Y6 Secrets of the rainforest—What makes special?

National Curriculum Subject Area The knowledge I will gain from my project... Mini outcomes Programme of Study A trip to Chester Zoo where we will see and have a workshop about a deforestation and its impact on the inhabitants of the rainforest. Following this, the Experience children will write a recount of their visit.  Explore the location and countries of South Locate the countries and territories of South America us- America—12 countries and two territories. ing online research tools and maps and to use this knowledge to build our class working wall. Pupils should taught to:  Define the word ‘climate’. Investigate the cli- Use climate maps to explore the climate zones around the world and look in detail at South America. locate the world’s countries, using mate in South America and explore the climate maps to focus South America, concen- of the Amazon Rainforest.  Find out about the human and physical To use fact files to learn about human features of South trating on its environmental regions, features of South America America and present the data found in tables. key physical and human characteris- tics, countries, and major cities Classify and a discuss a range of features of South Ameri- ca as either human or physical. Final Assessment Judgement:  Research information about the trade industry Research aspects of trade industry and then label a map in South America of South America showing what is produced in each coun- try.  To look at as a country and the cities To research Brazil and the cities to create a fact file Geography within it including  Explore the human and physical features of Using research, label an and illustrate Brazil—including the fact that 60% of the with facts about its human and physical features. To complete an in depth study country is covered by a rainforest based on a country in South America—Brazil  Explore what it is like in the Amazon rainforest Present learning about the four layers of the rainforest on

and learn about the four main layers of vege- a hanging mobile to be displayed in the classroom. Pupils should be taught to: tation.  describe and understand key aspects Create a table to compare the lives of Yanomani people of physical geography, including:  Discover the indigenous rainforest tribes and and modern British life. How differently do we live now? climate zones and biomes compare their lives with life in modern society.

To script and film a vlog about deforestation to be upload- Final Assessment Judgement:  Explore how the rainforests are under threat ed onto social media. and the actions that we can take to help save Write a non-chronological report about the threats them. orangutans face due to deforestation and how we can prevent this. Y6 Secrets of the rainforest—What makes South America special? The knowledge I will gain from my Subject Area National Curriculum Programme of Study Mini outcomes project...

 Study the works of a famous artist and discuss the style of his/her work  To describe how the techniques and themes used by other artists and genres Henri Rouseau: have been developed in their own work  Use a variety of media to represent light,, shade, form, pattern and textures in Explore the art of Henri Rous- Pupils should be taught to: a range of drawing work. seau. We will create our own  To use pattern/paint techniques to add detail, movement and interest to a pieces of art using his tech-  improve their mastery of art and piece of work niques as inspiration. design techniques (pencil work) Art & Design  To experiment with creating different shades and tones of colours to reflect Christ the Redeemer: Final Assessment Judgement: mood and atmosphere Create a 1/2 and 1/2 picture  To use pen and ink to add line, tone and perspective. using pencil skills and sketch-  To adapt and refine my work in light of my evaluations and evaluations of oth- ing. ers  Explain how studying other artist’s work has influence and developed their

 Develop detailed criteria for designs Pupils should be taught to:  Choose the best material for a task showing understanding of their working  use research and develop design characteristics. criteria to inform the design of inno- vative, functional, appealing prod-  Demonstrate how their products take into account the safety of the user ucts that are fit for purpose, aimed  Combine fabrics to create more useful properties and make a product of high Design & at particular individuals or groups quality checking snags and glitches and use tools with increasing accuracy Design , sew and evaluate Technology  select from and use a wider range of  Join materials, using the most appropriate method for the materials or purpose poison dart frog inspired tools and equipment to perform  Check work as it develops and modify their approach in light of progress beanbags. practical tasks [for example, cutting,  Explain the form and function of existing familiar products shaping, joining and finishing], accu- rately  Demonstrate modifications made to a product, as a result of ongoing evaluation Final Assessment Judgement: by themselves and others.

Significant Paulo Coelho, Henri Rousseau, Paul Landowski (Designer of Christ the Redeemer), Heitor de Silva Costa (Engineer), Gheorghe Leonida (Sculptor of Figures

Final Project Outcome Audience To hold an exhibition in the academy hall to share our We will invite parents and teachers from our feeder high learning of South America, Brazil and the rainforests school to our exhibition. including deforestation.