Autumn Half Term Overview

Title / Learning challenge(s) Assessment Questions Hook Theme/ Topic LC1: How can you create your own class rainforest? Geographical knowledge Bear Grylls – Can they name and locate many of the world’s major rivers on generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional maps? surviving in the Geography and exploded diagrams (DT) Can they name and locate many of the world’s most famous Amazon -led topic mountain regions on maps? Rainforest LC2: Where are rainforests located and what are their main features? Can they locate the USA and Canada on a world map and atlas? Can they locate and name the main countries in South America on identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Why a world map and atlas? David Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, (Geog) should the Can they begin to recognise the climate of a given country Attenborough rainforest according to its location on the map? (Planet Earth LC3: Why are rainforests often in the news and what can we do to help? describe Human geography be and understand key aspects of: human geography, including: types of settlement and land use, economic activity Can they explain why people are attracted to live by rivers? DVD- Amazon important including trade links, and the distribution of natural resources including energy, food, minerals and water Can they explain how a location fits into its wider geographical section) to us all? LC4: What can you find out about an endangered animal that lives in the location; with reference to human and economical features? Can they explain what a place might be like in the future, taking Shelter building rainforest? account of issues impacting on human features? in Worsley use search technologies effectively, appreciate how results are selected and ranked, and be discerning in Can they report on ways in which humans have both improved evaluating digital content (computing) and damaged the environment? Woods with Physical Geography forest ranger, LC5: How important is the Amazon to the South American rainforests? Can they explain why many cities of the world are situated by Joe Palframan. describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation rivers? belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Can they explain how a location fits into its wider geographical LC6: Can you create a print using the large leaves of rainforest plants as your location; with reference to physical features? Can they explain how the water cycle works? inspiration? Can they explain why water is such a valuable commodity? to improve their mastery of art and design techniques (art) Can they explain what a place (open to environmental and physical change) might be like in the future taking account of LC7: How would you survive in the rainforest? physical features? *use research and develop design criteria to inform the design of functional products that are fit for purpose, Geographical Enquiry aimed at particular individuals or groups (DT) Can they collect information about a place and use it in a report? *select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, Can they map land use? shaping, joining and finishing], accurately (DT) Can they find possible answers to their own geographical *evaluate their ideas and products against their own design criteria and consider the views of others to improve questions? their work (DT) Can they make detailed sketches and plans; improving their accuracy later? LC8: Reflection: Present a documentary on a day in the rainforest Can they plan a journey to a place in another part of the world, explain and discuss their understanding of what they have read, including through formal presentations and debates, taking account of distance and time? maintaining a focus on the topic and using notes where necessary; distinguish between statements of fact and Can they work out an accurate itinerary detailing a journey to opinion; retrieve, record and present information from non-fiction (English- Comprehension) another part of the world?

Autumn Geography-led Art / D.T Music Computing PE MFL RE 1 topic (25 mins)

Wk 1 L.C 2 L.C 1 Design a rainforest Tribal Chanting / Step 1: Planning a L.C 7 Shelter Building Revision of numbers Hinduism: (project to make at Singing game and more added God is worshipped in diverse forms: home?) Use voices expressively & Design, write... creatively by singing Use sequence, selection... Vishnu, Krishna, Rama, generate, develop, model and Use logical reasoning... Hanuman communicate their ideas Select, use and combine... through discussion, annotated sketches, cross-sectional and exploded diagrams (DT) Wk 2 L.C 3 L.C 6 Print making Percussive rhythms Step 2: Creating and DIFFERENT WAYS OF Revision of numbers God is worshipped in diverse forms: to improve their mastery of art experiment with, create, sourcing assets JUMPING and more added and design techniques (Art) select and combine sounds Lakshmi, Shiva, Ganesha, master basic movements Kali, Durga. including balance, agility and co-ordination

Wk 3 L.C 4 Andy Goldsworthy – Music Express Step 3: Creating a IMAGINATIVE USE Revision of numbers The rituals and traditions in Artist Study Listen with prototype of the game OF APPARATUS and more added a Hindu home: about great artists, architects concentration and Hindu birth ceremonies & Hindu wedding and designers in history. (Art) understanding Wk 4 L.C 5 Andy Goldsworthy – Music Express Step 4: Debugging the WORKING WITH A Revision of age and The rituals and traditions in a Hindu home: Artist Study experiment with, create, game script PARTNER birthday about great artists, architects select and combine sounds Pilgrimage for Hindus e.g. and designers in history. (Art) Varanasi, Gangotri, Ayodhya Wk 5 Pencil Sketching in the Music Express Step 5: Testing the FAST, SLOW, LOW, Revision of age and The rituals and traditions in a Hindu home: style of Goldsworthy game HIGH, NARROW, birthday to create sketch books to The mandir & puja record their observations WIDE to improve their mastery of art L.C 8 Presentation and design techniques, Preparation and including drawing (Art) Wk 6 Environmental Art in Performance piece Step 6: Writing game DEMONSTRATING Revision of age and Festivals delivery the style of Andy Play tuned and untuned instructions and ALL OUR SKILLS birthday Holi, Divali, Raksha, instruments musically publishing the game Bandhan. Goldsworthy Ceremonies linked with

to improve their mastery of art initiation and death. and design techniques sculpture with a range of materials (Art) Autumn Geography-led topic D.T Music Computing PE MFL RE 2 (25 mins) Wk 1 Use maps to focus Design: Glockenspiel: Exploration / Step 1: Transmitting Dance: Revision of Hinduism – Detailed model of local area The Middle C / Reading information in African style of age and on South America, movement / generate, develop, model and music semaphore birthday Aum it’s countries and communicate their ideas through Body percussion use and understand staff and discussion, annotated sketches, Understand computer major cities cross-sectional and exploded other musical notations networks... Perform dances using a diagrams, prototypes, pattern Use logical reasoning... range of movement pieces and computer-aided use technology safely... patterns design

Wk 2 Make: Glockenspiel: Nursery Step 2: Using Morse Dance: Introduce The lotus African style of Name and locate land Step 1 Construction of model rhymes & tabbing code simple time flower play and perform in solo and movement / interpret use patterns, of local area and comment on Christmas select from and use a wider range of ensemble contexts, using their material and theme in France topographical regions materials and components, including voices and playing musical of the UK (inc hills, construction materials, textiles and instruments with increasing mountains, coasts and ingredients, according to their accuracy, fluency, control and functional properties and aesthetic rivers) and their expression qualities identifying human and Wk 3 physical Make: Glockenspiel: Playing Step 3: Using the Dance: Introduce The Using movement and characteristics, Continue construction of popular music & Caesar cipher to simple time swastika identifying how focus to convey changing model of local area create and crack moods / creating a Christmas they’ve changed over tabbing it musically (mark of codes sequence of movement in France time. good fortune) Wk 4 Use six-figure grid Make: Glockenspiel: Original Step 4: Substitution Dance: Introduce The swastika references, symbols and Continue construction of compositions: structure ciphers and frequency Demonstrate an simple time (mark of good key (including OS maps) understanding of some model of local area improvise and compose music for a analysis Christmas fortune) to build their knowledge range of purposes using the inter- choreographic devices of the UK and the wider related dimensions of music (solo motif) in France world Wk 5 To use fieldwork to Make: Glockenspiel: Original Step 5: Password Dance: Introduce The colour observe, measure, record Forming a narrative Continue construction of compositions: rehearsal security simple time saffron and present the features through movement model of local area and tabbing Christmas in the local area using a in France range of methods, (sketch maps, plans and graphs, and digital technologies) Wk 6 The Prime/Greenwich Evaluate Glockenspiel: Performance Step 6: Security on Dance: Introduce The colour Meridian and time zones perform with confidence evaluate their ideas and products the web simple time saffron (including day and night) against design criteria in the appropriate style / discuss and evaluate Christmas their work in France