Year 5 & 6

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?

  • Working as part of a team
  • Confidence to change things when they aren't going to plan.
  • Information gathering
  • Problem solving
  • An ability to make links
  • Reasoning skills

Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?

  • Locate the world's countries, with focus on North and South America and countries of interest to pupils. 
  • Locate the geographic zones of the world and understand the significance of these zones.
  • Understand geographical similarities and differences through the study of the human and physical geography of an area within South America.
  • 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.
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe the features studied.
  • Use a wide range of geographical sources in order to investigate places and patterns.
  • Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area and record the results in a range of ways.

Intent: What opportunities will there be to develop literacy and numeracy skills?

  • Non-chronological report
  • Persuasive letter
  • Descriptive paragraphs
  • Interpreting, manipulating and presenting data in various ways.
  • Coordinates

Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?

  • Art
  • English
  • Maths
  • Design and Technology
  • Computer Science

Impact: What opportunities will be provided to assess the development of knowledge and skills?

  • A non-chronological report about South America.
  • Descriptive paragraphs (Rainforests, plants and animals)
  • Persuasive letter about the impact of deforestation.
  • The use of coordinates and compass points reading maps.
  • Complete, read and interpret information in tables.
  • Interpret and construct pie charts and line graphs and use these to solve problems.

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?

Resilience
• I am prepared to learn from mistakes.
• I am always willing to explore more than one possible solution to a problem.
Resourcefulness
• I can debate issues until a sensible compromise is reached.
• I can use feedback from a range of sources to help solve a problem.
Reflectiveness
• 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.
Reciprocity
• 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.

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Theddlethorpe Academy Principal

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