BedlingtonStation PrimarySchool

Portal City Planners:

Global Village  

 

Year 6 Term 1B

CONTEXT

Greetings once again and welcome back to Portal City Planners, it's me, Billy Ding. I am so pleased you are joining me again as urban planners. Olive has tasked me to find ways to look at ways she can strengthen links with her new trading partners in Paris. In order to do this, we need to look closely at both sides of the link, understanding what makes these places special and where and how they developed. Olive is expecting a visual presentation on our findings before she makes any decisions about how to move forward. Remember, if you build it, they will come!

BROADENING EXPERIENCE

Christmas PerformancePantomime

CLASS READER

There's a Boy in the Girl's Bathroom

Jigsaw PSHE
'Celebrating Difference'
We will be learning to accept that everyone is different, about bullying and how to stop it, about using kind words and giving and receiving compliments.

Curriculum Overview

Oracy Development Opportunities

ENGLISH

Focus Narrative:

Flashback Stories

Key Text/Stimulus:

The Piano (Animation)

Replay (Animation)

Writing Outcome:

The Power of Objects – Write a narrative where a special object (a piano, clock, photo, or toy) carries the reader into flashbacks.

Focus Grammar

  • Noun phrases
  • Perfect form of verbs to mark relationship of time and cause
  • Commas to clarify meaning  

Hot-seating as characters

Freeze frame - thoughts/feelings

Present Blogs to audience

Focus Non-Narrative:
Information Text - Blogs

Key Text/Stimulus:London

Writing Outcome:

Tourist blog about London

Cross-curriculum support genres:

Explanation Texts

Recounts

ART

Pathway: Architecture - Dream Big or Small?

Explore the responsibilities architects have to design us a better world. Make your own architectural model.

Disciplines:

Architecture, Drawing, Sketchbooks

Medium:

Foamboard, Ink, Card

Artists:

Shoreditch Sketcher, Various Architects

How do architects use form, structure, and materials to meet the needs of a design?Architects choose shapes, materials, and structures carefully to make buildings strong, useful, and beautiful. These design decisions help buildings work well for the people who use them and the environment they’re in.

Architecture – The art and science of designing and constructing buildings and structures.

Model – A small-scale version of a building or structure used to explore or present design ideas.

Scale – The size relationship between a model and the real building it represents.

RE

Jigsaw RE

How did Jesus create a "New Covenant" and what does that mean to Christians today?

Northumberland Agreed Syllabus Unit U2.4 How do Christians decide how to live? ‘What would Jesus do?’

Group discussions/debate

What is a covenant?Christians believe, in the Bible, a covenant is a special promise or agreement made between God and people, where both sides agree to do something for each other.
What is the New Covenant?Christians believe The New Covenant is a special promise from God, through Jesus, that He will always love and forgive people if they trust in Him and follow His ways.
What may the New Covenant mean to a Christian today and what impact it might have on how they live their lives?The New Covenant means that Christians believe God loves and forgives them, so they try to live kindly, follow Jesus' teachings, and treat others with love and fairness.

Covenant – A special promise or agreement between God and people.

New Covenant – The Christian belief that through Jesus, God offers love and forgiveness to those who trust and follow Him.

Forgiveness – Letting go of wrongdoings; Christians believe God forgives those who are truly sorry.

Trust – Believing in God’s promises and relying on Him.

Teachings – The messages and guidance Jesus gave about how to live a good and loving life.

HISTORY

National Curriculum:

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066  

 

Share opinions

Study: Transforming Cities: How Wren and Haussmann Changed London and Paris

As part of our study of an aspect of British history beyond 1066, pupils will explore how cities have been shaped by significant individuals through a comparative study of Christopher Wren’s reconstruction of London after the Great Fire of 1666 and Georges-Eugène Haussmann’s redesign of Paris in the 19th century. This unit will allow pupils to examine how both figures responded to challenges in their cities through ambitious urban planning and architectural design, and how their work influenced the daily lives of citizens. By comparing the transformation of London and Paris, pupils will develop their understanding of change, significance, and the impact of ideas across Europe, as well as draw contrasts between British and non-British history. The unit also supports cross-curricular links with art and design through the study of cityscapes and architectural styles. 

What problems did Wren and Haussmann try to solve in their cities?After the Great Fire of London in 1666, Christopher Wren aimed to rebuild the city with safer, wider streets and more durable buildings. In 19th-century Paris, Haussmann worked to solve problems like overcrowding, poor sanitation, and traffic by redesigning the city layout. Both men used planning and design to improve how their cities functioned. Their projects responded to the needs and challenges of their time.

How were Wren’s and Haussmann’s approaches to city planning different?Wren focused on restoring and enhancing a historic city after a disaster, keeping many medieval street patterns but adding new landmarks like St Paul’s Cathedral. Haussmann, however, demolished large parts of old Paris to create a completely new network of straight boulevards, parks, and public squares. Wren worked within traditional styles, while Haussmann embraced large-scale modernisation. Their methods reflected the priorities and powers of their governments.

How did Wren and Haussmann influence the future of city design?Wren’s blend of classical architecture and urban design shaped the identity of post-fire London. Haussmann’s work in Paris became a model for other cities around the world, inspiring future planning with wide roads, green spaces, and efficient layouts. Their ideas about how cities should look and work continue to influence modern architecture and planning. Studying their legacy shows how city design can shape the lives of future generations.

Urban planning – The design and organisation of buildings, streets, and spaces within a city to improve how it works and looks.

Architecture – The art and science of designing buildings; Wren and Haussmann are known for their influential architectural styles.

Reconstruction – Rebuilding something that has been damaged or destroyed, like Wren’s work after the Great Fire of London.

Impact – The effect or influence that a person, event, or idea has on people or places over time.

Comparison – Looking at similarities and differences between historical events or figures, such as Wren in London and Haussmann in Paris.

GEOGRAPHY

National Curriculum:

describe and understand key aspects of: human geography, including: economic activity including trade links

locate the world’s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries, and major cities (Paris/London)

 

 

Present findings to peers

How and why do people trade goods and services with each other around the world?People trade by buying, selling, and exchanging goods and services, which helps different countries get the things they need and grow their economies.

What are the key environmental regions, key physical and human characteristics of Paris? Paris is located in the temperate environmental region of northern France, characterized by the River Seine, a relatively flat landscape, and a dense urban environment with iconic landmarks like the Eiffel Tower, a high population density, and a global cultural and economic influence.

What are the key environmental regions, key physical and human characteristics of London? London's key environmental regions include the Thames River Basin and green spaces like the Royal Parks; its key physical characteristics include the River Thames and a generally low-lying landscape, while its key human characteristics include its dense population, historic landmarks, diverse economy, and extensive transport network.

Trade – The buying, selling, or exchanging of goods and services between people or countries.

Goods – Physical items that are made, sold, or bought, such as food, clothes, or electronics.

Physical features – Natural parts of the landscape, like rivers, hills, and climate (e.g. the River Seine or River Thames).

Human features – Things built or created by people, such as buildings, roads, population, and transport systems.

Region – An area of land defined by its physical or human characteristics (e.g. the Thames River Basin or northern France).

PE

Real PE Unit:

Unit 2

Cog Focus

  • Creative Skills

Fundamental Movement Skills

  • Static Balance: Seated
  • Static Balance: Floor Work

Planning Link

Sport:

Swimming

Peer feedback/instructions

DT

National Curriculum:

Focus objectives:

DESIGN OBJECTIVES

MAKE OBJECTIVES

EVALUATE OBJECTIVES

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Feedback on designs, presenting ideas/final product

Content:

Fashion design - Repurpose old clothes. Link to Art/History

What are the steps in the process of designing clothes?Fashion design has five main steps: concept, sketches, fabrics/material choices, making (sew or put it together), and presenting (let people see and wear it)!

Design – The process of planning how something will look and work, such as clothing.

Sketch – A quick drawing used to show and develop design ideas

.Fabric – The material used to make clothes, chosen for its texture, colour, and function.

Construct – To make or build something, such as sewing pieces of fabric together to create a garment.

Evaluate – To look at your finished product and think about what works well and what could be improved.

SCIENCE

National Curriculum:
Working Scientifically

Investigations:

Observations over time: Do we have a positive or negative effect on our environment?

Children carry out a survey of single-use plastic in school. Once data is collected they could scale up, if this is the amount used in one day, how much in one year? Using their results, children think about actions/steps that could be taken to make our school a ‘Plastic Clever’ school.

Comparative and fair testing : What will happen when we bounce two balls together?

Children to plan an investigation to answer the question. Focus on how to ensure the test is a fair test and think about the variables.

Discussions, Sharing ideas/views, explanations, presenting results.

COMPUTING

Creating Media

Unit 6.5 - 3D Modelling

Planning, developing and evaluation of 3D computer models of physical objects.

MUSIC

Steel Pans

SPANISH

Speaking aloud

Blog

Keep a daily blog for a week, recording what you do and how you feel each day. Write it in a way that makes your reader want to keep reading – add humour, description, or even a bit of drama. You could even include doodles, sketches, or quirky titles to make each entry stand out.

Maths Guides

Create a fun ‘How To’ guide for children all about fractions! Show and explain (with examples, doodles or step-by-step tricks) how to add, subtract, multiply and divide fractions. Don’t forget to demonstrate how to turn improper fractions into mixed numbers, and how to simplify or find equivalent fractions – make it clear, colourful, and child-friendly!

Tourism Challenge

Imagine you’re a top travel guide and your job is to persuade tourists to visit either London or Paris! Create a colourful leaflet or brochure packed with exciting information – location (with a map), population, climate, transport, work industries, plus any fun or unusual facts that will make people want to go there right away.

Arithmetic strategiesPractise your strategies for solving +, -, ÷ and x calculations.

Times TablesPractise your times tables.

Try a new food you haven't tasted before.

Construct a model using anything you want.

Help your family by doing a chore around the house.

Catch a snowflake or raindrop on your tongue.

Build an indoor den.

Do a random act of kindness.

Topic Vocabulary

These are words you will come across this half term in the work you will be doing. Take some time to find out what the mean and discuss them with your grown ups at home. This will help you when in school.

Trade

Goods

Population

Physical Features

Human Features

Comparison

Forgivness

Covenant

 

Urban

Density

Region

Economic

Reconstruction

Architecture

Reading
Don't forget to read every night for at least 15 minutes.
Complete your bookmark each time you read. It should take you 3 weeks to fill a whole book mark.You can read anything - books, comics, websites and your Accelerated Reader book!

Tier 2 Vocabulary

Tier 2 vocabulary are words you often come across in reading and schoolwork that aren’t everyday conversation words but help you understand and express more complex ideas.

clench

browse

guarantee

combination

hitch

seize

retaliate

stranded

forage

useless

compare

strain

expect

thread

decorate

roast

traffic

intricate