FRIZINGTON COMMUNITY PRIMARY MEDIUM TERM PLANNING
TOPIC – Amazon Rainforest/WW2
Hook to Learning:
Chn find a letter from explorer Nicholas Bates who is lost in the Amazon Rainforest. He need’s
there help to get home but first they need to find if there are any dangers in the rainforest such as
animals, plants or even humans and what will help him survive?
Challenge/Week 1
Where is the Amazon Rainforest?
Enquiry Homework Question:
LO: locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their
environmental regions, key physical and human characteristics, countries and major cities.
LO: use maps, atlases, globes and digital/computer mapping to lo-cate countries and describe features studied.
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Challenge/Week 2
Enquiry Homework Question:
How far away is the Amazon from us?
Why does the Amazon Rainforest not have seasons?
LO: Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts.
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What type of climate does the Amazon have?
How does the climate affect plants and animals?
Hook to Learning:
Listen to radio announcement of the start WW2…Air raid siren goes off, chn are to hide under
the tables until it is safe.
Challenge/Week 3
Who started WW2?
Enquiry Homework Question:
Challenge/Week 4
Enquiry Homework Question:
Challenge 5/Week 5
Enquiry Homework Question:
LO: locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their
environmental regions, key physical and human characteristics, countries and major cities.
LO: Develop a chronologically secure knowledge and understanding of British, local and world history.
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When did it begin?
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Who were the Axis and Allies?
What was it like to be an Evacuee?
LO: understand how our knowledge of the past is constructed from a range of sources.
LO: A local history study – a study of an aspect of history dating from a period beyond 1066 that is significant in the
locality.
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Were people evacuated to Cumbria?
How did the war effect everyday life?
LO: to know and understand how people’s lives have shaped this nation and how Britain has been influenced by the wider
world.
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What was rationing?
Reflection/
Performance
Review and Collaborate
Suggested Texts
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Goodnight Mr Tom
Friend or Foe
First News Newspaper
Rose Blanche - PoR
Literacy Links (Inc S&L):
- draft and write no-narrative material, using simple organisational devices [for example, headings and
sub-headings]
- using further organisational and presentational devices to structure text and to guide the reader [for
example, headings, bullet points, underlining]
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other
similar writing as models for their own.
Cross-Curricular Maths Opportunities:
Outdoor Opportunities:
- WW2 children’s games
- WW2 dates – 4 digit numbers/place value.
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Trips and Visitors:
Mike Wilde Eco Centre - Biomes
Solway Aviation Museum
Cumbria’s Museum of Military Life
FRIZINGTON COMMUNITY PRIMARY MEDIUM TERM PLANNING
SCIENCE OPPORTUNITIES
Explore
Pattern Seeking
Observation
Identification/Classify
Enterprise and Building Learning
Power:
Fair Test
Research
Pupils should be taught to:
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Identify and describe the functions of different parts of flowering plants: roots, stem/trunk,
leaves and flowers
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Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and
room to grow) and how they vary from plant to plant
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Investigate the way in which water is transported within plants
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Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed
formation and seed dispersal.
Pupils should be taught to:
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Identify that animals, including humans, need the right types and amount of nutrition, and that
they cannot make their own food; they get nutrition from what they eat.
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Identify that humans and some other animals have skeletons and muscles for support, protection
and movement.
History:
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To know and understand how people’s lives have shaped this nation and
how Britain has influenced and been influenced by the wider world.
Understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance and devise
historically valid questions about them.
Understand how our knowledge of the past is constructed from a range of
sources.
Develop a chronologically secure knowledge and understanding of
British, local and wold history.
Note connections, contrasts and trends over time.
A local history study
- a study over time tracing how several aspects of national history are
reflected in the locality.
A study of an aspect or theme in British history.
- A significant turning point in British history.
Art and Design
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Select and arrange materials for a striking
effect.
Ensure work is precise.
Use coiling, overlapping, tessellation, mosaic
and montage.
Computing and ICT
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Use logical reasoning to explain how
simple algorithms work and to detect
and correct errors in algorithms and
programs.
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Imagine
Empathise and listen
Meta-learning
Manage distractions
Geography:
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Locational knowledge
- locate the world’s countries, using maps to focus on Europe and
North and South America, concentrating on their environmental
regions, key physical and human characteristics, countries and
major cities.
- Name and locate counties and cities of the UK, geographical
regions and their identifying human and physical characteristics.
Human and physical geography
- describe and understand key aspects of physical geography
including biomes.
- describe and understand key aspects of human geography
including types of settlement and land use, economic activity
including trade links.
Music
Pupils should be taught to:
 play and perform in solo and ensemble contexts, using their
voices and playing musical instruments with increasing
accuracy, fluency, control and expression
 improvise and compose music for a range of purposes using the
inter-related dimensions of music
 listen with attention to detail and recall sounds with increasing
aural memory
 use and understand staff and other musical notations
 appreciate and understand a wide range of high-quality live and
recorded music drawn from different traditions and from great
composers and musicians
 Develop an understanding of the history of music.
Religious Education
 Creation stories – Christianity,
Buddhism, Islamic.
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SMSC & British Values Opportunities
 an acceptance that other people having different faiths or beliefs to oneself (or
having none) should be accepted and tolerated, and should not be the cause of
prejudicial or discriminatory behaviour
Design and Technology
 Select from and use a wide range of tools
and equipment to perform practical tasks
(cutting, shaping, joining and finishing)
 Select from and use a wider range of
materials and components.
Physical Education
 play competitive games, modified where appropriate
[for example, badminton, basketball, cricket, football,
hockey, netball, rounders and tennis], and apply basic
principles suitable for attacking and defending
 develop flexibility, strength, technique, control and
balance [for example, through athletics and
gymnastics]
 take part in outdoor and adventurous activity
challenges both individually and within a team
 Compare their performances with previous ones and
demonstrate improvement to achieve their personal
best.
Famous/Significant People, Places
and Events:
- Anne Frank
- Adolph Hitler
- Winston Churchill
- D – Day
- VE Day
- Brazil
- South America
- Normandy
- Germany
- London