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 Two: Long Term Planning Autumn 1 st Autumn 2 nd Spring 1 st Spring 2 nd Summer 1 st Summer 2 nd Main Topic Growing Up! Short transition unit Fire! Let’s Celebrate around the World Hanukkah/Christmas Queen Victoria RulesQueen Victoria Rules! Upstairs Downstairs School life Up, Up and Away!Wild About Wildlife What’s Living and Growing in the Woodland? Year 2: Teacher’s Choice Australian Adventure! Subject Focus or Skills (if relevant) PSHE/Science History RE – Judaism & Christianity/ PSHE – belonging/respect other cultures Geography – places around the world History/Geography/ DT and Art Science/History/DTScience/Geography- local study/Art Geography/Art PSHE/Science Blocked work: Science/DT/ RE DT/Science – food/changing materials RE: Places of Worship: visit RE: Easter StoryScience: Nocturnal Animals - Adaptation RE: Creation Stories DT: Cooking Australian Tucker Opportunities for visits or visitors Evesham Fire Station Firefighter to visit School Local Churches Synagogue Pantomime Hartlebury Museum/Black Country Museum Midlands Aircraft Museum School Grounds and Woodland/Woods and Parks in the Locality Bristol Zoo Special Events HarvestNativity Play Celebrate Hanukkah Easter CelebrationsElectricity workshop Outside agencyOne P.E. session per week: Multisports Drumming/Music PSHE SEAL unit -Going for Goals Family links unit: ‘Praise’ Growing up People who help us Staying Safe – fire To consider and share their own beliefs and how/why they celebrate Respecting others Friendships and relationships Taking Risks Care for the local environment Caring for nature Developing understanding of other cultures and beliefs Mini topic - Switching On! Keeping Safe

5. Fire, Fire!! COMPUTING :Research the internet for images of old/new fire fighting equipment and given webpages for facts. Create a simple Keynote presentation including images, text and sound. Record news report and eye- witness accounts on iPad. Key Texts: ‘ Magic Grandad’ – History of The Great Fire of London & Fire Fighting, ‘Frances the Fire Fly’ Celebration of Learning: Performing the ‘Fire Dance’ in assembly ART/DT: Using charcoal and oil pastel, draw old and new fire engines in black and white and colour. Colour-mixing – make secondary colours and shades experimenting with mixing paint. Apply this creating ‘flames’ for class display and painting a picture inspired by a description of the fire. Design and make half timbered houses using collage. Make gingerbread men and rocky road cake – comparing what happens to the materials -link Science ENGLISH: Fiction: Traditional tales about fire (How Fox Stole Fire). Non-fiction: Read and research facts about ‘The Great Fire of London’ and fire-fighting through the ages. Write their own report about old and new fire- fighting equipment using Keynote.. Write then present a news report on the ‘Great Fire’ Write a recount about the Great Blaze of Birmingham. Poetry: Learn ‘Poems of the Week’ about fire then create a class poem about fire. SCIENCE: Working scientifically: make observations and begin to record. Carry out simple tests. Materials: To identify materials and begin to recognise properties and how they are used. Sort/categorise materials. Learn how materials can be changed (link with Topic – when heated) including reversible/irreversible changes. Apply knowledge to fire fighters' safety equipment and why certain materials are most suitable. Resources: Variety of non-fiction books on fire-fighting. Websites: Magic Grandad and the Great Fire of London – YouTube. Scholastic Resources. BBC Science Clips - materials Continuous Provision: Role-play – fire station. Learning outside the classroom: Outdoor and adventurous activities in Forest School Visits/visitors: Visit from family member who is a fire fighter. Visit to Evesham Fire Station. PE: Multi-skills with Tim. Dance: Create a ‘Fire Dance’ after watching a range of dancers performing their fire dance – flamenco and ballet (Ice Queen). Music: Listen and appraise the music for dance. Compose their own piece of music using ‘found’ and percussion instruments. Key Skills to be developed: Learning Skills: Resilience: learning how to manage when tasks are difficult. Managing risks (Forest School/DT and Science). Creativity (art and design work/dance/music) Thinking Skills: Questioning – what if? (Science) why? (History). Reasoning – cause and effect (History & Science) Social/Communication Skills: Team-work and becoming more confident when presenting or performing their work Subject-Specific Skills: History: chronological order and language relating to time. Observation skills: science (noticing similarities and differences, categorising) Dispositions and Attitudes to be fostered: To become increasingly independent using a wider range of equipment and materials. MATHS: Measuring: length of hoses in metres, capacity of buckets. Data Handling: recording science experiments in simple tables. Links with home/homework: Discuss fire safety at home: fire escape plan, smoke detectors and safe around matches and fires. HISTORY/GEOGRAPHY: Research the origins of ‘The Great Fire of London’ – using Google Earth and maps of London. Repeat for the ‘Great Blaze of Birmingham. Use historic maps to find out the extent of the fire. Learn key facts (dates, people and causes) then raise further questions to research. Learn about changes over time – comparing old/ modern equipment and sequencing pictures. Begin to understand ways we can find out about the past – using evidence from old pictures, historical accounts. R.E: Celebrate Harvest Festival. WOW Factor: Visit to the Fire Station using the hoses PSHE/PHILOSOPHY: Establish class rules –on-going. Weekly Circle Time. Understand how to keep themselves safe and identify hazards. Know who to ask for help in an emergency and how to call the emergency services. Big Picture/Key Concepts/Outcomes To learn about an important historical event. To develop awareness of the past and about changes over time. To learn about keeping themselves safe.

6. Let’s Celebrate Around the World COMPUTING Word-processing of Hanukkah story front page. Use ‘paint’ programme to create a Menorah. I-pad video - use to record ‘Call for Census’ news report. Big Picture/Key Concepts/Outcomes To recognise that there are many similarities in the way people celebrate. To celebrate our differences. Key Texts: The Bible and ‘The Christmas Story’ – Ian Beck, ‘Sammy the Spider’s First Hannukah’, Stories from the Jewish World, Celebration of Learning : The School Play ART: Menorah pictures using ink and wax-resist. Design and make Christmas cards and tree decorations. Design and make dreidels. DT: Cooking celebration food (link science – changing state). Make gingerbread men (melting process). ENGLISH: Narrative: re-tell the Hanukkah story using story map and story actions. Retell then re-write Sammy Spider’s First Hanukkah using a beginning, middle and end. Use drama techniques (role play, hot-seating etc.) to explore characters in the Christmas story then write captions for ‘freeze frame’ photos and speech bubbles for the characters. Write a letter from the inn keeper to a friend. Poetry – Hanukkah acrostics. Instruction writing for cooking celebration dishes Non-chronological report – information leaflet on how people celebrate Hanukkah. P4C: Explore ‘Big Questions’ – difference/respect. Discuss the meaning of Christmas and the Christmas Story. HISTORY: Learn some of the history/historical stories behind these two faiths. Learn how faith members see celebration of a festival resulting from a historical event. GEOGRAPHY: Use maps of the Middle East/globes to identify Biblical locations. Learn about what places are like using photographs of Bethlehem, Jerusalem and Nazareth. Use Google Earth/Videos to learn about where/how Hanukkah/Christmas is celebrated around the World. SCIENCE: Continue work exploring how materials change – using forces to push, pull and twist. Carry out simple tests involving magnets. (Science workshop on forces) Resources: Various non-fiction books. DVDs of the Christmas story. Artefacts and pictures form Judaism and Christianity boxes. Websites: Espresso: Hanukkah YouTube: Christmas dancers/lighting the Menorah/ Christmas Around the World. Homework: Interview parents about how they celebrate. Learning outside the classroom: Explore how different groups of Christians celebrate Christmas with a walk around Hampton/Evesham (decorations, shop promotions and displays etc.) and a visit to the local church. Visits/visitors: Visit to St Andrews Church and/or All Saints Church during Advent to see how Christians celebrate Christmas. WOW Factor: Key Stage One performance: The Nativity PE: Dance based around lighting the Menorah. Music: Singing and performing the Christmas play. Listening Hanukkah music and dancing on Youtube. RE: To learn about key beliefs for Christians and Jews. To compare how the two faiths celebrate and key beliefs. PSHE: To consider and share their own beliefs and how/when they celebrate. Weekly circle time – focus on friendships/respecting others Key Skills to be developed: Learning Skills: Improving our own learning and performance through practice and review. Thinking Skills: Information processing skills. Making simple comparisons and beginning to explain reasoning. Social/Communication Skills: Performing together. Dispositions and Attitudes to be fostered: Respectful of others beliefs/opinions. Creativity. Developing self-confidence – performing for others. MATHS: Symmetry – making Menorah artwork. Data handling – most popular celebration – tallying and bar charts.

7. HISTORY: Gather knowledge and understanding about a life of Queen Victoria and Elgar(6c) Investigate Victorian school life through Hampton School log book and Victorian classroom/lessons. Record reasons why they would like/dislike being a Victorian school child. To learn about the way of life of people in the past who lived in the local area then identify differences between their lives and ours. To ask questions and find out about the past from a range of sources (film, photographs, books etc.) Develop use of historical language. To show knowledge and understanding in a variety of ways – see English. MATHS: Statistics: favourite toys now and in Victorian times (answer a question by collecting/ recording data in lists, tables, graphs and pictograms). Sequence numbers – order numbers on time line. Read 4 digit numbers – key dates for Victorians. Toy shop – adding several small numbers/adding and subtracting (giving change) Chanting times tables facts – as Victorian children did Resources: Books: The Railway Children, Alice in Wonderland, Water Babies, Oliver, Beatrix Potter Visual Literacy – Victorian children Loans box from The Almonry Websites: www.victorianschool.co.uk www.nettesworth.durham.sch www.woodlands- junior.kent.sch.uk Espresso Queen Victoria Rules! COMPUTING: Make, edit i-movie. Word processing. Research on the internet. Taking digital photographs. Espresso Coding Big Picture/Key Concepts/Outcomes To understand what life was like for children over 100 years ago. To empathise, compare and contrast our lives with those of Victorian children Key Texts: ‘ Princess Vicky – The Little Queen’, ‘Oliver!’, Hampton School log book. Celebration of Learning : Invite parents/ carers to a celebration day: attending our Victorian ‘school’ and watching i-movie about Victorian school life made by class ART/DT: Explore work of William Morris and use of repeated patterns and symmetry in his work. Design own wallpaper, developing ideas from first- hand observation, focussing on colour, pattern, line and space. Make polystyrene printing blocks. Try out different tools and techniques - printing, ICT and drawing. Design and make peg dolls. ENGLISH: Write captions for Victorian photos. Visual Literacy – watch old film of Victorian children - present findings (drama/poster etc.) Write a diary entry of typical day as a servant. Plan and write questions/answers for i-movie of Victorian school days then perform and film. Write instructions – how to make Victorian lemonade and beef stew. Practise handwriting using Victorian h/w sheets Write questions and begin to research using books and internet. Continuous Provision: Role play area – Victorian post office. Learning outside the classroom: Walk around Evesham – compare locations: take photographs and compare with old Victorian photographs. Play with traditional Victorian toys outside. Visits: Black Country Museum and The Almonry WOW Factor: Visit to Hartlebury Museum & Almonry. Victorian School Day. PE: Multi-skills. Victorian gym and physical drills Music: Listen to work of Victorian composers – Elgar/Strauss PSHE: Circle Time: Family Links Health for Life Key Skills to be developed: Learning Skills: Use empathy to understand life of Victorian child. To develop comparison skills and language Use pictures/photographs to find out about a place. Use mind maps to record learning/understanding. Thinking Skills: Begin to give reasons to support ideas. Social/Communication Skills: Effective communication. Subject-Specific Skills: Research skills. Develop understanding/ language related to chronological order Dispositions and Attitudes to be fostered: Confidence. SCIENCE: Investigate forces using Victorian toys/games Understand that pushes/pulls are examples of forces and learn to describe the movement Ask questions and decide how to find answers GEOGRAPHY: Compare Evesham – then/now using Victorian lesson – learn about Great Britain and the main cities.

8. PE: Multi-skills - with Tim Forest School - Out-door Adventurous Activities. Up, Up and Away! COMPUTING: I-movie to record News Flash of Amy Johnson's flight to Australia. Research types of flight/space on the internet. Create a PowerPoint of a 'Flying Machine' with animation. Big Picture/Key Concepts/Outcomes To develop admiration for others' courage and ingenuity (early explorers/pioneers of flight). To inspire a love of learning. To begin to make links between different areas of learning. Key Texts: ‘ Room on a Broom’, ‘Whatever Next?’ Books about 'Flight'/Amy Johnson Celebration of Learning: Exhibition of learning – sharing model flying machines and science experiments. ART: Basic pencils skills – exploring shading and use of line. Developing close observational skills. Applying skills, drawing feathers then pictures of birds and aircraft. DT: Design a new broom for the witch (develop concept of designing – look at Leonardo da Vinci's flying machines). Design imaginary flying machines. ENGLISH: Fiction: 'Room on the Broom' and the Story of Icarus – discuss why these are fiction. Compare stories set on the moon – ‘Whatever Next’/’Baboon on the Moon’ and ‘Little Wolf’ (BFI). Use drama and story-telling to develop children’s language and understanding of the characters. Non-fiction: Write a news report of Amy Johnson's record-breaking flight to Australia. (link Computing) Research a type of 'flying machine', presenting the information in a PowerPoint. Write an instruction leaflet on their imaginary flying machine (applying their knowledge of flight). SCIENCE: Learn facts about the moon and space. Learn about the weather: wind, precipitation and clouds (and seasonal change). Learn about forces of gravity and air resistance. Carry out investigations into things that fly - paper aeroplanes, giro-copters, parachutes - and what affects their performance (weight/siz of wings etc.) GEOGRAPHY: Use Google Earth and 'Britain from the Air' websites to learn about places/landscapes and directions from the air. Use atlases/globes to explore the route of Amy Johnson's flights. Recreate her journey, programming Beebots on world maps. HISTORY: Create a timeline of flight: develop chronological understanding & vocabulary. Learn about aircraft (from balloons, planes to rockets) and changes over time. Find out about important developments and people in history (Montgolfier & Wright brothers, Amy Johnson, space travel, Uri Gregarin etc. ) Resources: Various non-fiction and story books about flight/space. Websites: www.juliadonaldson.co.ukwww.juliadonaldson.co.uk – ‘Room on the Broom’ Youtube – videos of early flying machines, news footage of Amy Johnson's flights Learning outside the classroom: Forest School sessions – activities linked to ‘Up, Up and Away’ – fieldwork investigations of birds/ trees as habitats as well as seasonal changes in the woodland. Visit:, Midlands Aircraft Museum, visitors involved in aviation. WOW Factor: Science experiments exploring 'flight‘. Visit to Midlands Aircraft Museum. PSHE: P4C: discussion based on stories (loneliness, kindness & helpfulness)/big questions raised at the start of the topic. Themes: Courage – explorers/early pioneers of flight. Why humans want to explore new places. Weekly: 'Relax Kids' sessions Developing selves as effective learners: taking risks, exploring and developing ideas Key Skills to be developed: Learning Skills/Disposition & Attitudes to be Fostered Becoming more independent in their learning – carry out simple research, raising questions and beginning to piece together information. Thinking Skills: Creative thinking, problem-solving. Social/Communication Skills: Speaking & listening, expressing opinions, literacy skills. Subject-Specific Skills: Computing – research/saving and retrieving information. Map reading. MATHS: Position – (N,S,E,W) Amount of turn. Measures: time – daily schedule of the Baboon on the Moon. Weight – weigh our flying machines. MUSIC: Listen to film soundtracks – Magnificent Men in their Flying Machines/Space Odyssey/Baboon on the Moon & evaluate. Create a musical soundtrack to accompany the story of ‘Room on a Broom’ using tuned and untuned instruments. Continuous Provision: Reading corner – books and stories about flight, space and weather. Role Play: Airport/Aircraft cockpit.

9. Wild About Wildlife! What’s Living and Growing in Our Woodland? COMPUTING: Research then create simple Keynote presentations about woodland animals adding pictures and text. Espresso coding: designing more complex programs beginning to ‘debug’ errors. Big Picture/Key Concepts/Outcomes Developing an awareness that there is a variety of living things and these can be classified. To begin to recognise their role in caring for nature. To be curious and test out their ideas. Key Texts: ‘The Owl Who was Afraid of the Dark’ by Jill Tomlinson, ‘Percy the Park Keeper’ by Nick Butterworth, Scholastic ‘Nocturnal Animals’ Celebration of Learning: Sharing their woodland investigations with parents. ART: Draw pictures of woodland animals in oil pastel for a Whole Class display. (link English) Study artists’ silhouette work then recreate their own pastel landscape with a silhouette of a woodland creature cut out of card. DT: Design their own nocturnal creature (using scientific knowledge of adaptations) then make out of clay/junk modelling. ENGLISH: Non-fiction: read and write non- chronological reports on woodland and nocturnal animals. Produce as a poster & Keynote presentation. Fiction: Percy the Park Keeper – explore relationships between characters and act in role. Write a letter to Percy as one of the characters. Use ‘The Owl Who was Afraid of the Dark” to learn about night time and ways to describe it. Resources: Bug pots, magnifying glasses, digital microscope, clipboards, IPad. Reference books for plants, mini- beasts and animals. Non-fiction texts/posters about nocturnal and woodland animals. Websites: Scholastic : nocturnal animals Nature detectives BBC Science Clips: Continuous Provision: Role Play area – garden centre/hospital for sick wildlife. Learning outside the classroom: Weekly Forest School sessions (linked to science): locate then identify common plants and mini-beasts. Compare plants living in the woodland to on the school field. Create a woodlice habitat investigation to see what conditions the prefer. Investigate the different types of snails and where they were found, drawing their own table or map. Visits/visitors: Investigations in school grounds and the locality. Visit from the Vale Wildlife hospital. WOW Factor: Hands-on Science Investigations PE: Multi-skills with Tim. Gymnastics Music: Listen to ‘Carnival of the Animals’ to identify some orchestral instruments. Explore untuned instruments (rhythms/dynamics) then compose musical phrases to represent woodland animals. Create a class orchestra combining these elements in various ways. PSHE: SEAL sessions: learning about ourselves as learners, taking responsibility for our learning. Developing respect for nature and the school’s outdoor environment. Key Skills to be developed: Learning Skills: To become more responsible for their learning (researching their own questions, correcting their work, Thinking Skills: To make simple predictions based on what they know, to come to conclusions with support. To make comparisons based on observations. Social/Communication Skills: Working with a partner to raise questions and support each others thinking. Recording more of their work (in tables, posters, leaflets etc.) Subject-Specific Skills: Planning and carrying out tests, developing observation skills and scientific language. Dispositions and Attitudes to be fostered: To be curious and caring about the living world. To find things out/learn from their own observations. MATHS: Use and create tally charts and tables to record information during tests and field work. Sort information using Venn and Carroll diagrams and begin to use their own criteria. GEOGRAPHY: Develop fieldwork skills: using maps and plans, observing what is living and growing in the school’s surroundings. Learn about different habitats and make simple comparisons about the conditions there. SCIENCE: Find different types of plants and animals in the school grounds then record in tally charts/table. Classify different plants and animals according to observable characteristics using Venn and Carroll diagrams (e.g. types of buds, what the plant is used for, which class of animal it is, carnivore or not). Revisit the different young that animals have and if the adults have eggs or live young. Learn about food chains (using simple diagrams, websites and video) and about predators and prey. Study different habitats (including micro-habitats) and notice the features that encourage animals to live there (providing food, shelter or the right conditions). Observe and record the animals there. Revisit what animals and plants need to grow. Focus on woodland and nocturnal animals and begin to learn about the adaptations to suit their environment. Explore the need for heightened senses by being blind-folded, listening for sounds/using their sense of touch.

10. RE/PSHE: Learn about the Aboriginal people's traditions and beliefs and the significance of 'Dreamtime'. Learn Aboriginal creation stories from the Dreaming and compare to the Christian Creation story. Australian Adventure! COMPUTING: Use Google Earth to locate key landmarks and cities. Visit places to find out about the features of diverse landscape. Research Australian animals on the internet and copy and paste pictures into Keynote. Big Picture/Key Concepts/Outcomes Develop knowledge and understanding of the World - compare different climates and habitats to our locality. Key Texts: Australian Myths and Legends – 'The Rainbow Bird‘. Celebration of learning: Sharing ‘Dreamtime’ stories in Assembly. ART: Investigate Aboriginal art: the techniques used and the purpose of the art. Experiment with their own designs then apply to a didgeridoo or boomerang. DT: Food – learn about surviving in the Outback and then recreate Bush tucker – Dampers (bread), Kangaroo stew or Shearers' hotpot. ENGLISH: Fiction – Myths, Legends and Traditional Tales from Australia. Learn a variety of tales and retell using story maps, puppets and writing their own versions. Identify common themes and characters. Poetry: Explore animal poetry before writing their own about Australian animals Learn about different types of poetry – acrostic, list poems. Non-fiction: Research Australian animals. GEOGRAPHY/SCIENCE: Develop geographical skills and language (for key features) – using maps, atlases and globes and drawing their own maps of Australia and Sydney. Learn the World's continents, oceans, equator and compass directions. Compare Sydney to Hampton using Google Earth, photos and simple maps. Research important Australian landmarks and locate on map of Australia. Find out about Australian wildlife and how these animals are adapted to the hot/tropical climate BLOCKED WORK - electricity Resources: Maps of Australia/Sidney, globes Photographs of landscape/aerial photographs Non-fiction books about Australia Australian artefacts eg boomerang, didgeridoo Websites: Barnaby Bear in Sidney Google Earth http://www.kids-world-travel- guide.com/australia-facts.html http://ngkids.co.uk/ Continuous Provision: Have 2 clocks in the classroom – with UK/Australian time. Role play corner – Zoo with Australian animals Learning outside the classroom: Forest School – creating musical instruments from 'found' materials. Role play – exploring the Australian Bush/ making camps Visits/visitors: Visit to Bristol Zoo for a 'Wallaby Walkabout'. Visitors: Family/friends to tell us about a trip to Oz. WOW Factor: Australian Day – introduction to the topic. Take an imaginary flight to Oz! PE: Multi-skills. Athletics. Music: Listen to traditional Australian music and learn about the various instruments. Explore different sounds using similar instruments before composing their own music Key Skills to be developed: Learning Skills: Reflecting and critically evaluating their work and what they have learned. Research skills Thinking Skills: Enquiry – ask relevant questions. To hypothesise and evaluate Social/Communication Skills: Speak clearly and confidently to retell their stories and present their work Subject-Specific Skills: Map-reading and drawing their own maps. Learning from photographs/maps Dispositions and Attitudes to be fostered: To be confident, independent learners – beginning to carry out their own research MATHS: Telling the Time: compare times in the UK and Australia. (Learn to tell the time to the nearest 5 minutes) Weight/Capacity: apply learning making Australian tucker Statistics – construct block graphs – our favourite Australian animals Use Carroll Diagram – to sort Australian animals