudes and interests as a vehicle for learning

Move towards the understanding of a wide range of feelings (success/failure, apprehension, anticipation)

Develop awareness of individual strengths and areas of development

Develop reasoning skills

Listen and respond to advice

Value pupil voice Develop self-

esteem Be listened to Manage one's own

behaviour Develop own

opinions Secure and

articulate preferences

Consider one's place in the world

Foster intrinsic motivation

Develop relevant attributes of learning

Year 6 Spring 1: Heroes and VillainsScienceKey LearningAnimals / Health – Exercise, Health and the Circulatory System Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans. The heart is a major organ and is made of muscle. The heart pumps blood around the body through vessels and this can be felt as a pulse. The heart pumps blood through the lungs in order to obtain a supply of oxygen. Blood carries oxygen/essential materials to different parts of the body. During exercise muscles need more oxygen so the heart beats faster and our breathing and pulse rates increase. Animals are alive; they move, feed, grow, use their senses, reproduce, breathe/respire and excrete. An adequate, varied and balanced diet is needed to help us grow and repair our bodies (proteins), provide us with energy (fats and carbohydrates)

and maintain good health (vitamins and minerals). Tobacco, alcohol and other ‘drugs’ can be harmful. All medicines are drugs, not all drugs are medicines.

Notes and Guidance (Non-statutory)Pupils should build on their learning from Years Three and Four about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function. Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.

Pupils Might Work Scientifically By exploring the work of scientists. Through scientific research about the relationship between diet, exercise, drugs, lifestyle and health.Additional suggestion beyond NC2014 to support pupils working scientifically and to provide an opportunity to use ICT to collect / interpret data: By observing / measuring changes to breathing, heart beat and or pulse rates after exercise.

Year 6 Spring 1: Heroes and VillainsScienceCreative Learning Opportunities and OutcomesReal outcome Health Heroes: Explain to the children that they are going to encourage other people to keep healthy and look after their bodies. They have been

asked to complete the following tasks as part of the theme ‘Health Heroes’. Who can they influence? What do they need to know? Design a trim trail course around the school grounds that alternates vigorous with less energetic exercise and resting stations and hold a grand

opening ceremony. Make a simple map to show the route and explain each task on the trail. Rank the exercises by their difficulty using scientific evidence you have collected from tests. The trail must include a minimum of five different exercises along with various resting stations. The map must be able to be carried by the participants during the trail and not blow away whilst they are exercising.

The trail must be promoted to another class in the school and must include information about how they decided upon which activities to include in the trail. A display about keeping healthy, looking after our bodies and information about the heart and the circulatory system should be used to launch the trim trail open day. (It would make sense to build up this display using work children have produced throughout the theme). Who will they invite to the event? When will it happen?

Questioning / Initial assessment Display some of the following questions on the whiteboard.- Where is your heart?- What does the heart do?- How big is your heart?- What happens when we cut our finger?- Why don’t we bleed to death?- Why do we have blood?- What happens to the air (or oxygen) we breathe in?- Why are lungs important?- What happens to our bodies when we exercise?- What is a pulse rate?- What do you think the circulatory system is?

Ask the children to write down what they think about each one, first individually and then pooling their ideas to create a group response. Once the children have had chance to discuss some of their ideas they could complete a KWL grid – What I know (K) about the heart, lungs and

exercise; What I would like to know (W); what I have learned (L) at the end of the theme.

Explore / Observe / First hand experiences What happens to our bodies when we exercise? Observe changes to heart beat, breathing, perspiration and face colour. How can heart beat be

measured? Introduce the idea that pulse rate can be measured as an indication of heart beat. Encourage the children to suggest how to measure pulse rate and ask them to discuss and suggest how to make these readings more accurate. Allow plenty of time to practise finding and taking pulse rates.

Year 6 Spring 1: Heroes and VillainsScienceCreative Learning Opportunities and Outcomes (contd.)Practical investigations Although more specialised equipment is available, it can be difficult in a primary school setting to test pulse rates during exercise. Fair test

investigations are easier to manage if the children test pulse rates after different exercises (or after the same exercise but for different periods of time). It is also possible to graph a pattern of how quickly pulse rates return to normal after different exercise. This can be done by testing the pulse of a ‘volunteer’ every two minutes after exercise until the pulse returns to its ‘normal’ level. The latter would be a good alternative for a more able group to plan independently.

To support these investigations, the Heart Beaters section on the In The Zone website from the Wellcome Trust (here) has some useful activities. In Fizzy’s Heart Beaters children have the opportunity to investigate the effect exercise has on their body and the time it takes them to recover. The unit has three lessons:- Lesson 1: How does your body change with exercise? How do different activities affect my heart rate and why?- Lesson 2: How fast do I recover after exercise? How can I improve this?- Lesson 3: How does heart rate vary for different types of exercise?

Research: What happens inside our body? How do our hearts and lungs work? Watch the video clip 'The heart and how it works' on the BBC Bitesize website (here) to introduce children to the circulatory system. After watching the video, ask children to complete the running dictation activity to identify and record the key points. Put the following statements

onto separate cards and then stick each one to a different space around the room.- The heart pumps blood to the lungs.- The lungs remove carbon dioxide from the blood and replace it with oxygen from the air we breathe.- The heart then pumps the oxygenated blood around the body.- The oxygen in the blood provides fuel for the muscles and organs.- The blood returns to the heart to begin the cycle again.Organise the children to work in groups of four or eight. One person is the scribe and the others are runners. Each child (‘runner’) leaves the table, one at a time, and reads one of the statements around the room. They memorise the statement and then come back to the table to inform the scribe what it said. The scribe writes it as accurately as possible from what the ‘runner’ has told them. Once the first ‘runner’ is back a second person can leave the table and read another statement, memorising it and then telling the scribe what it said, and so on. Once all five statements have been collected, the team have to try and arrange the statements in the correct order. (Note teachers may wish to return to these sentences in a subsequent lesson and children can try to order them individually as an assessment of ongoing understanding). Which parts were the easiest to remember, which were more difficult? The correct order of the sentences can be added to the ‘Health Heroes’ display.

Modelling Use drama to act out/model the circulatory system: The heart pumps blood to the lungs; the lungs remove carbon dioxide from the blood and

replace it with oxygen from the air we breathe; the heart then pumps the oxygenated blood around the body; the oxygen in the blood provides fuel for the muscles and organs before returning to the heart to begin the cycle again. A simple image of the circulatory system would support children’s discussion about their piece of drama/movement.

The Circulation Game from the National Stem Centre website (here) is a useful activity to support with the drama activity above. Annotated photographs of the drama could be added to the 'Health Heroes' display. They could also create their own simple diagrams of the

Year 6 Spring 1: Heroes and VillainsScienceCreative Learning Opportunities and Outcomes (contd.)Research Provide groups of children with different texts and images of the circulatory system and lungs, and information about why we breathe. Ask the

children to underline in red all of the scientific terms and underline in blue all of the words that describe what is happening. Highlight which sentence (or sentences) are the most important. (To support differentiation, the complexity of the texts can be varied). They should bring their annotated examples back to their home groups and share what they have found out. Can they use the images to create a simple picture of the circulatory system? Can they change the scientific words to other words that younger children would understand?

Recording their understanding using scientific vocabulary Provide the children with a list of the vocabulary associated with this theme (there is a full list at the end of the science section). Throughout the

theme, common language and further scientific vocabulary can be identified and added to a science wall or display. Ask the children to work in small groups of mixed ability and use the words in as many sentences as they can about the circulatory system. Throughout the lesson the teacher can model the use of good sentences from various groups. At the end of the session, challenge pupils to come up with as many sentences as they can individually. Can they put them into their own words without the support of others in their group? The sentences the children produce individually could be used as an assessment of their ongoing understanding. Sentences can be added to the ‘Health Heroes’ display.

Research: Body villains Ask children to research the effects of alcohol, drugs, tobacco, poor diet and lack of exercise on the body. The children could create a persuasive text about one of these issues to either encourage people to eat more healthily, exercise more frequently,

give up smoking or drinking or to say no to drugs. Leaflets or posters can be handed out at the Trim Trail Grand Opening event. The following sites have some resources to support this activity:- 'The smoking ban will make my life better' from the CBBC Newsround website (here).- 'Smoking just makes you ill' from the CBBC Newsround website (here).- 'Exercise – how many calories are burned in half an hour?' from the CBBC Newsround website (here).- 'You Make me Sick' (game about the effects of alcohol, drugs and tobacco on the body) from the CBBC Newsround website (here).- 'What are drugs?' from the CBBC Newsround website (here).

Practical investigation Ask children to decide what activities they would like to include in their trim trail and then carry out an investigation to decide which ones make our

bodies work harder. They should use their results to decide the order of activities on their trail. Children should test three different people on their course and take their pulse rates at different stations. They can construct a line graph to show

the story of their trim trail exercise. How long did it take the people to recover at the end of the trail? As an additional outcome, children could present their findings to parents in a newsletter about the trim trail. Carry out a sponsored exercise

activity to try and raise funds to buy an extra resource for a trim trail. Use the newsletter as a way of publicising the event.The learning within this theme can also be linked to learning opportunities in PSHE on how some drugs and other substances can be harmful to the human body and physical education linked to exercise.

Year 6 Spring 1: Heroes and VillainsScienceCreative Learning Opportunities and Outcomes (contd.)Further research As part of their research on Health Heroes, children could also research:- James Lind (1716-1794): Carried out experiments to discover the cause of scurvy.- Elsie Widdowson (1906-2000): A British chemist who was a pioneer of the scientific study of nutrition and one of the creators of the state-

recommended diet during the Second World War.- Lord Boyd Orr (1880-1971): A Scottish nutritional physiologist who devoted nearly four decades to the field of nutrition. For his efforts to

promote lasting peace by wiping out hunger, he was awarded the 1949 Nobel Peace Prize.- Louis Pasteur (1822-1895): French chemist and microbiologist. Invented the process of pasteurisation used to keep dairy products free from

microbial disease. Children could also interview a modern health professional about their role in helping humans stay healthy.

Resources The ‘Circulation game’ from the SGSTS website (here) is a true / false collaborative learning game on circulation. More challenging statements

provide an opportunity for differentiation and can be removed if inappropriate for certain groupings. This activity can lead to children generating questions for the areas of learning they are unsure about.

The BBC Bitesize website (here) has some useful clips related to health linked to the learning in this theme.

Key questions What is ‘pulse rate’? What is it we can feel? Why do we have lungs? Why do we have a heart? How do our hearts and lungs work together to keep us alive? Why does our heart beat faster and our breathing increase when we exercise? Do different types of exercise affect our heart in different ways? Which types of exercise are better for our heart? What if our blood always circulated at the same speed?

Key vocabulary Heart, heartbeat, pulse, pulse rate, muscle, blood vessel, blood, lung, oxygen, oxygenated blood, deoxygenated blood, carbon dioxide, circulate,

circulatory system, organ. Diet, exercise, drugs, lifestyle, body function, harmful, healthy, damaged, nutrients, water, transported, substances.

Year 6 Spring 1: Heroes and VillainsDesign and TechnologyKey LearningEvaluation of Existing Products Research and evaluate existing products (including book and web based research). Consider user and purpose. Understand how key people have influenced design.

Focused Tasks Prepare food products taking into account the properties of ingredients and sensory characteristics. Weigh and measure using scales. Select and prepare foods for a particular purpose. Work safely and hygienically. Show awareness of a healthy diet (using the eatwell plate). Use a range of cooking techniques. Know where and how ingredients are grown and processed. Consider influence of chefs e.g. Jamie Oliver and school meals, Hugh Fearnley-Whittingstall and sustainable fishing etc.

Design List tools (and utensils) needed before starting the activity. Plan the sequence of work e.g. using a storyboard. Record ideas using annotated diagrams. Use drawings to help formulate ideas. Devise step by step plans which can be read/followed by someone else (such as a recipe). Sketch and model alternative ideas. Decide which design ideas to develop.

Make Make prototypes. Develop one idea in depth. Use researched information to inform decisions. Produce detailed lists of ingredients and tools (utensils). Select from and use a wide range of tools (utensils). Use appropriate finishing techniques for the dish. Refine their product – review and rework/improve.

Year 6 Spring 1: Heroes and VillainsDesign and TechnologyKey Learning (contd.)Evaluation (of their Finished Product) Consider user and purpose. Identify the strengths and weaknesses of their design ideas. Give a report using correct technical vocabulary. Consider and explain how the finished product could be improved related to design criteria. Discuss how well the finished product meets the design criteria of the user. Test on the user! Understand how key people have influenced design.

Year 6 Spring 1: Heroes and VillainsDesign and TechnologyCreative Learning Opportunities and OutcomesProject Focus: Food – Chefs as Food Heroes; Designing a Healthy Menu; The Eatwell Plate (A Product, for a Stated Purpose and a Stated User) through an Iterative ProcessDevelop a challenge around product / purpose / user This will engage the class and/or fit with other contexts of learning such as:- A meal for a primary school child designed for health and nutrition.- A meal for an elderly person with a limited appetite designed for health and nutrition.- A meal for a hospital patient designed for health and nutrition.- A meal for a family designed for health and nutrition.

Process for planning a project for your class Think:- Product - what could we make?- Purpose - what is it for?- User - who is going to use it?

This will make the challenge for the project, e.g. design, make and evaluate a (product) to (purpose) for (user). What context will this project be set in? Plan what products for evaluation/resources/tools/materials are going to be offered to the children, taking account of previous experiences and

current learning readiness. Ensure all appropriate risk assessments have been undertaken. Make sure prior learning from design and technology and other subject areas is in place. If not, plan specific learning opportunities prior to the project as focused tasks.

Plan for inclusion of vocabulary development. Will this be taught before beginning the project or during the course of the project? Plan the questions the children will be asked to encourage the iterative process. Consider the six principles for guiding and evaluating practice for design and technology (available from the School Curriculum Principles for D&T

document on the DATA website (here)). What is the balance for this project? Where are the children being encouraged to make their own choices and decisions? How much are they being encouraged to be innovative? Projects over the year/key stage should have a good balance.

Year 6 Spring 1: Heroes and VillainsDesign and TechnologyCreative Learning Opportunities and Outcomes (contd.)Project ideas:

Strand: Food (Health and nutrition – the eatwell plate)Product: A meal Purpose: Healthy and nutritious User: A primary school childEvaluation of existing products Start by researching the work of chefs such as Jamie Oliver and his

influence on school meals. Use research techniques such as questionnaires to evaluate existing

school meals. Children could question other classes, children from other schools and could discuss meals with children from FS/KS1. They could also find out about meals at high school.

Consider what appeals to the pupils and where this possibly conflicts with the ethos of the eatwell plate.

Questions Does the meal match the eatwell plate? Is there a balance of food groups? Does the meal look attractive? Would primary school children choose this meal? What could you do to make it more attractive to a child?

Focused tasksTeach any skills not already in place including: Prepare food products taking into account the properties of

ingredients and sensory characteristics. Weigh and measure using scales. Select and prepare foods for a particular purpose. Work safely and hygienically. Show awareness of a healthy diet (using the eatwell plate). Use a range of cooking techniques. Know where and how ingredients are grown and processed. Prepare food products taking into account the properties of

ingredients and sensory characteristics. Weigh and measure using scales. Select and prepare foods for a particular purpose. Work safely and hygienically. Use a range of cooking techniques. Know where and how ingredients are grown and processed.

Design, make and evaluate From initial evaluations, draw up design criteria for their meal – what is essential and what is desirable? Use the eatwell plate to ensure a balance

of food groups. Trial each element of the meal – make sure that it tastes right, looks appetising and meets nutritional requirements, e.g. not too much salt/fat/sugar etc. Adapt their recipe as they test the different items, possibly taste testing with user groups. Record their recipe, including notes on where ingredients are sourced from. Ensure their recipe could be followed by another member of the class.

Make the complete dish, following their final recipe. Use and apply skills developed during focused tasks. Evaluate the finished product as a group or with consumer groups. Children should record how well the dish meets the design criteria, including

both the requirements of the eatwell plate and the preferences of the consumer. Record the findings of the evaluation as a report for a 'Healthy Diet' magazine or as a 'restaurant review’, using and applying skills from English.

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesArt and Design

Drawing Work from a variety of sources including observation. Work in a sustained and independent way to create a detailed

drawing. Use a journal to collect and develop ideas. Identify artists who have worked in a similar way to their own

work. Use dry media to make different marks, lines, patterns and

shapes within a drawing. Experiment with wet media to make different marks, lines,

patterns, textures and shapes. Explore colour mixing and blending techniques with coloured

pencils. Use different techniques for different purposes i.e. shading,

hatching within their own work. Start to develop their own style using tonal contrast and mixed

media.

Painting Develop a painting from a drawing. Carry out preliminary studies, trying out different media and

materials and mixing appropriate colours. Mix and match colours to create atmosphere and light effects. Be able to identify and work with complementary and

contrasting colours.

Digital Use a graphics package to create and manipulate new images.

Evaluate Annotate work in a journal. Compare ideas, methods and approaches in their own and

others’ work and say what they think and feel about them. Adapt their work according to their views and describe how

they might develop it further.

Children can look at the work of portrait painters such as Rembrandt, Van Dyck, Picasso, Modigliani and then investigate contemporary portraits in the National Portrait Gallery website (here).

Provide them with the opportunity to make a series of observational drawings of portraits and self-portraits.

When drawing their portraits, they can investigate using different drawing tools such as grades of pencil, charcoal, chalk, graphite sticks, biros, pastels, oil pastels.

Investigate the use of shading to create 3-D effects. Children can annotate their sketchbook to note the materials

they have used and whether they have any preferences. Using the skills and understanding they have learnt from

drawing portraits, ask them to develop a portrait of a villain or hero from their imagination.

Children should then select and develop drawings into paint; matching and mixing colours.

They could use a graphics package such as paint.net or the befunky app on iPad (information here) to import a photograph or drawing of a portrait and use effects to make changes to suit a villain or hero.

If Picasso was one of the portrait painters studied, the Picassohead website (here) offers the opportunity to further develop learning.

Children can evaluate their own work and that of others, indicating what could be improved, changed or developed further.

They should evaluate the work in their sketchbooks, documenting research on artists and identify preferred artists and examples using the BBC Your Paintings website (here) or the National Portrait Gallery website (here).

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesComputing

ProgrammingSkills Use repetition* and selection* in programs. Use variables* in programs. Design and create programs using decomposition. Design programs to accomplish specific tasks or goals. Use logical reasoning to develop systematic strategies that can

be used to debug algorithms and programs. Use programming software to create simulations.

Knowledge and Understanding Know the meaning of the key terms:- selection.- variables.- decomposition.

Know the meaning of logical reasoning. Know that programs can be represented in different formats

including written and diagrammatic. Understand the need for precision when creating sequences to

ensure that the system or program is reliable. Understand that there are often different ways to solve the

same problem or task. Understand that programming software can create simple and

complex simulations.

OverviewThe children will have been introduced to the main programming concepts in this theme in previous years. The learning here brings together many of the skills they have learnt and teachers can provide them with more autonomy in creating their own simulation or game.Decomposition (i.e. breaking down a problem/task into smaller parts to make it easier to solve) is a key computational concept and children need time and suitable activities to develop their skills to do this. This task will provide them with scope to show they can decompose the task they are given and to design an appropriate program. There is a useful section on the BBC Bitesize website (here) that teachers can use to introduce this concept.

ActivitiesLinked to learning opportunities in design and technology, children need to understand about healthy eating to be able to create healthy food dishes. Ask the children to design and create a suitable game to highlight which foods are healthy and which are considered to be unhealthy. The children will also provide an introduction to the game which provides the viewer with educational information on this theme and the eatwell plate. They could use a ‘food hero’ (e.g. chef) in this introduction.The main game could work by allocating a positive score (variable) when the healthy food is put on the plate or given to the main character and subtract from the score if unhealthy food is put on the plate or given to the main character. Selection can be brought in to the program when the player places either the healthy or unhealthy food on the plate.In order to successfully complete this activity, children will need to know about healthy food and the eatwell plate. This can provide a useful review of this work. They also need to understand about decomposition and the key programming concepts such as selection and variables. Teachers may wish to spend some time reviewing these before the children start their game.

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesComputing(contd.)

Additionally, children need to source suitable graphics for the project such as healthy food, plates, characters etc.Children can design and decompose the task using a variety of ways. Some may like to use pen and paper, while others may wish to use online mapping tools such as bubbl.us (here) or apps such as popplet (here), Explain Everything or Notability.Suitable tools for the programming element of this project would be Scratch or Tynker.As an alternative stimulus, children could be given the theme ‘Heroes and Villains’ and asked to make a game using this as the title. A more open-ended task such as this provides an opportunity for the children to select the software they want to use, decompose the task and demonstrate the programming skills they have learnt. Children may consider making a catch the villain game with the hero gaining points each time they catch the villain or villains. If one villain is used then children can code them to move i.e. making it a two player game.

In order to successfully complete this activity, children will need to: Decompose the task and design the game. Include one or more variable in the game (e.g. score, time and

lives). Provide a title screen with information about the hero and

villain. Source graphics for the game.Those schools using Espresso Coding or 2Simple’s 2Code will need to use the open coding areas (at the appropriate level) in both of these tools to provide children the opportunity to design and decompose tasks.

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesComputing(contd.)

Online SafetySkills Continue to develop the skills to identify risks involved with

contact, content and their own conduct whilst online.

Knowledge and Understanding Understand some malicious adults may use various

techniques on the Internet to make contact, elicit personal information and ‘groom’ young children, e.g., fake profiles.

Understand the risks involved in arranging to meet and subsequently meeting anybody from the online world in the offline world.

Know that they should tell a trusted adult immediately if they are asked to meet anybody from the online world in the offline world.

Know how to report any suspicions, e.g. through school’s eSafety policies and procedures and the use of CEOP’s ‘report abuse’ button, which links directly to the police.

Recognise that cyber bullying is unacceptable and will be sanctioned according to the school’s eSafety policies and procedures / Acceptable Use Policy.

Know how to report an incident of cyber bullying if and when it occurs, according to the school’s eSafety policies and procedures / Acceptable Use Policy.

Know a range of ways to report concerns about content and contact.

This online safety input focuses on embedding the schools eSafety rules and the range of ways in which children can report any eSafety issues they have. There are many resources that schools can use to support his work including videos aimed at the 11-16 age group. Some primary schools use the 11-16 videos in Year Six. Teachers need to decide whether these videos are suitable for use in their classrooms.Resources Safety Centre from the CEOP website (here). How to Report from the ThinkUKnow website (here). How to Stay in Control – Cyberbullying from the ThinkUKnow

website (here). On Guard! From the Safer Internet website (here). Chat Rooms / Online Forums from the ThinkUKnow website

(here). Social Networking from the ThinkUKnow website (here). School Acceptable Use Policy. Come Alone Carmen from the Tracy Beaker section of the CBBC

website (here). Clare Thought She Knew from CEOP on the YouTube website

(here). NOTE this clip is aimed at 11-16 year olds.

Safer Internet Day is in early February every year and can provide a focus for work on eSafety for schools. The slogan for 2014 and 2015 has been ‘Let’s create a better internet together’. This provides a wide range of possibilities for teachers. Resources to support work at this time can be found on the UK Safer Internet Centre website (here) and a pack of resources for primary schools can be found (here).Key message for pupils'Children and young people can help to create a better internet by being kind and respectful to others online, by protecting their online reputations and by seeking positive opportunities to create, engage and share online.'Safer Internet Day website (link above).

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMathematics

Number – number and place value Read, write, order and compare numbers up to 10 000 000 and

determine the value of each digit. Identify the value of each digit to three decimal places. Solve number and practical problems that involve all of the

above.

Number – fractions, decimals and percentages Find simple percentages of amounts. Solve problems involving the calculation of percentages (e.g.

of measures and such as 15% of 260) and the use of percentages for comparison.

Statistics Interpret and construct pie charts and line graphs and use

these to solve problems. Solve comparison, sum and difference problems using

information presented in all types of graph. Calculate and interpret the mean as an average.

Algebra Enumerate possibilities of combinations of two variables.

Measurement Use, read and write standard units of length, mass, volume

and time using decimal notation to three decimal places. Convert between standard units of length, mass, volume and

time using decimal notation to three decimal places.

Linked to the learning opportunities in science, there are many opportunities for children to engage in statistical analysis. For example in the Fizzy's Heart Beaters activity on the In the Zone website (here), children will investigate the effect exercise has on their body and the time it takes them to recover. This information can be represented in tables, charts and graphs, allowing children to select which form of presentation is the most appropriate.The children can enhance their understanding of averages by calculating the mean pulse rates of their class, or groups within the class, and then compare their own with this result.The ‘Exercise’ article on the CBBC Newsround website (here) provides opportunities to investigate how many calories are burned in half an hour by carrying out various activities. The children can graph this information and answer comparison, sum and difference problems from the data, such as how many more calories are burned by swimming for half an hour than for playing football? The children could use this information to identify a week's exercise regime that burns the most calories. The British Heart Foundation website (here) has a useful calorie counter for exercise. Children could answer questions such as 'If dancing for 20 minutes would burn off 75 calories how long would I need to dance to burn off 500 calories?'Linked to learning opportunities in design and technology, the eatwell plate provides visual imagery of a healthy diet in the form of a pie chart. The children can create their own pie charts related to either the components of their own diets or fractions or percentages of food types provided for them.The term ‘reference intakes’ (or RIs) has replaced ‘guideline daily amounts’ on labelling. If one apple pie contains 2.9g of saturates and this provides 15% of a recommended daily intake, what is the recommended daily intake of saturates?Children could use the labelling on foods to create a Top Trumps type game.

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMathematics(contd.)

If children are given different menu options for a healthy meal, can they enumerate all of the possible meals? With a starter choice of soup, tuna salad or garlic bread and main course choices of omelette, pizza and fish how many different meals can be created? What if the number of starters or main courses changed? What would be the new number of meal creations?Logical reasoning such as this links to the learning opportunities in computing and these skills can be developed by teaching logic games such as Tents on the dkmGames website (here) or Sudoku on the Count On website (here).Strategy games such as Tower of Hanoi on the Maths is Fun website (here) and the variety of games on the MathLands APP for iPads (information here) build up skills in sequencing.

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMusic Performing

Sing songs; speak chants and rhymes in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression.

Play tuned and untuned instruments with control and rhythmic accuracy.

Practise, rehearse and present performances with an awareness of the audience.

Listening Listen with attention to a range of high quality live and

recorded music, to detail and to internalise and recall sounds with increasing aural memory.

Experience how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures (for example, ostinato) and used to communicate different moods and effects.

Experience how music is produced in different ways (for example, through the use of different resources, including ICT) and described through relevant established and invented notations.

Know how time and place can influence the way music is created, performed and heard (for example, the effect of occasion and venue).

Creating Explore, choose, combine and organise musical ideas within

musical structures.

Knowledge and Understanding Analyse and compare sounds. Explore and explain their own ideas and feelings about music

using movement, dance, expressive language and musical vocabulary.

The learning in this theme provides an opportunity to research, listen to and perform songs from the musicals Wicked by Stephen Schwartz and The Wizard of Oz by L. Frank Baum. Children can compare not only the musical themes from both shows, but also investigate how the roles of the two lead female characters and their portrayals as the perceived hero and villain in each story greatly differ.

IntroductionResearch the plot for Wicked on the official Wicked website (here) or on Wikipedia (here) and The Wizard of Oz (film or 2011 stage production) on the official Wizard of Oz musical site (here) or on Wikipedia (here). Recordings for listening sessions can be found on iTunes, Spotify or on YouTube (here) for Wicked and (here) for the Wizard of Oz.Ask the children to produce a chart detailing how the hero and villain characters, Elphaba in Wicked, who is the Wicked Witch of the West in The Wizard of Oz, and Glinda in Wicked, who is Glinda the Good Witch of the North in The Wizard of Oz, are portrayed in each musical. What actions cause them to be perceived as a hero or villain?

WickedIn the show, Elphaba (the future Wicked Witch of the West) is born green and shunned from society. She is sent to college solely to take care of her sister Nessarose (known in The Wizard of Oz as The Wicked Witch of the East – whom Dorothy drops the house upon). Whilst at college she meets the ever-popular girl Glinda (the future Good Witch of the North). Listen to ‘Popular’ (here). Elphaba soon discovers that she has a natural talent for sorcery and both characters travel to the Emerald City to speak to the Wizard of Oz. Listen to ‘The Wizard and I’ (here) and note here how other people treat Elphaba because she looks different. In this show, the Wizard is portrayed as a villain as he is segregating the talking animals from the rest of society. This enrages Elphaba who vows to stand up for them, thereby defying the Wizard (listen to ‘Defying Gravity’ (here) and ends Act One

Year 6 Spring 1: Heroes and Villainsvery much the villain.

Additional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMusic (contd.)

Musical ElementsPitch Identify short phrases and long phrases. Identify the prominent melody patterns in a piece of music. Improvise a melodic pattern. Improvise a melody.

Duration Perform rhythmic patterns and ostinati (repeated melody lines). Identify a silence in a rhythmic pattern with a gesture. Create rhythmic patterns including silences and notate. Indicate strong and weak beats through movements. Recognise a metre (the way beats are grouped) of 3 or 4. Recognise a change in metre.

Tempo Identify the differences between fast and slow tempos. Identify the tempo of music as fast, moderate, slow, getting

faster or getting slower.

Timbre Identify groupings of instruments – e.g. strings, woodwind,

orchestra, and rock band. Recognise the instruments heard in a piece of music.

Texture Identify the various and varying textures in a round. Understand how the texture might vary in a song.

Glinda remains the popular hero because she doesn’t have the courage to speak out and defy the Wizard. Ultimately Elphaba fakes her own death (in the well-known melting scene with Dorothy), as it is revealed she stages the event. She shows herself to be a true hero by continuing to fight for what she believes is right and encourages Glinda to become a less shallow and better person. Investigations of Wicked should be counter balanced by The Wizard of Oz which takes a greatly opposing view.Teachers may find it useful to investigate the original source material ‘The Wonderful Wizard of Oz’ by L. Frank Baum and ‘Wicked: the Life and Times of the Wicked Witch of the West’ by Gregory Maguire (please note this book is not suitable for young children – the musical offers a much less graphic interpretation of the story, so a teacher-led précis of the book would be advised). The class could watch the original 1939 film starring Judy Garland or perhaps visit the theatre to see the stage production of the Wicked musical. Both of these performances are suitable for KS2 children.

ComparisonsUse a variety of songs from both musicals to discuss the following points. There are also some musical examples below which can be used. Analyse the voice qualities of the two characters. The Wicked

Witch has a screechy shouting voice compared to that of the Good Witch’s more angelic tones.

Discuss how the dance routines complement and move in sync with the music and lyrics.

Organise the structure of music into verses and choruses, also identifying introductions to songs and big finale endings.

Why are both shows so popular? Investigate box offices for both shows (which could also link to learning opportunities for mathematics).

Appreciate different recordings of same songs on sites such as YouTube. What makes each one different, which do they prefer and why? Give musical answers.

Year 6 Spring 1: Heroes and Villains

Additional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMusic (contd.)

Which songs would they like to learn as a class? Will they choose a challenging song or easier one? A solo, duet or ensemble song? Give reasons for choices.

Musical ExamplesThroughout learning ask children about their opinions of the music. Do they like it? Why/why not? Could the music be improved? Does the music remind them of any other songs or make them feel a certain way when listening to it?Listen to ‘No One Mourns the Wicked’ from Wicked on YouTube (here) and ‘Munchkin land’ from The Wizard of Oz (here) where we first meet Glinda. Identify that Glinda in both musicals is a soprano – a high-pitched female voice. Listen to another version of ‘No One Mourns the Wicked’ and read or sing together the opening lyrics: ‘Good News! She’s Dead! The Witch of the West dead! The Wickedest Witch there ever was, the enemy of all of us here in Oz is dead! Good News!’ How does the musical enhance these lyrics? What adds dramatic effect to these lyrics?Watch the Tony Awards' performance of Wicked on YouTube (here) and discuss the relationship between the two lead characters. Is the Wicked Witch really perceived here as a villain? Why/why not?Listen to ‘The Wizard and I’ on YouTube (here) and discuss the lyrics. Is this a song that a villain would sing? What makes the music optimistic rather than sinister? Sing parts of the song together paying attention to musical elements such as singing with a clear diction, control of pitch, a sense of phrase and musical expression.Watch ‘Something Bad’ from Wicked on YouTube (here) when Elphaba finds out what is happening to the animals in Oz. What would you do if you found out someone or something was being treated unfairly?Watch a performance of ‘No Good Deed’ from Wicked (here) and discuss how Elphaba might be feeling during this song. Does singing with emotion enhance a performance?

Year 6 Spring 1: Heroes and VillainsAdditional Curriculum LinksSubject Key Learning Creative Learning Opportunities and OutcomesMusic (contd.)

With each of the recommended songs, having watched and/or heard recordings, practise singing them together. Work on clear diction, control of pitch, a sense of phrase and musical expression. Use percussion to enhance rhythmic timing and obtain performance opportunities such as in assembly or to another class. Ask children to learn a selection of, or sections of songs from memory, thereby enabling them to increase their aural memory. Use the musical elements from the key learning as a source of lesson objectives that could, for example, include work on dynamics (volume) and texture (singing solo, in small groups and as a whole class).What can heroes and villains learn from each other? Listen to a performance of ‘For Good’ from Wicked on YouTube (here), the Witches' final song to each other. How does this song give the impression that Elphaba and Glinda have formed a lasting friendship? Learn the song as a class using the YouTube clip of the song with lyrics (here).L Frank Baum wrote in The Wonderful Wizard of Oz, ‘Remember that the Witch is Wicked – tremendously Wicked – and ought to be killed.’ Does the storyline for Wicked suggest the same or otherwise? Find musical examples to support your view. Direct children towards the melting scene from the film which would support this on YouTube (here) compared to the finale of Wicked on YouTube (here) where Glinda very much mourns the apparent loss of Elphaba. The second video also confirms Elphaba as the true hero of Wicked, as unlike in the film, she does not die.The themes of Wicked and The Wizard of Oz can be explored further by visiting the education section of the official Wicked website (here). Links to other learning opportunities such as dealing with the concepts of friendship, choices, values and consequences are all discussed with supplementary posters and lesson plans.

The Teach with Movies website (here) and The Wonderful Wizard of Oz website (here) both have more details about The Wizard of Oz film that can be used to support classroom learning.

Year 6 Spring 1: Heroes and Villains

EnglishKey LearningUnit Older Literature Information Text Hybrid Poems With Imagery

Outcome

A scene for a story or a new chapter, drawing on the writing style of a particular author.

An information text containing a mixture ofnon-fiction text types and forms, e.g. a speech containing elements of persuasion, recount and report.

Interesting and engaging poem(s) which use powerful imagery.

Possible Duration

3-4 weeks. 2-3 weeks. 1-2 weeks.

Key LearningReading

Employ dramatic effect to engage listeners whilst reading aloud.

Understand underlying themes, causes and consequences within whole texts.

Recognise themes within and across texts e.g. heroism.

Make comparisons within and across texts e.g. same scene in play script, narrative and film versions.

Compare texts written in different periods. Prepare play scripts to read aloud and

perform using dramatic effects. Explore new vocabulary in context. Infer characters feelings, thoughts and

motives from their actions, justifying inferences with evidence.

Predict what might happen from information stated and implied.

Discuss and evaluate how authors use language including figurative language, considering the impact on the reader.

Make comparisons within and across texts.

Analyse the conventions of different types of writing.

Explore texts in groups and deepen comprehension through discussion.

Explore new vocabulary in context. Reread and read ahead to locate clues to

support understanding and justify with evidence from the text.

Scan for key information. Skim for gist. Use a combination of skimming, scanning

and close reading across a text to locate specific detail.

Distinguish between statements of fact or opinion across a range of texts.

Prepare formal presentations individually or in groups.

Use notes to support presentation of information.

Participate in debates on issues related to reading.

Learning a wider range of poems by heart.

Preparing poems to read aloud and perform using dramatic effects.

Listen to, read and discuss an increasingly wide range of poetry.

Recommending poems to their peers with detailed reasons for their opinions.

Explore poems in groups and deepen comprehension through discussion.

Explore new vocabulary in context. Reread and read ahead to locate clues to

support understanding and justify with evidence from the text.

Discuss and evaluate how poets use language including figurative language, considering the impact on the reader.

Explore, recognise and use the terms personification and effect.

Explain the effect on the reader of the poets’ choice of language and reasons why the poet may have selected these.

Participate in discussions about books building on their own and others’ ideas and challenging views courteously.

Year 6 Spring 1: Heroes and VillainsEnglishKey Learning (contd.)

Key LearningWriting

Manipulate sentences to create particular effects.

Use ellipsis to link ideas between paragraphs.

Investigate and collect a range of synonyms and antonyms e.g. heroic, bold, courageous, daring, fearless, gallant, noble, valiant, cowardly, fearful, meek.

Draw on similar writing models and reading.

Select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact.

Introduce and develop characters through blending action, dialogue and description within sentences and paragraphs.

Finding examples of where authors have broken conventions to achieve specific effects and using similar techniques in own writing, e.g. repeated use of ‘and’ to convey tedium, one word sentence.

Identify and use colons to introduce a list. Punctuate bullet points consistently. Combine text-types to create hybrid texts

e.g. persuasive speech. Evaluate, select and use a range of

organisation and presentational devices for different purposes and audiences.

Explore and collect vocabulary typical of formal and informal speech and writing.

Identify audience and purpose. Draw on research. Select appropriate vocabulary and

language effects for task, audience and purpose.

Evaluate and improve performances of compositions focusing on:- intonation and volume.- gesture and movement.- audience engagement.

Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved.

Evaluate and edit by:- reflecting upon the effectiveness of

writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning.

- proofreading for grammatical, spelling and punctuation errors.

Selecting the appropriate language and structures.

Drawing on similar writing models, reading and research.

Selecting appropriate vocabulary and language effects for precision and impact.

Suggested Texts

Macbeth by William Shakespeare. Romeo and Juliet by William Shakespeare. Shakespeare Stories by Leon Garfield. Stories from Shakespeare by Usborne. Jane Eyre by Charlotte Bronte. Jane Eyre retold by Gill Tavner. David Copperfield by Charles Dickens. David Copperfield retold by Gill Tavner. Shakespeare for all Ages and Stages from

the National Strategies Archives website (here).

Thomson in-flight safety film YouTube clip (here).

The Warm and the Cold by Ted Hughes on the All Poetry website (here).

Owl by Pie Corbett and City Jungle by Pie Corbett from the National Literacy Strategy Year 6 Revision Unit on the Digital Education Resource Archive website (here).

The Sea by James Reeves on the Poem Hunter website (here).

Beach by John Coldwell in Ramshackle Rainbow Poems for Year 5 Chosen by Pie Corbett.

Ten Things Found in a Wizard’s Pocket by Ian McMillan.

Winter Morning by Ogden Nash on Google (here).

Year 6 Spring 1: Heroes and Villains

EnglishOlder Literature – Creative Learning Opportunities and OutcomesCreating interest Display the words ‘hero’ and ’villain’ and ask the children to choose one but not reveal their choice to

anyone else. Ask the children to make themselves into statues to represent the word they have chosen. Use this as a starting point for discussion, exploring interpretations of the terms ‘hero’ and ‘villain’. What

makes a hero (or heroine)? Do you know any real life heroes/heroines? Can you name any heroes or heroines from books and films? What is a superhero and how are they different? What makes a villain? Can you name any villains from books and films?

In pairs or small groups, identify and record the characteristics of heroes and villains. Alternatively, challenge the children to write a ‘recipe’ for each, e.g. in the style of the recipe for a good friend on the Key Stage 2 Literacy website (here).

Learning outcomes Children will be able to articulate their

understanding of the terms hero and villain.

Children will be able to talk and write about the characteristics of heroes and villains.

ReadingGrammar: Warm ups throughout the reading phase – focus on investigating and collecting a range of synonyms and antonyms e.g. heroic – bold, courageous, daring, fearless, gallant, noble, valiant, cowardly, fearful, meek.Reading and responding Read and explore the selected story through shared reading. The study could include a mixture of:- Using short extracts from the original text, e.g. Macbeth by William Shakespeare.- Extracts from modern retellings of the story, e.g. Shakespeare Stories by Leon Garfield.- The teacher telling sections of the story.- Film versions, e.g. Shakespeare; The Animated Tales (2013).

Examine a scene from the play or story in different forms, e.g. Macbeth Act 1 Scene 1, The Three Witches – original text, a modern retelling such as Leon Garfield’s and The Animated Tales. Discuss similarities and differences, asking for suggested reasons for these. Which version do the children prefer?

Use book talk to explore short extracts from the original text. Focus on the language, identifying unfamiliar vocabulary and grammatical structures. Use phonic strategies and analogies with other words to decode and to support pronunciation. Discuss the meanings of these words, making links with other similar known words, using context clues and dictionary support where appropriate. Support the children in tackling unfamiliar sentence construction by focusing on punctuation and using it to support reading for meaning. Once meaning has been discussed, ask children to summarise the scene using modern day language.

Prepare a scene from a play script or story to act out or read aloud. Employ dramatic effect to engage listeners whilst reading aloud.

Through reading and studying the complete story, explore the journey of key characters. Through book talk, infer characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.

Learning outcomes Children will be able to identify and use

synonyms and antonyms. Children will be able to discuss the effect

of word selection on the meaning of a sentence.

Children will be able to make comparisons between different versions of a story, suggesting reasons for differences.

Children will be able to draw on a range of reading skills to decode archaic language and understand a piece of older literature.

Children will be able to employ dramatic effect in performing or reading aloud older literature.

Children will be able to infer character’s thoughts, feelings and motives from their actions.

Children will be able to describe the journey of key characters through a story.

Children will be able to explore alternative courses of action through drama and discussion.

Children will be able to demonstrate

Year 6 Spring 1: Heroes and Villains Identify heroes and villains within the text. Are their roles clearly defined from the outset and are they

maintained throughout the story? Macbeth for example, presented as a hero at the start of the play, ends up as a murderer.

active reading strategies through ongoing responses within a reading journal.

EnglishOlder Literature – Creative Learning Opportunities and Outcomes (contd.) Use drama techniques such as conscience alley to consider consequences of choices made by

characters and explore alternative courses of action at key points. Use a reading journal to record ongoing responses e.g. KWL grids, mind mapping, writing in role, writing

summaries and making predictions.Reading and analysing Analyse a high quality, modern retelling of a story from older literature. What elements of the original

text have been retained in this version? Consider the effect the modern writer created through the selection of words and narrative techniques.

Focus particularly on the breaking of conventions, e.g. in Macbeth (Leon Garfield’s Shakespeare Stories), the first sentence does not contain a verb, the second begins with the conjunction ‘but’ and the third uses the conjunction ‘and’ three times. Consider the effect of these examples of deliberately breaking the rules. Use response prompts to support children in articulating the effect of language, e.g. It makes me imagine…; It makes you feel that…; It’s the author’s way of saying…; The author wants me to know…; Ask children to annotate the text with responses.

Create a toolkit of techniques used by the writer which can then be used to support the writing phase.

Children will be able to highlight elements of an older text within a modern retelling.

Children will be able to identify sentences where conventions have been broken.

Children will be able to describe the effect of the deliberate use of these techniques.

Gathering contentGrammar: Warm ups throughout the gathering content phase – focus on manipulating sentences to create particular effects. These sessions can be used to practise techniques on the toolkit from the reading analysis phase, e.g. for Macbeth (Leon Garfield), these might include metaphor, onomatopoeia, repeated use of a conjunction, simile etc. Select a section of original text from the play or story, e.g. Macbeth Act 3 Scene 4 Banquo’s Ghost. Explore this text, decoding and discussing unfamiliar words, establishing meanings etc. Children work in groups to add stage directions e.g. adverbs to suggest how words should be spoken,

pauses etc. The text is read aloud by the children, taking note of the stage directions. Actions are added and the scene is rehearsed, performed and improved. Create a simple timeline of events within the scene of the play or story, e.g. for Macbeth:

Macbeth and Lady Macbeth welcome the lords to the banquet.Murderer at back door tells Macbeth Banquo is dead but Fleance has escaped.Macbeth sees Banquo’s ghost at the table.Lady Macbeth makes excuses for her husband’s odd behaviour.Macbeth continues to talk to Banquo’s ghost.Lady Macbeth sends the lords home as her husband is unwell.

Learning outcomes Children will be able to manipulate

sentences to create particular effects. Children will be able to draw on a range

of reading skills to decode archaic language and understand a piece of older literature.

Children will be able to suggest appropriate stage directions to support meaning.

Children will be able to create their own plan from a model.

Year 6 Spring 1: Heroes and Villains

Year 6 Spring 1: Heroes and VillainsEnglishOlder Literature – Creative Learning Opportunities and Outcomes (contd.) For each section of this timeline, support the children in identifying one or two lines or phrases from the

original text to be included in their modern retelling, e.g. ‘never shake thy gory locks at me’. This will be their plan to support the writing phase.

Writing Use the timeline/plan created. Use shared writing techniques to model a section at a time. Focus on

skills – careful selection of synonyms, manipulation of sentences for effect and appropriate inclusion of lines or phrases from the original text.

Children follow the modelling each day from the whole class focus and use their own plan to inform writing.

Use AFL, marking and feedback to adjust shared writing focus daily.

Learning outcomes Children will be able to write a modern

retelling of a scene from a play or story from older fiction. This should include:- careful selection of synonyms.- manipulation of sentences for effect.- lines or phrases from the original text.

Outcome The children will write a modern version of a scene from a play or story from older literature. They will draw on techniques used by modern day

writers who have retold these stories.

Presentation Writing could be displayed within school or public library or published on a website such as Lend Me Your Literacy (here). Alternatively, where appropriate, consider sending writing to the modern day author whose writing provided the model.

Year 6 Spring 1: Heroes and VillainsEnglishInformation Text Hybrid – Creative Learning Opportunities and OutcomesCreating interest Share a selection of images of either:- villains from children’s literature and film.- heroes and heroines from children’s literature and film.

Ask the children to identify the one they feel to be the most extreme case, i.e. the most villainous villain or the most heroic hero/heroine. Use the think-pair-share technique, asking children to give reasons for their choice.

Alternatively, explore real life heroes and heroines. These could be local, national or international. Profiles of people winning Pride of Britain awards can be found on the Pride of Britain website (here) Note: teachers should be aware of any that might prove sensitive and make appropriate selections. Ask the children to select a real life hero and give reasons for their choice.

Share the writing outcome: to write a hybrid text (about a hero or villain) e.g. The Most Villainous Villain in Literature or My Real Life Hero/Heroine. This will involve producing a written text which includes a variety of non-fiction text types. Share also (or let the children choose) how this text will be presented, e.g. as a speech, a PowerPoint/ICT presentation or article for a magazine.

Learning outcomes Children will be able to make

comparisons and give reasons for their choices.

ReadingGrammar: Warm ups throughout the reading phase – focus on identifying and using colons to introduce a list.Reading and responding Through shared reading and independent reading, revisit some of the non-fiction text types. The

examples provided are themed around helping others:- Non-chronological report: 'How First Aid Works' from the British Red Cross website (here).- Recount: Mother Teresa Biography on the Biography website (here).- Instructions: 'What is First Aid?' from the British Red Cross website (here).- Discussion: 'Has the time come to ban cars from the centre of towns and cities?' from the Digital

Education Resource Archive website (here).- Persuasion: Comic Relief fundraising fact sheet from the Red Nose Day website (here).- Explanation: 'Science of Fire' from the Fire Safe Kids website (here).

Compare and discuss the different purposes of these texts. Who is the intended audience of each text? Explore meaning of words in context: Can you work out the meaning by looking at the sentence? What

type of word is it? Does the root word help? Can you think of another word which would fit in and make sense? What definition(s) does the dictionary give? Using the appropriate dictionary definition, can you explain what the word means in the context of this sentence? Can you use the word correctly in a sentence of your own?

Explore non-fiction texts in groups and deepen comprehension through discussion. Encourage the children to check that the text makes sense to them and demonstrate their understanding through giving an oral or written summary.

Learning outcomes Children will be able to use colons

appropriately to introduce a list. Children will be able to identify the

purpose and audiences of non-fiction texts.

Children will be able to use a range of approaches to find the meanings of unfamiliar words and explain these in relation to their context.

Children will be able to demonstrate active reading strategies through generating questions, contributions to discussion and use of reading journals.

Children will be able to distinguish between statements of fact and opinion.

Children will be able to skim for gist. Children will be able to scan for key

information. Children will be able to use close reading

to locate specific detail.

Year 6 Spring 1: Heroes and VillainsEnglishInformation Text Hybrid – Creative Learning Opportunities and Outcomes (contd.) Distinguish between statements of fact or opinion across a range of texts. In which of the texts would

children expect to find more statements of opinion? Are any of them made up entirely of facts? Children highlight statements of fact and opinion in texts matched to their reading ability.

Model different reading skills and discuss the purpose of each: skimming for gist, scanning for key information and close reading to locate specific detail. Provide opportunities for children to practise the skills using non-fiction texts matched to their reading ability.

Reading and analysing Revisit text features. Provide the children with a short extract of each of the six non-fiction text types

and ask them to identify the text type, giving reasons for their choices. Share examples of hybrid texts in print and film, e.g. the Thomson in-flight safety film on YouTube (here).

What text types are evident within the text? Ensure pupils give reasons, referring back to text features, and provide examples from the text.

Children will be able to identify non-fiction text types.

Gathering contentGrammar: Warm ups throughout the reading phase – focus on punctuating bullet points correctly. Identify a subject for the modelled writing in line with the outcome shared during the creating interest

phase – a villain from children’s literature (or film), a hero/heroine from children’s literature or film or a real life hero/heroine. Support the children in choosing the subject for their writing.

Through modelling, support the children in making decisions about the content and text types to be included in their booklets. Provide opportunities to share, discuss, refine and discuss their ideas.

Conducting Research Prepare for, and structure factual research by using a KWL grid or a QUADS grid:

Questions Answers Detail(evidence) from the text

Source

Gather information through research, revisiting and modelling research skills. Skills might include:- using alphabetically ordered texts efficiently.- quickly appraising potentially useful texts.- locating information in a text in print or on screen confidently and efficiently through using contents,

indexes, sections, headings and IT equivalent.- sifting through passages for relevant information.

Learning outcomes Children will be able to punctuate bullet

points correctly. Children will be able to use a range of

research skills to gather information about their hero or villain.

Children will be able to use the skills of skimming, scanning and close reading during the course of their research.

Children will be able to make notes effectively.

Children will be able to plan their text taking account of the audience and purpose.

English

Year 6 Spring 1: Heroes and VillainsInformation Text Hybrid – Creative Learning Opportunities and Outcomes (contd.) Refer explicitly to the reading skills of skimming, scanning and close reading as follows:- skimming to gain an overall sense of text.- scanning to locate specific information.- close reading to aid understanding.

Through modelling, support children to scan for key words and text mark to locate key information. Show the children how to use simple abbreviations while note taking, presenting ideas in note form that

are effectively grouped and linked. Use book talk to model active reading strategies, rereading and reading ahead to locate clues to support

understanding.Planning Model the planning process, drawing out a paragraph planner, labelling each section, e.g.

Introduction

Statement of my opinion.

Paragraph 1

Biographical details (recount).

Paragraph 2

The problem/situation they wanted to put right (non-chronological report).

Paragraph 3

First reason why they are my hero (persuasion).

Paragraph 4

Second reason why they are my hero (persuasion).

Paragraph 5

Third reason why they are my hero (persuasion).

Conclusion

Restate opinion.

Children create their own plans. Writing Use the plan created. Use shared writing techniques to model a section at a time with the children.

Focus on skills – use of colons to introduce a list and punctuation of bullet points. Children follow the modelling each day from the whole class focus and use their own plan to inform

writing. Use AFL, marking and feedback to adjust shared writing focus daily. Show the children how to acknowledge sources in their writing. Provide opportunity for children to think about the presentation of their writing to engage and maintain

the reader’s interest. Prepare formal presentations of the writing individually or in groups, showing the children how to use

notes to support presentation of information. Evaluate and improve performances focusing on intonation and volume, gesture and movement and audience engagement.

Hold a class debate. Invite another class to be the audience and vote on the most villainous villain or the most heroic hero or heroine.

Learning outcomes Children will be able to write and present

a hybrid text which includes:- colons to introduce lists.- correct punctuation of bullet points.- features of the chosen text types

within the booklet.- an awareness of purpose and

audience. Children will be able to evaluate and

improve performances of compositions focusing on:- intonation and volume.

Year 6 Spring 1: Heroes and Villains- gesture and movement.- audience engagement.

EnglishInformation Text Hybrid – Creative Learning Opportunities and Outcomes (contd.)Outcome A hybrid text about a hero/heroine or a villain. This will demonstrate text features from a number of different text types and forms. A presentation leading to a class debate, e.g. Who is the most villainous villain in children’s literature? Who is the greatest hero of our time?

Presentation Children could present their writing as speeches, power point presentations or magazine articles and share with other classes, parents or governors.

Year 6 Spring 1: Heroes and VillainsEnglishPoems With Imagery – Creative Learning Opportunities and OutcomesCreating interest Share a poem which contains imagery, e.g. Winter Morning by Ogden Nash on Google (here), and a

selection of photographs/paintings on a similar theme. Ask the children to select the photograph they think most closely matches the images created in the

poem. Ensure they justify their choices by making reference to the text, explaining the imagery. Explain that, in this unit, they will be exploring the way poets ‘paint pictures with words’.

Learning outcomes Children will be able to interpret simple

imagery. Children will be able to justify their

choices with reference to the text.

ReadingGrammar: Warm ups throughout the reading phase – focus on selecting appropriate vocabulary and language effects for impact, e.g. simile, metaphor, personification.Reading and responding Through shared reading, read and explore a selection of poems which provide good examples of

imagery. These poems should be selected for the quality of the imagery; they need not link with the heroes and villains theme. Good examples include The Warm and the Cold by Ted Hughes, Owl and City Jungle by Pie Corbett, The Sea by James Reeves, and Beach by John Coldwell.

Explore the meaning of words in context: Can you work out the meaning by looking at the other words in the line or poem? What type of word is it? Does the root word help? Can you think of another word which would fit in and make sense? What definition(s) does the dictionary give? Using the appropriate dictionary definition, can you explain what the word means in the context of this poem?

Model and use book talk to deepen comprehension, using tentative language to propose, express and refine ideas, e.g. I wonder whether…; Maybe…; At first I thought…but now… Show them how to reread and read ahead to locate clues to support understanding. Justify with evidence from the text.

Provide opportunities for children to participate in discussions about poems, building on their own and others’ ideas. Explore, through discussion with the children, ways to challenge the views of others courteously. Model and provide speaking frame prompts where necessary, e.g. I like that idea but have you thought about…; I agree but also…; I hadn’t thought about that, can you tell me more?

Provide opportunities for children to read other poems, matched to their reading ability. Encourage them to highlight words and phrases which create powerful images, annotating these with their responses. Provide opportunities for them to discuss their preferences, make recommendations and give detailed reasons for their opinions.

Learn some poems by heart. Prepare poems to read aloud and perform, showing understanding through intonation, tone, volume and

action so the meaning is clear to an audience. Rehearse and perform a poem or selection of poems for an audience. Children should

Learning outcomes Children will be able to select language

for effect. Children will be able to create language

effects, e.g. similes and metaphors. Children will be able to explore the

meaning of words in context. Children will be able to discuss poems,

building on and challenging others’ ideas.

Children will be able to demonstrate their understanding, interpretation and response to the poetry through discussion and in writing.

Children will be able to build on their own ideas and those of others.

Children will be able to challenge the views of others courteously.

Children will be able to compare poems and explain their preferences.

Children will be able to learn poetry by heart.

Children will be able to take account of meaning when reading aloud.

Children will be able to prepare, rehearse and perform a poem.

Children will be able to improve their performance by listening to and acting on feedback.

Year 6 Spring 1: Heroes and VillainsEnglishPoems With Imagery – Creative Learning Opportunities and Outcomes (contd.)

be encouraged to improve their own performance by watching back a recording of it, or listening to and acting on feedback from peers.

Reading and analysing Identify examples of figurative language within different poems – metaphor, simile, personification.

Discuss the effect of these on the reader. Highlight examples within the text and annotate, describing the effect of the techniques. Provide response stems to support personal response, e.g. It makes me imagine…; It reminds me of…; It makes it seem…

Analyse the structural features of the poems, e.g. how many stanzas does it have? Does anything change from stanza to stanza? How many lines does it have? What kind of lines are used? Are they ‘end-stopped’ or ‘run-on’ (i.e. is the meaning complete at the end of the line or run on to the next line? Does the poem rhyme? If so, what is the pattern of that rhyme? Is there a rhythm?

Children will be able to identify examples of figurative language within poems including metaphor, simile and personification.

Children will be able to describe the effect of these on the reader.

Children will be able to describe the structural features of poems.

Gathering contentGrammar: Warm ups throughout the gathering content phase – focus on selecting appropriate vocabulary and language effects for impact, e.g. simile, metaphor, personification. Select a hero (from fiction or real life) or villain (from fiction) to be the subject of the model poem.

Collaboratively, create a mind map to help organise what we know about this person or character. Branches for the mind map could include aspects such as appearance, behaviour, relationships, triumphs, crimes.

Provide opportunities for children to select their own hero or villain as their subject and create their own mind maps. In pairs or small groups, children use their completed mind maps to talk for two minutes about their subject.

Use a simple poem as a model, e.g. What is Father Christmas? (metaphor poem):Father Christmas is a comfortable, red armchairA lumbering polar bearHe is a magical midnightA mug of cocoa and a plate of hot buttered crumpetsHe is a rollercoaster ride at the funfair.

Explore the imagery, discussing each metaphor in turn. Share or support the children in identifying the model used in 'What is Father Christmas?' above, or

other simple poem, identify that in each line, Father Christmas is compared to the following items:- Piece of furniture.- An animal.- A time of day or weather.- A type of food or meal.- An event or occasion.

Learning outcomes Children will be able to select language

for effect. Children will be able to create language

effects, e.g. similes and metaphors. Children will be able to organise their

ideas using a mind map. Children will be able to generate a

selection of ideas for writing. Children will be able to select from their

ideas, considering the effect upon the reader.

Children will be able to use a structure of a known poem to support their own writing.

English

Year 6 Spring 1: Heroes and VillainsPoems With Imagery – Creative Learning Opportunities and Outcomes (contd.) Ten Things Found in a Wizard’s Pocket by Ian McMillan provides another simple model which is suitable

for innovation e.g. Ten Things Found in Macbeth’s Pocket. Alternatively, for a personification poem, select an object related to the hero or villain, e.g. Banquo’s

drum. Again, provide line openers or a structure to support the imagery, e.g.I am …I can see …I hear …I look forward to …I fear …I can never tell …

Thinking about the subject for the new poem, model how to generate a selection of ideas. Talk aloud thoughts about why each might be appropriate, modelling the decision making process.

Provide opportunity for the children to generate a selection of ideas and discuss these with others.

Writing Use shared writing techniques to model the writing of a new poem using ideas and language from the

gathering content phase, e.g. What is Professor Snape (metaphor poem):Professor Snape is a cold, marble throneA Slytherin snakeHe is a freezing duskThin, watery cabbage soupHe is a lonely funeral.

Focus on skills – selecting appropriate vocabulary and language effects for impact. Children follow the modelling from the whole class focus and write their own new poem(s). Use AFL, marking and feedback to adjust shared writing focus daily. Children assess the effectiveness of own and others’ writing. They suggest changes to vocabulary to enhance effects and clarify meaning. New poems are learnt and performed.

Learning outcomes Children will be able to write a poem

which includes:- a structure based on the model.- imagery created through carefully

chosen words and phrases.- appropriate use of language

techniques such as metaphor, simile and personification.

Children will be able to edit and improve their own writing to enhance effects and clarify meaning.

Outcome A performance of poems learned by heart during the reading phase. Interesting and engaging poem(s) which use powerful imagery. A performance of the new poem(s).

Year 6 Spring 1: Heroes and VillainsEnglishPoems With Imagery – Creative Learning Opportunities and Outcomes (contd.)Presentation Presentation of a poem to an audience e.g. assembly, other class, recorded for live playback Presentation of poem with imagery using artwork or ICT combining words, phrases, images and sounds e.g. PowerPoint, Photostory3.