1. Year 6: Does it matter if you’re black or white?
NC - links
WOW: Art Gallery (African Art – paintings and masks)
LC1
Where is South Africa?
LC2
How does Naledi display strength and courage? (Reading Journals)
LC3
If you had the key to Naledi’s diary, what would it say?
LC4
How can one journey change your life forever? (Reading Journals)
LC5
Is it signed, sealed, delivered?
LC6
Does it matter if you're black or white?
LC7
How did Nelson Mandela help the world have greater awareness of discrimination?
LC8
Can my art speak to all?
Literacy Link: Diary, Narrative, Informal Letter, Persuasive Argument.
Geography Link: Maps, Location, Human and Physical Geography.
Numeracy: See Medium Term Plans.
History: Life of Nelson Mandela and Apartheid.
Art: African Art.
Journey to Jo’burg
Forest Academy

2. Year 6: Does it matter if you’re black or white?
Literacy (Writing)
Reading
SPaG
Writing: Transcription
use further prefixes and suffixes and understand the guidance for adding them
spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
continue to distinguish between homophones and other words which are often confused
use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
use dictionaries to check the spelling and meaning of words
use a thesaurus.
Writing: Handwriting and Presentation
Write legibly, fluently and with increasing speed by:
choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
choosing the writing implement that is best suited for a task
Writing: Composition
Plan their writing by:
identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
noting and developing initial ideas, drawing on reading and research where necessary
in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
Draft and write by:
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
précising longer passages
using a wide range of devices to build cohesion within and across paragraphs
using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
Evaluate and edit by:
assessing the effectiveness of their own and others’ writing
proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
Reading: Comprehension
checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
asking questions to improve their understanding
drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
identifying how language, structure and presentation contribute to meaning
discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
provide reasoned justifications for their views.
Vocabulary, Punctuation and Grammar
Develop their understanding of the concepts set out in English Appendix 2 by:
Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
using passive verbs to affect the presentation of information in a sentence
using the perfect form of verbs to mark relationships of time and cause
using expanded noun phrases to convey complicated information concisely
using modal verbs or adverbs to indicate degrees of possibility
using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
learning the grammar for years 5 and 6 in English Appendix 2
Indicate grammatical and other features by:
using commas to clarify meaning or avoid ambiguity in writing
using hyphens to avoid ambiguity
using brackets, dashes or commas to indicate parenthesis
using semi-colons, colons or dashes to mark boundaries between independent clauses
using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
Forest Academy

3. Year 6: Does it matter if you’re black or white?
Art
History
Do their sketch books contain detailed notes, and quotes explaining about items?
Do they compare their methods to those of others and keep notes in their sketch books?
Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books.
Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books?
Can they explain what their own style is?
Can they use a wide range of techniques in their work?
Can they explain why they have chosen specific painting techniques?
Can they make a record about the styles and qualities in their work?
Can they say what their work is influenced by?
Can they include technical aspects in their work, e.g. architectural design?
Do their sketches communicate emotions and a sense of self with accuracy and imagination?
Can they say where a period of history fits on a timeline?
Can they place a specific event on a timeline by decade?
Can they place features of historical events and people from past societies and periods in a chronological framework?
Can they look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint?
Can they identify and explain their understanding of propaganda?
For the HA
Can they suggest why there may be different interpretations of events?
Can they suggest why certain events, people and changes might be seen as more significant than others?
Can they pose and answer their own historical questions?
Geography
Can they confidently explain scale and use maps with a range of scales?
Can they choose the best way to collect information needed and decide the most appropriate units of measure?
Can they make careful measurements and use the data?
Can they use maps, aerial photos, plans and web resources to describe what a locality might be like?
Can they give an extended description of the human features of different places around the world?
Can they map land use with their own criteria?
Can they describe how some places are similar and others are different in relation to their physical features?
Can they give extended description of the physical features of different places around the world?
Can they describe how some places are similar and others are different in relation to their human features?
Can they accurately use a 4 figure grid reference?
Can they define geographical questions to guide their research?
Can they use a range of self selected resources to answer questions?
Forest Academy

4. Year 6: Does it matter if you’re black or white?
LC1 – Where is Africa?
LC2 – How does Naledi display strength and courage?
During this learning challenge, pupils will be introduced to the book ‘Journey to Jo’burg’ and will locate South Africa (and other key African countries) on a world map.
Pupils will be reintroduced to the idea of countries and continents and will use compass points to identify key features in and around Johannesburg.
In Chapter 1, what do we learn about the relationship between Naledi and Tiro and their younger sister Dineo?
Why do you think Nono and Mmangwane are reluctant to contact Naledi and Tiro’s mother?
Pupils will read the first few chapters about Naledi and her struggle to respond to a dilemma. Pupils will begin to plan and gather ideas for writing a diary in Naledi’s viewpoint. This will outline her thoughts and feelings as she tries to solve the problem.
Wonderings for Wonder Wall: Read introduction of the book.
Before reading Chapter 1, look at the introduction about children living apart from their parents. What have you already learnt about how unfair life was for black people compared with white people in South Africa?
Forest Academy

5. Year 6: Does it matter if you’re black or white?
LC3 - If you had the key to Naledi’s diary, what would it say?
LC4 - How can one journey change your life forever?
Early in the book, why does Naledi get very nervous passing the graves. How does she try and cope as she passes them?
Pupils will read and analyse diaries, before planning, drafting and editing their own diaries from Naledi’s viewpoint.
Why did they leave Tsawana?
What did they experience along the way?
How did they feel at different points along the journey?
What did they hope would happen when they reached Jo’burg?
Who did they meet on their journey and what effect did they have?
Throughout the book, the relationship between black South Africans and the police is an important feature.
Look carefully at the song older children sang:
‘Beware that policeman,
He’ll want to see your ‘pass’
He’ll say it’s not in order.
That day may be your last!’
What do we learn about why there is little trust between the police and black South Africans?
In addition to the police, the white farmers were equally not trusted by black South Africans.
In Chapter 3, we learn a great deal about the relationship between white farmers and black South Africans.
How would describe the way black South Africans were treated by the white farmers?
Forest Academy

6. Year 6: Does it matter if you’re black or white?
LC5 - Is it signed, sealed, delivered?
LC6 - Does it matter if you're black or white?
Why was Jo’burg known as ‘the city of gold’?
Although Naledi and Tiro make it to Jo’burg, what do you think their mother’s reaction would have been if she knew they were making the journey? (List positive and negative reactions).
Pupils will read and analyse informal letters, before planning, editing and drafting a letter to Nono from Naledi.
How are Naledi and Tiro?
What is Jo’burg like?
Where does Mma work?
Who have they met?
How was the journey?
What did they experience along the way?
When are they coming home?
How is Dineo?
In Chapter 6, as the children try to board the ‘wrong’ bus, what do we learn about discrimination in South Africa at this time?
(Specify three things outlined in the text that let you know how bad the discrimination was).
The story is set in South Africa at the time of apartheid. By following Naledi and Tiro’s journey we find out a great deal about what life was like for black people in South Africa at this time. Under each of the headings below, show why life was so unfair for black people:
School life for black children
Travelling by bus
Hospitals
Working for white people
Treatment by the police
Reflecting on the book, which techniques and strategies has the author used to help you feel sympathy with the black South Africans in different situations?
Reflect on being a black child in South Africa at this time; on being a black worker; on being a freedom fighter; on being a mother having to work away from home.
Forest Academy

7. Year 6: Does it matter if you’re black or white?
LC5 - How did Nelson Mandela help the world have greater awareness of discrimination?
LC6 - Can my art speak to all?
‘More than a Story’ (page 10).
Can I use the internet and secondary sources to find facts about Nelson Mandela and Apartheid?
The pupils will research Nelson Mandela and Apartheid and read and analyse persuasive arguments, before using this information to plan, draft and edit a persuasive argument to abolish Apartheid and achieve equality for all.
Can I say what their work is influenced by?
The pupils will learn about the history of African masks and will look at different examples. They will design and make their own African mask using papier mache – thinking about its meaning and how it would be used.
What are African masks used for?
What is the meaning of African masks?
How are African masks made?
Forest Academy