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- Curriculum Overview
- The Widcombe Offer
The Widcombe Offer
- The BIG Idea
- The Knowledge Box
- The Enquiry Questions
- The Learning Offer
- The Polished Products
- The Medium Term Plan
- The Planning Journey
Autumn | Spring | Summer | |
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Year 3 |
Explorers |
Machines | Digging up the Past |
Year 4 |
Jungle Fever |
We can be Heroes! | Lasting Legacies |
Year 5 |
A Magic Carpet Ride |
The Land of the Rising Sun | Breaking Boundaries |
Year 6 |
Migration |
Peace & Conflict | Identity |
Example of Medium Term Planning
Year: Year 4 | Term: 1 + 2 | Theme: Jungle Fever | |
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The Big Idea |
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The Knowledge Box | ||
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National Curriculum Objectives | Facts | Vocabulary |
Locate the world’s countries, using maps to focus on South America, concentrating on their environmental regions, key physical characteristics, countries, and major cities.
Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn.
Understand geographical similarities and differences through the study of human and physical geography of the United Kingdom and a region within South America.
Describe and understand key aspects of: Physical geography, including: climate zones, and rivers.
Human geography, including: land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Use fieldwork to observe, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. |
Amazon largest rainforest in the world 2.58 million square miles.
The Amazon river is 6,400km long – second longest in the world.
20% of the World’s Oxygen is produced in the Amazon rainforest.
The forest is so dense that rain falling from the canopy can take up to 10 minutes to reach the ground.
It takes 400 cocoa beans to make a pound of chocolate
In Britain, we eat an estimated 660,900 tonnes of chocolate a year.
70% of the World’s cocoa comes from West-Africa.
50% of products in a weekly supermarket shop contain palm oil.
Each individual piece of fruit from the palm tree contains 50% oil and can be harvested all year round.
Palms can grow between 8 and 20 metres high. |
Canopy – The second highest layer of the rainforest which forms a roof
Climate zones - Where different weather patterns are known
Confluence – The point where a tributary joins
Delta – A small island created by deposited material (soil)
Emergent layer - The top layer of the rainforest lots of sunlight
Equator – A line around the earth separating the northern and southern hemispheres
Fairtrade – Agreements made so that producers in under developed countries are paid a fair price
Floodplain – Area of flat land either side, likely to flood.
Forest floor– The floor of the forest where it is very dark and very few plants grow
Groundwater– Rain that soaks into the ground.
Meander – Flowing in a winding, curving course
Mouth – The place where a river meets the sea.
Ox-bow lake– A lake created when a meander is cut off.
River – A large natural stream of water.
Source – The beginning of a river.
Spring – Groundwater that comes up to the surface.
Stream – A small river.
Sustainable– Able to be maintained at a certain level
Tributary – A stream or river that joins another river.
Understorey - The second lowest layer of the rainforest, little sunshine lots of animals |
The Enquiry Question | The Learning Offer | The Polished Product | |||
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Curriculum Area | Weeks 1-5 | Weeks 6-9 | Weeks 10-15 |
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Enquiry Question | Do we need Rainforests? | Can Palm Oil be produced in a sustainable way? | Can Chocolate be traded ethically and fairly? |
English |
Poetry - Haikus
Stories from Amazon cultures – narrative focussed on setting. |
Balanced argument (letter to supermarket) |
Missing chapter Charlie and the Chocolate Factory (Narrative – action) |
Maths | See Maths Scheme of Work | See Maths Scheme of Work | See Maths Scheme of Work |
SPAG | See Scheme of Work – Read, write inc. spelling | See Scheme of Work – Read, write inc. spelling | See Scheme of Work – Read, write inc. spelling |
Science |
Sound Observe and name a variety of sources of sound, noticing that we hear with our ears
Identify how sounds are made, associating some of them with something vibrating.
Recognise that sounds get fainter as the distance from the sound source increases.
Find patterns between the pitch of a sound and features of the object that produced it.
Find patterns between the volume of a sound and the strength of the vibrations that produced it.
Investigative skills. |
Sound/Electricity
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Electricity Identify common appliances that run on electricity.
Construct a simple series circuit.
Identify whether or not a lamp will light in a simple series circuit based on whether or not a lamp is part of a complete loop with a battery.
Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
Recognise some common conductors and insulators and associate metals with being good conductors. |
Geography/History |
Amazon Layers of the rainforest
Climate Zones (polar, desert, temperate and tropical).
To identify the tropical zone on a map |
Indonesia Indonesian way of life
Indonisia is the biggest producer of palm oil in the world
How is it made?
Palm oil can be made sustainably
History of palm oil
Indonesian study (history, island, rainforests and why they are special, animals, culture, religion, attractions and volcanoes). |
Climate Change Excess CO2 is causing the temperature of the planet to rise
Polar ice caps melting causing sea levels to rise |
DT |
Diorama To make labelling drawings from different views showing specific features.
To measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques.
To evaluate their work both during and at the end of the assignment. |
Frog Beanie To evaluate products and identify criteria that can be used for their own designs.
To measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques.
To join combine materials and components accurately in temporary and permanent ways.
To evaluate their work both during and at the end of the assignment.
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Chocolate Wrappers To generate ideas, considering the purposes for which they are designing.
To make labelling drawings from different views showing specific features.
To evaluate products and identify criteria that can be used for their own designs. To measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques. To use simple graphical communications techniques. To evaluate their work both during and at the end of the assignment. To evaluate their products carrying out appropriate tests. |
Computing | Code a program to make a Chocolate factory. | ||
Performing arts | Samba Workshop | Debate. Pros and cons for oral debate: Should we ban palm oil? | Acting out of new chapter for Charlie and the Chocolate factory. |
PE | Netball | Gymnastics | Circuit Training |
RE | Christianity: Gospel | Christianity: Gospel | Why do Religious books matter? |
PSHE |
New Beginnings Good to be me Consequences and Responsibility |
Trying new things Resilience Kindness Getting on and Falling Out |
Road Safety Anti-Bullying UNICEF – Rights & Responsibilities |
Oracy | Debate Question: Should we ban palm oil? | ||
Other | Romero Britto (Brazilian Artist) |