1. Whole School Curriculum The sequence of the enquiry questions may vary, within a year group and teachers may also add/change topics to capitalise on opportunities that arise (e.g. The Olympics, a child’s visit to another country, an important local event etc.) Autumn 1 st Autumn 2 nd Spring 1 st Spring 2 nd Summer 1 st Summer 2 nd YRYR Autumn Time Rhymes Short transition unit Toys Christmas Food Winter Buildings Springtime ‘Magic Carpet Ride’ Journeys Mini-beasts Signs of Summer Y1Y1 Good to Be Me!! Short transition unit Bonkers About Conkers (Autumn’s Arrived!) Dinosaurs!ChocolateLand Ahoy!How Does Your Garden Grow? On Safari! Y2Y2 Growing Up! Short transition unit Fire! Let’s Celebrate Around the World Hanukkah/Christmas Queen Victoria Rules Upstairs Downstairs School Life Up, Up and Away!Wild About Wildlife! What’s Living and Growing in our Woodland? Teacher’s Choice Australian Adventure! Y3Y3 What are the Secrets of the Stone Age? (Rocks and Soils Separating Materials) Blackout! WW2 2 Year Rolling Programme with Year 4 Potions, Lotions and Explosions! Travel Agents Let’s Travel the World! Wild About Plants!Teacher’s Choice We are What We Eat Y4Y4 How Does it Work? Walk Like an EgyptianWalk Like an Egyptian! 2 Year Rolling Programme With Year 3 Pole to Pole!!Travel Agents Islands – Land Ahoy! Conquering RomansIn the Spotlight Light and Sound Y5Y5 Raiders!!!BrazilEureka! The Ancient Greeks Travel Agents Lost in Space Home Sweet Home Animal Habitats Islamic Art Islamic Beliefs PSHE OVERVIEW View as slide show and click on Year Group for long term planning or topics for medium term planning.

2. Whole School SMSC Overview Autumn 1 st Autumn 2 nd Spring 1 st Spring 2 nd Summer 1 st Summer 2 nd E-safety Establish School Rules Anti-bullying WeekLife CaravanTransition Weekly Circle Time or Philosophy (P4C) sessions - to ensure skills are practised regularly and language and key concepts are established. Key Resources: Family Links Programme, Health for Life and School Share for Philosophy ideas and resources. DT – opportunities to cook healthy food using local, seasonal foods. PE – to promote healthy lifestyles. YRYR Autumn TimeToysFoodBuildings‘Magic Carpet Ride’Mini-beasts Y1Y1 Good to be Me!! Building Self-Esteem Family & Relationships Bonkers About Conkers Dinosaurs! Stranger Danger! Chocolate Healthy Eating Land Ahoy! Water Safety RNLI – SAFE code How Does Your Garden Grow? What goes into our bodies?/Keeping Healthy On Safari! Developing understanding of other cultures Y2Y2 Growing Up! Building Self-Esteem Fire! Keeping Safe Let’s Celebrate Around the World Developing understanding of other cultures and religious beliefs Queen Victoria Rules Relationships Up, Up and Away! Taking Risks Wild About Wildlife! What’s Living and Growing in the Woodland? Australian Adventure! Respect for other cultures Switching On! Keeping Safe Y3Y3 What are the Secrets of the Stone Age? Thinking skills - learning about learning Blackout! WW2 Dig for England - eating a balanced dietPotions Potions, Lotions and Explosion s! Healthy Lifestyles Medicines Caring for your teeth! Travel Agents Let’s Travel the World! Wild About Plants! Sustainability – eco- friendly gardening Teacher’s Choice We are What We Eat Healthy Eating ‘Putting on a Performance’ - as Y4 Y4Y4 How Does it Work? Finding things out for yourself Friendship Pride in work and achievement Walk Like an Egyptian Egytpians P4C - understanding Ancient Egyptian society - people’s rights and roles Pole to Pole!! Respect for the Environment Citizenship – Water Aid Travel Agents Islands – Land Ahoy! RNLI – SAFE code Staying safe Conquering Romans Resolving conflict/problems P4C – people’s rights and roles (cont.) In the Spotlight ‘Putting on a Performance’ - developing self- esteem/teamwork Moving up - change Y5Y5 Raiders!!! Residential visit: building self-esteem and independence Team-work Brazil Citizenship –child poverty Sustainability – debate environmental issues Bullying - being assertive Eureka! The Ancient Greeks Puberty Travel Agents Lost in Space Home Sweet Home Conservation of animal habitats Drugs Islamic Art Respect for other cultures and beliefs ‘Putting on a Performance’ – as Y4 Packtypes – developing self-awareness

3. Whole School RE Overview Autumn 1 st Autumn 2 nd Spring 1 st Spring 2 nd Summer 1 st Summer 2 nd YRYR Which Stories are special and why? Which people are special and why? Which times are special and why? Where do we Belong? Whih place are special and why? What is special about our wolrd? Y1Y1 Who is a Christian and what do they believe? Harvest What makes some places Sacred? ChristmasEaster How should we care for others and the world, and why does it matter? Pentecost What does it mean to belong to a Faith Community? Y2Y2 What can we learn from Sacred Books? Harvest Who is Jewish and what do they believe? How and why do we celebrate special and sacred times? ChristmasEaster Why are festivals important to religious communities? Pentecost What is a Muslim and what do they believe? Ramadan Y3Y3 What do different people believe about God? Why is the bible important for Christians today?Why are festivals important to religious communities? What does it mean to be a Christian in Britain today? What can we learn from religions about deciding what is right from wrong? Y4Y4 Why do people pray? Why is Jesus inspiring to some people? What does it mean to be a Hindu in Britain today? Why are festivals important to religious communities? What cam we learn from religions about deciding what is right and wrong? Why do some people think that life is a journey? What significant experiences mark this? Y5Y5 Why do some people believe God exists? If God is everywhere, why go to a place of worship? What would Jesus do? (Can we live by the values of Jesus in the 21 st century?) What does it mean to be a Muslim in Britain today? If God is everywhere, why go to a place of worship?

4. Year Five: Long Term Planning Autumn 1 st Autumn 2 nd Spring 1 st Spring 2 nd Summer 1 st Summer 2 nd Main Topic Raiders!!! BrazilEureka! The Ancient Greeks Travel Agents Earth And Beyond Home Sweet Home Animal habitats Islamic Art Over the Rainbow Subject Focus or Skills History/Geography Local study – settlements Geography/ArtHistory/ Geography Science/Thinking Skills - P4C Science/Geography Applying maths skills Science/Geography – habitats & sustainability DT/CAD Art/RE/Maths Blocked work Science/DT RE and French (3 half terms) Science _- investigate suitable materials for boat building DT – structures/ strengthening to make boats Science: Water Cycle RE: Who was Jesus? Qualities of Jesus - depicted in Christian Art and Bible Stories DT/Maths /Science– exploring & recreating Greek inventions RE: Easy questions – Difficult answers DT/Science – design of rockets Science – magnets RE – Easter Story – Christian symbols & their significance RE: BelongingKS2 Performance – English/Drama/ Music Opportunities for visits or visitors Residential Visit to Kingswood The Almonry Samba Workshop Brazilian Day with Brazilian food Greek Workshop@Bristol/ Think Tank Space Workshops Bishopswood; Habitat Heroes School Grounds and the Locality Islamic Exhibition Centre – Birmingham Gloucester Mosque Special Events Harvest Festival (RE – Giving) Carol Service Samba Workshop Mini-OlympicsTravel Agents Day – KS2 Exhibition of designs & model habitats for a creature KS2 Performance Leavers’ Assembly Outside agencyOne P.E. session per week: Multi-sports Drumming/Music PSHE Team-building & communication Independence SEAL – Going for Gold – what makes us special? Debate environmental issues: deforestation of the rainforest (and impact globally) Citizenship – child poverty Bullying – being assertive Staying healthy – exercise – link to Olympics Puberty Packtypes – developing self- awareness Drugs Sustainability; raising awareness for the need to conserve habitats Understanding other cultures and religious beliefs Developing self- esteem and teamwork

5. Raiders!! COMPUTING: Research local geography/ history on the internet. Plan a village then produce on the computer (incl. a key), then review. Create a Keynote presentation on Sutton Hoo. Big Picture/Key Concepts/Outcomes Develop knowledge of Evesham area and what attracted settlers here. Learn what impact the settlers had (then and now). Learn how to find out about the past. Key Texts: ‘How to Train Your Dragon’, ‘‘The time Travelling Cat – Viking Terror’, ‘Beowulf’ by Murpurgo, stories of Alfred the Great, Celebration of Learning: Share model village with parents. ART: Study Anglo Saxon runes & create artwork using them. Produce detailed sketches of artefacts found at Sutton Hoo (for Time Team Challenge). DT: Study the building of Saxon villages (materials tools/ techniques) then design and make model Saxon buildings in groups for a class Saxon settlement. ENGLISH: Narrative: Read and discuss ‘How to Train Your Dragon’. Focus on the build up of mystery and suspense by the author then create their own short story based on this text. Non-fiction: apply knowledge of Anglo Saxons, creating a information passport for a one. Drama – hot-seating of Saxons/role play of longboat sailing for England Class debate on best of three sites for settlement. (P4C) Write a letter to Saxon leader, explaining why their proposed settlement is best and a postcard to a friend. Research & write a report on how to build a Saxon village. HISTORY/GEOGRAPHY: Create a timeline of key events of Anglo-Saxon period - on-going. Raise questions: What was Evesham like in Saxon times,? Decide how to find out. Use photos of Sutton Hoo artefacts to find clues about the person buried there (link art). Learn about the past using first-hand artefacts at the Almonry museum. Learn about the work of archaeologists (at Sutton Hoo & Dr Stanley West at Stow) – create their own ‘Time Team’ challenge, tearing artwork into pieces for others to reconstruct. Learn the meaning of place names in our area, linking to geographical features. Using map, atlases and globes, locate where Early Settlers came from. Learn about major invasions by the Anglo Saxons and Vikings then make maps of their Kingdoms. Use maps of local area to identify features desirable for the Settlers in Evesham Create own maps of Saxon development – house, fields etc. Learn about the Saxons way of life: jobs, food, establishing settlements, transport Research Saxon buildings, materials and tools used at West Stow, then design and make their own in groups. Resources: Maps of local area, atlases, globes. Photographs of Sutton Hoo and other Saxon artefacts. Photographs and maps of Evesham/West Stow Websites: www.topicbox.co.uk http://www.britishmuseum.org www.abdn.ac.uk/english/beowulf/rid dle www.readwritethink.org/materials/ri ddle/ www.pastexplorers.org.uk/village http://gallery.nen.gov.uk/image63549 -.htmlhttp://gallery.nen.gov.uk/image63549 -.html (and image73328) www.stedmundsbury.gov.uk/sebc/pla y/wstow-history.cfm BBC Bitesize – Science: materials Espresso Woodlands Junior School website SCIENCE: Investigate properties of materials and suitability as building materials for Saxons. Plan and carry out a fair test beginning to manage variables. Make a collection of objects made from different materials that match a specific property (e.g. flexibility). Learning outside the classroom: Forest School: making round houses out of natural materials. Resources in the local area: Abbey park/Almonry. Visits/visitors: Trip to the Almonry museum for an Anglo Saxon day. Kingswood Residential Visit. WOW Factor: Making a class model village/ handling Anglo Saxon artefacts. PE: Weekly Multi-sports sessions. Outdoor adventurous activities at Kingswood. Music: Drumming with Lee. PSHE: Developing teamwork skills prior to visit to Kingswood. SEAL unit: Going for Gold – what makes us special? P4C – discuss Anglo Saxon laws and how they shaped their society. Key Skills to be developed: Learning Skills: Develop their own questions to research. Decide how to carry out the research. Thinking skills: Develop deduction skills, using photos/artefacts to learn about the past. To draw conclusions from what they have learned. Social/Communication Skills: Teamwork skills: work in groups or with partners. Planning skills: plan trip Subject-Specific Skills: Using and making maps. Chronological awareness. Developing language and understanding related to passing of time and geographical features Dispositions and Attitudes to be fostered: Growing independence – being away from home. Managing risks. MATHS: Apply accurate measuring skills making model buildings. Investigate nets.

6. PSHE/P4C: Research, discuss and debate environmental issues: deforestation of the rainforest (and impact globally). Brazil! COMPUTING: Create radio podcast. Research Brazilian places on the internet. Espresso Coding. Big Picture/Key Concepts/Outcomes To understand how places in the world are linked and the global importance of the Amazon rainforest. To make comparisons with our lives and the lives of children in Brazil Key Texts: ‘The Great Snake Stories from the Amazon’: various Brazilian myths and legends. Brazil: Brazilian Embassy pack. Celebration of Learning: Samba drumming performance with display of artwork. ART: Study abstract art, focussing on colour, pattern, form, line and texture. Use photos of Brazilian animals as a starting point for developing their own abstract art. Use sketch books to explore different materials and techniques DT: Research Brazilian carnival or tribal masks then develop ideas for own masks in sketch books. Design and make full-size mask, experimenting with different materials, shapes and sizes ENGLISH: Read and watch reports on Brazilian tribes. Write and present a broadcast as a non- chronological report on the Yanomami tribe (creating a podcast). Persuasive writing: write to the Brazilian government with their concerns about deforestation. P4C: 1. Debate the destruction of the rainforest 2. Compare lives of Amazonian Indians to our own. 3. Consider child poverty in Brazil’s large cities. GEOGRAPHY: Use atlases, globes & maps to locate Brazil and identify important places. Draw map of Rio - including a key. Develop understanding/language of geographical features when finding out about contrasting places in Brazil Learn about lives of children living in other places (in Rio – including the favelas – and in Manaus) and make comparison with our lives. Raise questions and research what it is like to live in Brazil using text, pictures, film, music and role- play. Study the weather in Rio/rainforest using bar and line graphs and compare to UK (links Maths). Understand environmental issues related to destruction of the rainforest/producing palm nut oil and beef. Resources: A range of non-fiction books on Brazil, atlases, globes and detailed maps of Rio and Brazil, variety of photographs Samba instruments, Video Barnaby Bear in Brazil Websites: www.brazil.org.uk/brazilintheschool/b razilforkids http://www.ktpercussion.com/ensemble music/mpmusic/samba.html http://www.npr.org/templates/story/sto ry.php?storyId=12255923 http://www.myspace.com/belezasamba Youtube: Kaapor tribes/fast food in Rio Google earth maps Learning outside the classroom: Use Forest School to develop ideas for debate on deforestation. Visits/visitors: Samba workshop with drumming and dancing. Performance to the rest of the school WOW Factor: Samba Workshop Brazilian Sunday lunch Music: Listen to and appreciate Brazilian samba music. Identify typical rhythms and instruments and how elements are combined. Learn about its roots and importance to Brazilians (Carnival in Rio). Developing own piece of samba-type music in small groups, focussing on rhythms, combining elements then evaluate, improve and perform. Key Skills to be developed: Learning Skills: Finding out what a place is like from photographs and maps. Note-taking’ Thinking Skills: Synthesise information to produce work. Developing reasoning skills during debates. Deduction. Social/Communication Skills: Working collaboratively. Presenting and performing in front of the class/school. Subject-Specific Skills: Map-reading. Developing geographical language. Dispositions and Attitudes to be fostered: Empathising with children whose lives are different from ours and appreciating difficulties for others that are less well-off. MATHS: Statistics: interpret data about weather from graphs, answering questions. Reading and writing big numbers: using data about Brazil (population/distances/road & rail). Measuring: quantities for cooking Brazilian food. Links with home/homework: Research a place in Brazil and present to class. Produce a report on a Brazilian wild animal. RE: Learn about the Catholic influence in Brazil (daily life, festivals, Mardi Gras) Use Christ the Redeemer Statue to investigate Christian images of Jesus and his role/qualities as a ‘leader’ through stories of Jesus’ life in Bible stories.

7. PSHE: Puberty/Growing Up Philosophy: Create a 'Democracy' within the classroom modelled on the Greeks' system. Learn about the great Greek Thinkers – discuss their ideas. RE: (link History/ART) Visit local church/chapels – learn about the significance of places of worship for Christians Eureka! The Ancient Greeks COMPUTING: Espresso Coding. Research Greek Gods. Film a report of the Mini Olympics. Record results of science tests on spreadsheets then present data in graphs. Big Picture/Key Concepts How the Ancient Greeks influenced the Western World. To develop an understanding of our democratic society. Key Texts: Greek Myths – Pandora’s Box and others, Horrible History - Groovy Greeks Celebration of Learning: Mini Olympics ART/DT: Study innovative building design/architecture of the Ancient Greeks - compare to local architecture of note (link RE – visit churches in Evesham). Develop pencil skills – learning different techniques for shading. Sketch a picture of the Parthenon focussing on shading to create a 3D image. Research Greek pottery then design and create their own Grecian Urn depicting their Greek Myth (link English). ENGLISH: Study of Greek Myths and Legends,, focussing on Pandora’s Box. Analyse the key features of myths and legends before retelling and writing their own. Act out scenes from Greek Myths to develop understanding of characters/cause and effect. Write a report on the class’ Olympic Games’. HISTORY/SCIENCE: Investigate the Parthenon – how it was constructed and why. Follow-up with practical work– testing the strength of cuboids compared with cylinders (link Science). Then build their own towers and bridges, applying their knowledge. Science investigations to test the theories of Archimedes – floating bodies, his Death Ray etc. Learn about the system of democracy devised by the Ancient Greeks. Role play their own democracy within a group scenario. Consider their own beliefs about society and what it is like to live in a democracy (P4C). Research a Greek god and what they represented then create a Keynote presentation about them. Find out about the origins of the Olympic Games and how these differ from nowadays. Research Greek homes and fashions and present in a poster. Resources: Information books on the Greeks Atlases and globes Topic Box with Greek artefacts. Websites: http://www.childrensuniversity.m anchester.ac.uk/interactives/histo ry/greece/exploreancientgreece/ http://www.bbc.co.uk/schools/pr imaryhistory/ancient_greeks/ Continuous Provision: Developing thinking skills by featuring quotes from famous Greek Philosophers (discuss in Philosophy sessions). Learning outside the classroom: Holding Mini Olympics on the school field Visits/visitors: Visit local churches in the locality to study architecture. WOW Factor: Mini Olympics Event PE: Weekly Multi-skills sessions. Swimming Key Skills to be developed: Learning Skills: Research skills and note-taking. Thinking Skills: Using historical artefacts to make deductions about the past/to make comparisons with modern life. To develop reasoning skills in Philosophy. Learn about the Greek philosophers and think about 'thinking‘. Social/Communication Skills: Team-work during role play of a democracy/mini Olympics. Subject-Specific Skills: Historical language and chronological understanding. Dispositions and Attitudes to be fostered: A love of history. Understanding that we can learn FROM the past. MATHS: Measure capacity – discuss Archimedes then find the difference of water displaced by a 'floating body‘. Measure length – distances thrown/jumped etc. in Mini Olympics and times of races.

8. PSHE/P4C: Circle time: How do we treat people who are different from ourselves? Start with Aliens then move towards race/faith/ disability. Packtypes – developing self- awareness. Travel Agents: Lost in Space COMPUTING: Use research (from the internet/books) to create a Keynote presentation on ‘Night and Day’/the planets. Big Picture/Key Concepts/Outcomes To understand the reason for the length of the day and year and that the Earth travels around the sun. Key Texts: ‘Cosmic’, non-fiction texts on Space. Celebration of Learning: Class assembly about the Solar System or ‘Space School’. ART: Drawing imaginary places in the universe. Water colours of planets’ landscapes. DT: Model Making – make a moving model of the Iron Man. Mechanics – design and make a moving alien/rocket using pneumatics (link Maths – measure how far it flies). ENGLISH: Non-fiction: Read information books about Space – the planets, the solar system, space travel etc. Research then write instructions on how to be an astronaut at ‘Space School’. Write a space diary entry for discovering a new planet. Design then create a leaflet or poster about the nine planets in our solar system. Poetry: Compare space poems. Investigate description and metaphors to create atmosphere and excitement. Then write their own space poems. Role play an alien coming from outer space (eg E.T.) SCIENCE: Think creatively – could life exist on other planets? Ask questions and decide how/if they can be researched. Use ‘webquest’ for a space adventure. Learn about the position of the sun. Begin to understand how night and day, the length of a day/year are related to the spinning of the Earth. Find out - How do we get different seasons? Investigate gravity and introduce the unit of measure - the Newton. Plan and carry out tests: investigate moving/length of shadows. Explore magnets and understand effect of Earth’s core. Resources: Model of the solar system, globes, range of non- fiction texts about Space. Websites: Nasa Woodlands Junior school website Espresso Education City www.topicbox.co.uk Webquest Space for Kids Continuous Provision: Nasa website/moon landing. Books on space. Learning outside the classroom: Use the playground to role play the movement of the Earth around the sun and the moon around the Earth. To investigate the position of shadows throughout the day, using chalk on the playground Link with home: Long homework task, researching and presenting work on a particular planet Visits/visitors: Visit to the Think Tank’s space section in Birmingham (or @Bristol) WOW Factor: Visit to the ‘Think Tank’ and the Planet Show. PE: Forest School – adventurous activities and Multi-skills weekly. Music: Create a ‘Moonscape’ with sound after listening to soundtracks for Star Wars, Star Trek, War of the Worlds etc. Key Skills to be developed: Learning Skills: Research skills. To become more self-motivated (especially on long task). Thinking Skills Hypothesise, evaluate, use pictures to deduce and infer. Social/Communication Skills Present information to class/other groups. Perform to others. Subject-Specific Skills: Measuring and drawing models diagrams. Accurately cutting out. Learning from second- hand sources. Dispositions and Attitudes to be fostered: MATHS: Investigate the relative size, scale and proportion of planets Measurement: In DT, measure models accurately and how far their rockets ‘fly’. GEOGRAPHY/HISTORY: Use globes to learn about the spinning of the Earth on its axis. Learn about the early moon landings and the development of spaceships.

9. Home Sweet Home! (How animals are adapted to their habitat) Key Texts: Wreck of the Zanzibar – Michael Murpurgo, The Little One: Story of the Red-tailed Monkey Celebration of Learning : Presentation of model habitats. PE: Weekly Multi-sports sessions. Dance: create animal dances. COMPUTING: Create a branching database using a computer programme to sort animals by their characteristics. Write questions and research animals (in books/on the internet) for the database. Big Picture/Key Concepts/Outcomes Organisms can only survive in certain habitats. To develop awareness of how organisms are interdependent and the importance of the world's diverse habitats. Organisms have certain features to enable them to survive in their habitat. ART: Produce detailed sketches of organisms in the woodland habitat. Use these sketches to make a labelled woodland mobile. DT: To design and make suitable habitats for a fictitious animal, investigate designers/architects scale models of unusual structures. Create a model depicting four different habitats. ENGLISH: Non-fiction – explanation text. Plan and write a report about a fantasy creature adapted to live in the school grounds. SCIENCE: Classify pictures of plants and animals according to their own/set criteria. To identify and explore different habitats in the school grounds Match animals/plants (organisms) to their habitat according to their characteristics Research why organisms are suited to a specific environment (investigate habitat of a woodlouse and how it is specially adapted to live there) Raise questions about organisms and their habitat, make predictions then collect evidence (children plan how to carry this out/what equipment to use and what they will observe) Learn about various animals part in the food chain, carnivores and omnivores, predators etc. and the importance of the habitat to support all organisms in the chain. Research an animal and its food chain. Learn vocabulary to enable children to classify animals (invertebrates, amphibians). Resources: Microscopes, magnifying glasses, petri dishes, plant/animal identification books, range of information books Websites: http://ngfl.northumberland.gov. uk/ict/AAA/AAA http://primaryhomeworkhelp.c o.uk/adaptation.htm Continuous Provision : Habitats for mini-beasts – stick insect enclosure, hatch butterflies. Learning outside the classroom: Search for different habitats in and around school. Investigate the school's woodland to find examples of organisms that live in that habitat. Find mini-beasts in school grounds, identify and categorise them according to visual characteristics. At home: design a shoe-box habitat/design an animal for a chosen habitat. Visits/visitors: Trip to Bishops wood – Habitat Heroes WOW Factor: ‘Habitat Heroes’ workshop PSHE/P4C: To research, discuss and debate a topical issue -(link English – destruction of habitat). Key Skills to be developed: Learning Skills: Research Skills: develop questions about what they would like to find out. Decide how to find answers to questions. Thinking Skills: To explore patterns. Categorise. Social/Communication Skills: Teamwork – working in groups, explaining their work to younger children. Subject-Specific Skills: Make simple prediction, record data and draw conclusions. Plan a fair test. Explain methods and findings. Dispositions and Attitudes to be fostered: To care for the environment and animals. To recognise that they have a role to play in protecting these. GEOGRAPHY: Carry out a study of a local area recording findings in tables/charts and using/creating their own maps To learn about the features of a habitat and develop geographical language to describe them.. To learn about the effect humans/physical processes can have on an environment but how people can improve it and conserve habitats.

10. Islamic Art COMPUTING Coding – final unit to work through. Create a Keynote presentation on an aspect of the religion to share with the class. Create a Keynote presentation for the Leavers’ assembly. Big Picture/Key Concepts/Outcomes To develop understanding of Islam and how key religious beliefs are reflected in the art work. To recognise how these beliefs affect Muslims’ everyday life. Key Texts: Information books based on the Islamic religion. Celebration of Learning: Exhibition of Artwork – Art gallery ART/DT: Learn about the significance of Islamic art for Muslims and why geometric and arabesque designs and calligraphy are used. Study decoration on Mosques, the Qur'an, prayer mats etc. Copy then create their own Islamic patterns using a range of methods and mediums including: chalk, felt pen, pencil and screen printing. Use rotational symmetry to experiment with various designs for a Mandela, evaluate and produce a finished piece of artwork. ENGLISH: Work to be based on play scripts/stories which link to the end of year production. Research 5 Pillars of Islam on the internet and write a non-chronological report in Keynote. RE/HISTORY/GEOGRAPHY: Learn about the origins of the religion – where the faith started/Muhammad’s earlier life and revelations. Compare and contrast with Christianity (Jesus as a prophet, Ibrahim/Abraham, etc.) Explore the ‘Five Pillars of Islam’ and how these key beliefs and practices underpin Muslims’ daily life. Use secondary sources – videos, the internet, non-fiction books - as well as learning from a visit to a Mosque. Also learn about Islamic customs – Friday prayers, the hijab, Ramadan etc. and the significance of these for Muslims. Resources: Islamic Topic Box with Islamic artefacts. Qur’an and stand. PowerPoint of Islamic Art and background to the religion. Websites: http://www.vam.ac.uk/collections/asi a/islamic_gall/videos/index.htmlhttp:/ /www.vam.ac.uk/collections/asia/isla mic_gall/Islamic_community_views/in dex.html http://www.reonline.org.uk/allre/tt_n frame.php?http://www.hitchams.suffo lk.sch.uk/mosque/default.htm http://www.vam.ac.uk/collections/asi a/islamic_gall/videos/index.htmlhttp:/ /www.vam.ac.uk/collections/asia/isla mic_gall/Islamic_community_views/in dex.html http://www.reonline.org.uk/allre/tt_n frame.php?http://www.hitchams.suffo lk.sch.uk/mosque/default.htm Woodlands website Learning outside the classroom: Visiting a Mosque and Islamic Exhibition Centre to learn more about key beliefs and how Islam is a fundamental part of everyday life. To see the art work in the Mosque. WOW Factor: Visit a Mosque Creating an art exhibition Music: Rehearsals and performance for End of Year Performance and Leavers' Assembly songs. PE: Paralympic events – build up to sports day. Weekly Multi-skills sessions. PSHE: Building respect for other religions and people's beliefs (and what happens when people lack tolerance). Transition for Middle school - talking through worries/ discussing ‘changes’ (P4C). Taking on roles and responsibilities for the KS2 Performance - building on effective teamwork skills. Developing confidence and self- esteem. Key Skills to be developed: Learning Skills: Research skills. To become more self- motivated (especially on a long task). Thinking Skills: To consider why some people lack tolerance and why it is wrong to think badly about people due to their religion. Social/Communication Skills: Preforming to others. Developing confidence and self- esteem. Building on social skills to help make new friends in middle school. Subject-Specific Skills: Learning about different religions and to respect others’ views. MATHS: Looking at patterns within Islamic art and creating their own designs (link Art) reflected across a mirror line. Explore repeating patterns and 2D shapes that tessellate to form patterns. Using a compass, draw circles with a certain radius and building up these circles to produce geometric shapes – e.g. hexagon, square, six- pointed star, equilateral triangle.