As Geographers, we will… use maps to accurately plot sightings of unexplained phenomenon. We will be developing our understanding of latitude, longitude, equator, hemispheres, tropics, polar circles and time zones. We will locate, name and describe the world’s continents, countries and oceans using world maps, atlases and globes.

As Historians, we will… look in detail at the mystery surrounding the Mary Celeste and use our investigative skills to establish the truth. We will give reasons for different interpretations of the past, considering how they reflect the circumstances in which they are made, the evidence available and the intentions of those who make them (eg. writers, film-makers, historians).

As Scientists, we will… find out how light affects our perception of what we see. We will be investigating how light travels and using this to explain how objects are seen and shadows are cast. We will identify the main parts of the human circulatory system and describe their functions. We will recognise the impact of diet, exercise, drugs and lifestyle on the way our bodies function and describe the ways in which nutrients and water are transported around our bodies.

As Language Specialists, we will…debate whether UFOs, The Loch Ness Monster, ghosts and the Bermuda Triangle really exist, considering all the evidence and maintaining viewpoints based on opinion and evidence. As readers we will be investigating and finding out more about the ‘Unexplained’ and putting our enquiry and retrieval skills to the test. We will also be reading our chosen home reading books for pleasure and reading a class story for fun! As writers we will be learning how to write in a different range of non-fiction genres – including instructions, persuasive letters, debates, reports and recounts.

As Mathematicians, we will…be focusing on basic number facts to help us with more complex problems. We will also be applying what we know (making links) to real life problems. We expect the children to continue to practise their mental maths skills at home every day to keep their maths muscles active! This includes: times tables, conversions, decimals, fractions and percentages and quick recall of basic facts.

The Big Idea: There have been many documented sightings of unexplained phenomenon over the years. Do aliens exist? Are mermaids real? How can sightings of the Loch Ness Monster be explained? What really happened to the Mary Celeste? As investigators, we will be exploring questions such as these, researching and presenting evidence, debating and discussing theories, as we attempt to unravel these great mysteries.

Across the curriculum As athletes, we will…develop our flexibility, strength, control and balance through sequence work. We will engage in a number of skills and competitive game play using tag rugby as a focus. As theologians, we will…debate issues of religious significance with reference to a range of evidence, sources and arguments and justifying our own views and opinions. As members of our community, we will…learn to take on more responsibility and fulfil roles such as Young Leaders and other jobs around the school. As musicians, we will…learn how to compose simple songs and use musical notation. As speakers of French, we will… be focusing on all four skill areas (speaking, listening, reading and writing) and learning about the countries where French is spoken and debating our ideal travel destination.

Knowledge of the World

We will continue to develop our understating of different cultures and countries and

will be investigating how their reactions/beliefs differ from ours to these unexplained

sightings.

The Arts and Sports

We will be creating light and shadow sculptures of

‘unexplained creatures’. We will also be focusing on

staying fit and healthy, to fulfil our roles within school

as ‘Young Leaders’.

Enquiry

We will develop our investigative skills using

technology and literature to find out for ourselves

whether these strange occurrences are real or fake.

Ambition and Possibilities If this unexplained phenomenon were real – how would this affect our daily lives? What would this mean for us in the short and long

term?

Year 6 – The Unexplained