Main Theme: The Wilds of South America
End of Theme Project: Design and make a rainforest animal cushion or soft toy.
Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
Intent: What opportunities will there be to develop literacy and numeracy skills?
Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?
Impact: What opportunities will be provided to assess the development of knowledge and skills?
Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
|Subject Knowledge/Skill||Curriculum Areas covered|
|I can locate the world's countries, with focus on North and South America and countries of interest to pupils.||Geography|
|I can locate the geographic zones of the world and understand the significance of these zones.||Geography|
|I understand geographical similarities and differences through the study of the human and physical geography of an area within South America.||Geography|
|I can describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts and rivers; human geography, including settlements, land use, economic activity including trade.||Geography|
|I can use maps, atlases, globes and digital/computer mapping to locate countries and describe the features studied.||Geography/Maths|
|I can use a wide range of geographical sources in order to investigate places and patterns.||Geography/English|
|I can plan enquiries, including recognising and controlling variables where necessary.||Science|
|I can take measurements, using a range of scientific equipment, with increasing accuracy and precision.||Science/Maths|
|I can record data and results using scientific diagrams and labels, classification keys, tables, bar and line graphs, and models.||Science/Maths|
|I can report findings from enquiries, including oral and written explanations of results, explanations involving causal relationships, and conclusions.||Science/English|
|I can present findings in written form, displays and other presentations.||Science/English/Maths|
|Use test results to make predictions to set up further comparative and fair tests.||Science/Maths|
|Use simple models to describe scientific ideas, identifying scientific evidence that has been used to support or refute ideas or arguments.||Science/Maths/English|
|Understand plants: This concept involves becoming familiar with different types of plants, their structure and reproduction.||Science|
|Understand evolution and inheritance: This concept involves understanding that organisms come into existence, adapt, change and evolve and become extinct.||Science|
|Understand animals and humans: This concept involves becoming familiar with different types of animals, humans and the life processes they share.||Science|
|I can create objects (such as a toy or cushion) that employ a seam allowance and join textiles with a combination of stitching techniques.||Design and Technology/Maths|
|I can give details (including own sketches) about the style of some notable artists, artisans and designers and create original pieces that show a range of influences and styles.||Art|
|I can develop an understanding of instructions, logic and sequences (Code)||Computer Science|
|I understand how to safely connect with others.||Computer Science|
Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
• I am prepared to learn from mistakes.
• I am always willing to explore more than one possible solution to a problem.
• I can debate issues until a sensible compromise is reached.
• I can use feedback from a range of sources to help solve a problem.
• I appreciate that attitudes and behaviour can impact on learning.
•I can identify strengths and weaknesses in my own work and explain why this may be the case.
• I can use a range of criteria to reflect on my own and others' work.
• I can explain and discuss in different ways what I have learnt from others.