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WEEK 1

1. To define and differentiate biome and climate zones.

2. To identify major biomes on the map.

3. To describe climate zone characteristics.

WEEK 2

1. To explain what is an extreme environment is.

2. To identify specific examples of extreme environment.

3. To differentiate between different types of extreme environments.

WEEK 3

1. To define adaptation and differentiate between physical and behavioral adaptations.

2. To identify and describe specific adaptations of animals to different extreme environments.

3. To connect specific geographical features of an environment.

WEEK 4

To describe needs in a survival situation.

WEEK 5 and 6

Working on a group project.

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To draw a landscape of an extreme environment.

To build a model shelter from different materials.

To create a board game using different materials.

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Driving Question:

What if you woke up one morning as a famous person from the social movements?

During this half-term, we will focus on exploring and understanding relevant social movements such as Women's Suffrage.

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In the first three weeks, we will be focusing on acquiring theoretical information about social movements.

Week 1: Discovering the Past

Topical Question: Who are the key figures of the social movements?

During the first week, the main topic will be Women's Suffrage. Using historical facts and individual research, we will get acquainted with this social movement.

Guiding Questions:

Who were some of the most influential leaders of social movements?

What were the major social issues that these movements addressed?

How did these movements impact society?

Week 2: Stepping into the Role

Topical Question: What challenges and opportunities would I face as a social activist?

Starting from actual examples of social rights activists, we will aim for a deep understanding of their work, motives and practices. Students will use both information taught to them through presentations and individual work to find out more about the lives and legacies of movement leaders.

Guiding Questions:

What were the personal sacrifices made by social activists?

How did they overcome obstacles and challenges?

What strategies did they use to influence public opinion?

Week 3: Creating a Movement

Topical Question: How can I use my voice to make a difference?

During this week, we will be getting closer to the final speech students are expected to deliver by the end of the half term. Using video/audio examples of famous movement leaders, exploring the traits that make a powerful speech, we will begin building the structure of the speech that students will deliver.

Students are expected to come up with subjects they are personally invested in and wish to cover in their final speech.

Guiding Questions:

What are the characteristics of effective leadership?

How can we work together to achieve common goals?

What strategies can be used to raise awareness and mobilize support?

Learning objectives:

Develop empathy for historical figures and their struggles.

Deepen the understanding for important historical events and their effect on our current everyday lives.

Understand the challenges and rewards of social activism.

Practice critical thinking and problem-solving skills.

Understand the importance of effective communication and persuasion.

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As for the final product, students are expected to:

Deliver a speech on a social issue they are passionate about.

Suffragettes posters

Elaborate fact files for major historical figures that played key roles in civil rights movements.

Do thorough research on the topics that are relevant to the inquiry question

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At the end of the half-term, students from the neighbour classes will be invited to listen to the speeches of Year 6.

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Organisational Tools/ Vocabulary/SPAG

chronological order; diary starter;

description; st person; prepositions; passive verbs; past tense; fronted adverbials; relative clause; speech; powerful verbs

Writing piece: Diary entry from the perspective of a Suffragette

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Organisational Tools/ Vocabulary/ SPAG:

1st person; chronological order; closing statement; past tense;

facts; time connectives; adverbials; anecdotal writing;

punctuation;

Writing piece: autobiography

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Organisational Tools/ Vocabulary/ SPAG:

The 5 Ws; formal and informal language; direct and reported speech; active and passive; parenthesis

Writing piece: Newspaper report on chosen topic

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Fiction-Assessment: Big Write (based on a hook/prompt)

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Social Movements related texts

Non-Fiction texts: Biography study; Autobiography study; Journalistic study from Reading Eggs

Understanding sentences, synonyms/antonyms, definitions,
summarising, sequencing, answering inferential/literal questions.

Week 1- The Biography of Marie Curie
Lesson 1: To learn new vocabulary.
Success Criteria: spellings, vocabulary words.
Reading Eggs

Lesson 2:  To answer comprehension questions.
Success Criteria: skimming, scanning.
Reading Eggs
Lesson 3: To sequence events.
Success Criteria: order of events, linking words.
Reading Eggs

Week 2 - Autobiography of a Superhero

Lesson 1: To learn new vocabulary.
Success Criteria: vocabulary words, capital letters.
Reading Eggs

Lesson 2: To summarise a text.
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential questions.
Success Criteria: skimming, scanning.

Week 3 - Newspaper Article
Lesson 1: To learn new vocabulary.
Success Criteria: vocabulary words, capital letters.
Reading Eggs

Lesson 2: To summarise a text.
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential questions.
Success Criteria: skimming, scanning.

Week 4 - Bill of Rights
Lesson 1: To learn new vocabulary.
Success Criteria: vocabulary words, capital letters.
Reading Eggs

Lesson 2: To sequence a text.
Success Criteria: order of events, spellings.
Reading Eggs

Lesson 3: To answer inferential/literal questions.
Success Criteria: skimming, scanning.

Week 5 - The unknown heroine behind Anne Frank's diary
Lesson 1: To learn new vocabulary.
Success Criteria: vocabulary words, capital letters.
Reading Eggs
Lesson 2: To answer inferential/literal questions.
Success Criteria: skimming, scanning.

Lesson 3: To answer comprehension questions.
Success Criteria: complex sentences, skimming, order of events.
Reading Eggs

Week 6 - Assessment week
Lesson 1: assessment
Lesson 2: marking and feedback
Lesson 3: self assessment
Reading Eggs/read from their own books

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Lesson 1 Equivalent fractions and simplifying

Lesson 2 Equivalent fractions on a number line

Lesson 3 Compare and order (denominator)

Lesson 4 Compare and order (numerator)

Lesson 5 Add and subtract simple fractions

Lesson 6 Add and subtract any two fractions

Lesson 7 Add mixed numbers

Lesson 8 Subtract mixed numbers

Lesson 9 Multi-step problems

Lesson 10 End of block assessment

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Lesson 1 Multiply fractions by integers

Lesson 2 Multiply fractions by fractions

Lesson 3 Divide a fraction by an integer

Lesson 4 Divide any fraction by an integer

Lesson 5 Mixed questions with fractions

Lesson 6 Fraction of an amount

Lesson 7 Fraction of an amount - find the whole

Lesson 8 End of block assessment

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Lesson 1 Metric measures

Lesson 2 Convert metric measures

Lesson 3 Calculate with metric measures

Lesson 4 Miles and kilometres

Lesson 5 Imperial measures

Lesson 6 End of block assessment

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Math challenge cards

Math Autumn 2 starters and extension on Google Classroom

Century nuggets

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Lesson 1 Using symbols to construct and draw series circuits

Lesson 2 Complete and incomplete circuits

Lesson 3 Variations within circuits

Lesson 4 Plan - voltage experiment

Lesson 5 Investigate - voltage experiment

Lesson 6 Evaluate - voltage experiment

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Drawing--> Suffragette Posters

Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

Use a choice of techniques to depict movement, perspective, shadows and reflection.

Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). -

Use lines to represent movement

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Key question: How can we keep healthy as we grow? 

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Key question: How can we keep healthy as we grow? 

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Students will learn:

• how mental and physical health are linked

• how to recognise early signs of mental ill-health (e.g.

depression, anxiety, eating disorders) and what to do about this,

including whom to speak to in and

outside school

• that health problems, including mental health problems, can

build up if they are not recognised, managed, or if help is not

sought early on

• that anyone can experience mental ill-health and to discuss

concerns with a trusted adult

• that mental health difficulties can usually be resolved or

managed with the right strategies and support

Final Product: students will create a presentation

about a movement/ organisation that helps

people suffering from mental disorder

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Unitatea II: De-a ce mă joc

Lectură:

Textul narativ literar: Vizită, I. L. Caragiale (text în variantă digitală, cu evidențierea cuvintelor cheie; jocuri de tip Adevărat/Fals despre evenimentele din text; chestionare interactive pentru identificarea etapelor acțiunii, a personajelor și pentru înțelegerea acțiunii - Wordwall, Blooket, Quizziz);

Planul simplu și dezvoltat de idei (mind map interactiv; jocuri de tip „drag & drop” pentru ordonarea ideilor principale și secundare din text;

Text auxiliar: fragment din Exuvii de Simona Popescu (crearea unei secvențe cronologice digitale a întâmplărilor din text).

Comunicare orală:

Schimburi de replici în dialog (Jocuri de rol digitale sau în clasă; „Chain dialogue” - fiecare elev continuă dialogul colegului, păstrând sensul).

Reguli de acces la cuvânt;

Prezentarea proiectelor individuale.

Gramatică:

Verbul. Predicatul verbal (jocuri online pentru identificarea verbelor și a predicatelor verbal e dintr-o serie de propoziții)

Modul indicativ. Timpurile indicativului (prezentul; imperfectul; perfectul compus; viitorul) -  chestionare interactive cu conjugarea unor verbe (Kahoot, Quizizz, LearningApps); jocuri de completare a timpului corect în enunțurile date;

Modul imperativ (potrivirea verbelor la modul imperativ cu situațiile corespunzătoare; mini-scenete interactive)

Redactare:

Textul narativ ficțional (activitate digitală: ,,storyboard” digital sau Google Slides pentru construirea unei povestiri; joc „Continue the story” online – fiecare elev adaugă câte un paragraf).

Elemente de interculturalitate:

Diversitatea culturală: jocuri de ieri și de azi (proiect individual: Jocuri fără vârstă)

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Learners will develop their knowledge and understanding of using a computer to produce 3D models. Learners will initially familiarise themselves with working in a 3D space, moving, resizing, and duplicating objects. They will then create hollow objects using placeholders and combine multiple objects to create a model of a desk tidy. Finally, learners will examine the benefits of grouping and ungrouping 3D objects, then go on to plan, develop, and evaluate their own 3D model of a building.

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1  Introduction to 3D modelling

2  Modifying 3D objects

3  Make your own name badge

4  Making a desk tidy

5  Planning a 3D model

6  Make your own 3D model

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Spatial reasoning, digital design, 3D manipulation, creativity, precision, problem-solving, planning, evaluation, attention to detail, perseverance

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to say what's in the classroom and in school bag

to use der/die/das and einen/eine/ein correctly

to name school subjects and give opinions on the school subjects

to tell the time

to say the days of the week

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Unitatea: În oraș

Vocabular:

-Mijloace de transport;

-Călătorii;

-Indicații de orientare;

-Facilități din oraș;

Ascultare:

-Dialogul: indicații de orientare, exprimarea nevoilor în diferite situații de comunicare (la mall, la hotel, în taxi etc)

Lectură:

-Lectura unor texte despre facilități din oraș, călătorii, indicații de orientare etc

Gramatică:

-Prepoziții cu genitiv

-Substantive comune în genitiv (cu articol definit sau nedefinit)

Scriere:

-Dialoguri pe o temă dată

-Broșura

-Pliantul informativ

Proiect:

Orașul meu - prezentare de proiect