Class: Oak Year 5/6
Spring 1 2016
BRABIN’S ENDOWED PRIMARY
SCHOOL
Curriculum Unit –Amazon Adventure
Key Learning;-
What equipment would
Where in the world is the
an Amazon explorer
Amazon Basin and in which
need and how can I
countries is it located?
Geography- children will be able to locate countries in North and South America,
describe both physical and human geography of the Amazon rainforest, use maps and
suggest a line of enquiry.
Science- Children will be able to describe the differences in the life cycles of a
mammal, an amphibian, an insect and a bird as well as the life process of reproduction
in some plants and animals. They will also observe animals and plants in our local
environment.
DT- Children will be able to create and decorate 3-D products using patterns pieces
make it?
and layout. They will also learn to join fabrics using over sewing, back stitch, blanket
How is the rainforest in
stitch or machine stitching.
the Amazon Basin
How do plants and
How does this region of South
As
we will
geography
of the Amazon Basin focussing on the
 geographers
Combine fabrics
to study
createthe
more
useful properties.
rainforest. Children will start to learn how the future of tropical rainforests is
closely
connected
human
Children
wiil beto
able
to lives and lifestyles. They will also learn about the wider
country of Brazil in which most of the Amazon rainforest is located.
As scientists we will study and raise questions about our local environment throughout
the year. We will observe life-cycle changes in a variety of living things. We will also
find out about the work of naturalists :David Attenborough and Jane Goodall .
As design technicians we will design, create and evaluate a product for an Amazon
America compare and contrast with
explorer to use e.g. a waistcoat, belt or storage device. As writers we will write: a story
regions we have studied before?
based on another culture (South American), a persuasive speech, create non-fiction pieces
changing? Why is the
animals change over
rainforest changing?
time?
 What is a life cycle?
?
Curriculum Shapers
on animals and a persuasive advert for our design product.
Be Curious
Be Knowledgeable
Be Adventurous
Be Ambitious
Be Creative
Be Collaborative
Be Reflective
Be Positive
 Engage in first-hand
 Secure strong
 Work within one's own
 Develop responsibility
 Choose how to use free
 Work with others in an
 Make lifestyle choices in
 Listen and respond to
interactive learning
process
Respect the opinions
and differences of
others
Value one's own
perceptions and those
of others
Challenging one's own
perceptions and those
of others
Work as a team
Develop empathy
Develop social skills
response to thoughts
 Identify and use one's
aptitudes and interests
as a vehicle for learning
 Move towards the
understanding of a wide
range of feelings
(success/failure,
apprehension,
anticipation)
 Develop awareness of
individual strengths and
areas of development
Develop reasoning skills





experiences
Embrace experiences
which are remarkable to
the individual
Invoke a sense of awe
and wonder
Develop an appreciation
of and responsibility for
the environment
Engage in multi sensory learning
Experience contrasts
(polluted/unspoilt,
light/dark, urban/rural,
loud/quiet)





Literacy/Numeracy Skills
Develop subject specific
language
Manage, receive, record
and apply information
Nurture a thirst for
knowledge
Apply cross -curricular
skills
Develop Information
processing skills




comfort zone and
outside it
Work in the real world
with first-hand
experiences
Work practically
Work on a large scale
Experience exhilaration,
challenge and
achievement
Develop problemsolving skills






for one's own learning
Link with experts
See possibilities
Strive for improvement
Seek opportunities
Develop an open
outlook
Develop a 'Growth
Mindset'
Develop relevant
attributes of learning




time
Developing hobbies and
interests
Apply skills to new
situations
Explore alternatives in
problem solving
situations
Question 'What if...?'
'Why not....?', etc.
Develop creative
thinking skills





advice
 Value pupil voice
 Develop self-esteem
 Be listened to
 Manage one's own
behaviour
 Develop own opinions
 Secure and articulate
preferences
 Consider one's place in
the world
 Foster intrinsic
motivation
Develop relevant
attributes of learning
Discrete Subjects
Mathematics
 Measurement
 Area and Perimeter
 Volume
 Place Value: including Roman Numerals
 Sequences
 Coordinates
 Refection and translation
 Time
 Averages
RE
Passover
Computing
App market researchers and planners
PE
Gymnastics
Net and Wall games
PSHE
Emotional Health and Wellbeing