1. Wider learning experiences
City: What makes us all the same?
Year Group: 6 Date:
Please note: This planning document is designed to be printed/enlarged to A3
Speaker
Cognitive
Content
Choice of content to convey meaning & intention
Building on the views of others
Clarifying & summarising
Seeking information & clarification through questions/ing
Reasoning
Giving reasons to support views
Critically examining ideas & views expressed
Social and Emotional
Working with others
Guiding or managing interactions
Turn-taking
Listening & responding appropriately
Author
(Reader)
Engineer
Scientist
Philosopher
What are our basic human rights?
Does everyone have the right to an education?
What does it feel like to be a child in the 21st Century?
Geographer
Locate the world’s countries
Historian
Musician
 Geographer
Wider learning experiences
Families talking about education in their home countries – what and how much education did they have? Link to Uganda school
Resources
I am a child
Lead State of Being with NC objectives
Supporting States of Being with NC skills
Opportunities to enhance
Not key focus within this enquiry

2. Creative City: What makes us all the same? Year Group: 6 Date:
Immerse: skills
(Developing empathy of events, processes or people, exploring and enhancing language and social skills)
What is a debate? Watch clips of debates.
What oracy skills do we need – children look at the framework to identify this.
Use the discussion roles to debate a topical question relevant to the children e.g. should children be allowed to watch TV? Give children time to generate ideas for and against before discussing. Use discussion detectives to seek good examples of the discussion roles being used.
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Seeking information & clarification through questions/ing
Building on the views of others
Practice: skills
(Building on immersion, learners have opportunities to acquire and practice skills in numerous ways)
Watch another debating clip. What oracy skills can you notice? What could they have done to do better?
How could we improve our debating skills? Use sentence stems. Generate some and share others as a class.
Present children with another discussion question to debate based around heritage. Give children time to generate ideas for and against before discussing.
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Seeking information & clarification through questions/ing
Building on the views of others
Evidencing the process
Sketch books, and models
Celebrating the challenge
Learners present their findings and posters at celebration event on December 7th
Engage
(An engaging event to capture interest and energise. Guided by an adult initially; a supported experience)
Show children photographs of people around the world living in different conditions and with different possessions etc. and show Ghanian school – what similarities and diffrences can learners find?
Use dollarstreet to explore similarities and differences of children around the world
Pose the question:
If all people around the world deserved 5 things, what would they be? Show photographs of other people who’ve not made the right choices
Does everyone deserve those 5 things?
Learners create their own responses
The Challenge
(Combining skills and knowledge from ‘Practice’, learners prove their understanding, answer the enquiry question and work independently of adults)
Learners contribute to whole class debate on “Are we all the same?” which three rights of the child are the most important and why?
Learners include details of education in different countries that they have researched and feedback from families in different countries
Immerse: knowledge
(Developing knowledge of events, processes or people, exploring and enhancing language)
Explain the history of the Universal Declaration of Human Rights. It was created in 1948 after the end of the second world war. It is celebrated every year on December 10th. Chn are given the human rights (on T drive) and order them by importance. Discuss in groups how they have been ordered, using discussion guidelines and sentence stems to challenge.
Read I Am a Child. Discuss questions posed on I am a child PowerPoint (T drive)
Divide class in small groups. Explain that the rights that belong to a child are written down in a convention (a special document that contains valuable information that helps people make laws and decisions) called Convention on the Rights of a Child CRC
In groups, children discuss what is happening in each image (Rights of a Child images) and decide what rights they depict.
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Practice: knowledge
(Building on immersion, learners have opportunities to acquire and develop knowledge in numerous ways)
Re-cap the rights of a child. In groups children focus on some of the statements and illustrate what this looks like in school. Each group/child creates their own “one square” contribution to this – drawn and joins together with the rest of the class to create one poster. ‘The Rights of the Child at Filton Avenue’.
In groups, learners research specific countries and their record on human rights for children. What differences do they find.
Learners add this to their information for their debate.
Milestone
Giving reasons to support views
Critically examining ideas & views expressed
Assessment
Learners that have excelled:
Learners that could revisit:
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