SUBJECTS TAUGHT DISCRETELY
RE
PE
PSHCE
MATHS
Data Handling linked
to the Amazon
Rainforest. Number,
multiplication and
division to link to
topic.
ENGLISH
Why is the Rainforest Green? (Year 5)
COMPUTING
Using the internet & presentation – children use a range of search engines to find
information, based on the Amazon Rainforest. Children to explore different programmes to
present their findings, such as Prezi & PowerPoint
LINK TO E-SAFETY – Create own rules for using online sites. Use resources on safety sites.
Discuss and understand online problems. Be a responsible and respectful user of the
internet. Password checker. Create a strong password
The Great Kapok Tree – Lynne Cherry
Into the Forest – Anthony Browne
Geography
Children study the Amazon Rainforest through the eyes of conservationists, campaigning for the protection of the
region and it’s natural resources:
Narrative writing based on Amazon topic – How
has evolution made your characters unique?
How can the settings be used to develop a
narrative?
Persuasive writing – Reports written and
persuasive letters sent to the Brazilian
Government, regarding deforestation and
other environmental issues.
RE
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Location Knowledge
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Place Knowledge
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Human & Physical Geography
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Geographical skills (map work)
Discrete Subject
– How do different religions celebrate marriage?
- The Five Pillars of Islam
PSHCE taught through science - Puberty – Lucinda & Godfrey
PE
Discrete Subject
- Invasion Games
Why is the Rainforest Green?
GEOGRAPHY
 Can they collect information about a place and use it in a report?
 Can they map land use?
 Can they find possible answers to their own geographical questions?
 Can they make detailed sketches and plans; improving their accuracy later?
 Can they plan a journey to a place in another part of the world, taking account of distance and time?
 Can they explain why many cities of the world are situated by rivers?
 Can they explain how a location fits into its wider geographical location; with reference to physical features?
 Can they explain how the water cycle works?
 Can they explain why water is such a valuable commodity?
 Can they explain why people are attracted to live by rivers?
 Can they explain how a location fits into its wider geographical location; with reference to human and economical features?
 Can they explain what a place might be like in the future, taking account of issues impacting on human features?
 Can they locate and name the main countries in South America on a world map and atlas?
 Can they begin to recognise the climate of a given country according to its location on the map?
Why is the Rainforest Green?
ART
 Can they create a piece of art work which includes the integration of digital images they have taken?
 Can they combine graphics and text based on their research?
 Can they combine visual and tactile qualities?
 Do they learn about the work of others by looking at their work in books, the Internet, visits to galleries and other sources of information?
 Do they keep notes in their sketch books as to how they might develop their work further?
 Do they use their sketch books to compare and discuss ideas with others?
Why is the Rainforest Green?
COMPUTING
USING THE INTERNET & PRESENTATION
 Using the internet to research information
 Using SMART Notebook to record information retrieved online
 Using PowerPoint to present online research
 Using Prezi to present online research
 Can they use a search engine using keyword searches?
 Can they compare the results of different searches?
 Can they decide which sections are appropriate to copy and paste from at least two web pages?
 Can they save stored information following simple lines of enquiry?
 Can they download a document and save it to the computer?
Why is the Rainforest Green?
SCIENCE
Life Cycles of Plants & Animals
 Can they describe and compare the life cycles of a range of animals, including humans, amphibians, insects and birds?
 Can they describe the life cycles of common plants?
 Can they describe and explain the process of respiration in humans and plants?
 Can they talk with knowledge about birth, reproduction and death of familiar animals or plants?
 Can they explore the work of well known naturalists? (David Attenborough and Jane Goodall)
 Can they report findings from investigations through written explanations and conclusions?
 Can they create a timeline to indicate stages of growth in humans?
 Can they explain what puberty is?
 Do they appreciate that all animals will eventually die?
 Can they explain why different animals have a different life expectancy?
 Can they present a report of their findings through writing, display and presentation?
 Can they record more complex data and results using scientific diagrams, classification keys, tables, bar charts, line graphs and models?
Discrete Subject
RE
How do different religions celebrate marriage? / Five Pillars of Islam
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Can they describe different features of religions and worldviews?
Can they make connections between different religions and world views?
Can they explain more about celebrations, worship, pilgrimages and the rituals which mark important points in life?
Can they reflect on their ideas?
Do they understand different ways of life and ways of expressing meaning?
Can they observe and understand varied examples of religions and worldviews?
Can they explain, with reasons, their meanings and significance to individuals and communities?
Can they explore and show understanding of similarities and differences between different religions and worldviews?
Can they apply their own ideas thoughtfully in different forms including (e.g.) reasoning, music, art and poetry?
Do they respond thoughtfully to ideas about community, values and respect?
Can they dis uss and apply their own and others’ ideas a out ethical questions, including ideas about what is right and wrong and what is just and fair?
Can they express their own ideas clearly in response?
Discrete Subject
PE
Ball skills: Invasion games, (Hockey & Tag rugby cluster competition, Girls & Boys Football tournament)
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Can they invade the territory of opponents in order to score?
Can they think about forward positioning?
Can they time forward runs, creating space?
Can they prevent invasion of their own territory, through loose or tight marking, cover and support, re-grouping.
Can they maintain possession, through support play, timing and placing the pass.
Are they physically active for sustained periods of time?
Can they engage in competitive sports and activities?
Do they understand how exercise can help them to lead healthy, active lives
Can they use running, jumping, throwing and catching in isolation and in combination
Can they play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending?
Can they develop flexibility, strength, technique, control and balance?
Can they compare their performances with previous ones and demonstrate improvement to achieve their personal best?