Oak Class
Spring 2014
A PASSAGE TO INDIA
Where is India? What is it like? Why is it like this? How is it changing?
GEOGRAPHY
What do we know about India? (concept map)
WHERE IS INDIA? (MAPWORK)
Using map of the World to name the five continents and locate UK and India
Using map of India and surrounding countries to label sea, main rivers, important cities, mountain ranges, nearby islands, etc
Comparing political and physical maps of India
Locating and learning about the Tropic of Cancer and the Equator.
Locating places using Longitude and Latitude (link with Just So Stories – How the whale got its throat)
Using map of world in atlas to understand how colour is used in physical maps to show height of land. Shading map and constructing a key to show land height in India and surrounding countries
WHAT IS INDIA LIKE? (PHYSICAL)
Watching BBC Primary Geography DVD: India -Programme 1 India: a land of contrasts
Looking at /discussing Photocards 1a - d and answering the questions in the Teacher’s Book (Page 9)
Writing simple descriptions of each of the landscapes (to include both natural and man-made features where appropriate) to accompany the photos. (A3 piece of paper) (See recording sheet)
Climate: Discussing the range of climatic conditions in India using Photocards 1a - d. Focusing a) on the high temperatures which exist all over India because of its location straddling the Tropic of Cancer and b) the
Monsoon
Writing simple description of the Climate: the effect of the position of India (between the Tropic of Cancer and the Equator) on the temperature and the Monsoon + completing a ‘wheel’ of the twelve months of the year
showing during which months the three seasons fall (see A Village in India Teacher’s Book/Children’s Book)
Using the tables showing annual rainfall and annual average temperature for London from A Village in India Teacher’s Book, and the figures for Mumbai from India (BBC Active), ask the children to plot the
rainfall/temperature for each month in graphs and answer the questions: How is rainfall a problem from June to August in Mumbai and Why is rainfall not much of a problem for London?
WHAT IS INDIA LIKE? (HUMAN)
Watching all 4 programmes on India (BBC Active) DVD. In groups, make notes about the six children. These to be converted into continuous prose and presented on recording sheet featuring the 6 children and the places
where they live.
WHY IS INDIA LIKE IT IS? Finding out about the history of India (India – BBC Primary Geography DVD (Programme 1) + excerpts from DVDs set during the Raj, e.g. A Passage to India, The Jewel in the Crown, It ain’t
‘alf hot, Mum! Etc.). Important facts to be presented on recording sheet.
Reading story of life of Mahatma Ghandi – writing simple biography
HOW IS INDIA CHANGING?
Rewatching appropriate parts of Programme 1. Important facts to be presented on recording sheet.
WHERE IS CHEMBAKOLLI?
Using map of India, locating position of Chembakolli
WHAT DO WE THINK IT WILL BE LIKE THERE?
Discussing with the children what they think the village of Chembakolli is like. Ask them to list questions relating to what they need to find out to confirm their thoughts
WHAT IS THE LANDSCAPE OF CHEMBAKOLLI LIKE?
Using photographs 1, 2 and 3 from the photopack, discuss what the landscape is like. Ask the children to annotate a base map of Chembakolli, using the picture map from the photopack and the map in the children’s book.
Ask them to note the shape of the settlement and the main physical and human features.
WHAT ARE THE HOMES OF THE CHILDREN IN CHEMBAKOLLI LIKE?
Divide the children into small groups and ask them to identify similarities and differences between homes in Chembakolli and those in their own locality, using photographs from the photopack and from the children’s
book.
WHAT IS THE SCHOOL IN CHEMBAKOLLI LIKE?
Divide the children into small groups and ask them to discuss and compare photographs of their school with photographs, from the photopack and the child’s book, of the school in Chembakolli.
WHAT IS THE MAIN TYPE OF WORK IN CHEMBAKOLLI?
Using photographs 4-8 and 20-24 from the photopack, ask the children to describe the work being done. Encourage them to focus on methods of farming, types of crops produced and the work role of women (use ‘A Day in
the Life of Chanda’ from the photopack). Ask the children to compare the work people do in Chembakolli with what people do in their locality. They may use aerial photographs to identify differences in land use, e.g.
agriculture, industry. (Google Earth)
HOW DO PEOPLE SELL AND TRADE GOODS IN CHEMBAKOLLI?
Ask the children to identify and record the main similarities and differences between Gudalur and a market in their locality, using photograph 25 from the photopack and photographs of other markets in India. Ask the
children to think about what they would eat in Chembakolli.
WHAT ARE THE MAIN SIMILARITIES AND DIFFERENCES BETWEEN OUR LOCALITY AND CHEMBAKOLLI?
Use the Internet to gain up-to-date information about, and images, of India. Ask the children to identify and explain the main similarities and differences between their own locality and Chembakolli. Ask them to reflect on
how their ideas about India have changed and developed.
LITERACY
Non-fiction
BBC Active DVD: India (excluding Ancient Civilisations: Indus Valley)
Answering geographical questions
Observing how information is presented
Collecting and recording evidence
Using evidence to compose connected prose
Outcome/Writing Assessment: Writing an information text about India,
answering the geographical questions: Where is India? What is it like? Why
is it like this?
How is it changing?
Editing and refining own writing
Fiction
Elephant Dance: A journey to India – Theresa Heine
Providing an introduction to India and an opportunity to consider imagery in
Literature, in particular metaphor
Poetry
An opportunity to consider imagery in poetry, narrative poetry and the poems
of Rudyard Kipling
Just So Stories – Rudyard Kipling
Seasons of Splendour – Madhur Jaffrey
Finding out about a) Madhur Jaffrey and her life, and b) Rudyard Kipling and
his life and style of writing.
Understanding what a fable is.
Outcome / Writing Assessment:
Writing a fable
Editing and refining own writing
RE
HINDUISM: How and why do Hindus worship in the home
and in the mandir?
a) Learning about some aspects of Hindu beliefs in God.
b) identifying the characteristics of Hindu gods and
goddesses.
c) understanding why a shrine is a special place in a Hindu
home.
d) understanding the meaning and practice of puja for
Hindus.
e) exploring Hindu worship in the mandir.
f) evaluating what you have learnt about Hindu
worship and to ask questions to further your
knowledge.
ART
Observing and creating pattern using stencils and printing:
a) identifying patterns found at home and in the environment;
b) creating patterns using rotation, symmetry and reflection;
c) creating patterns using stencils;
d) using printing to create a pattern.;
e) designing a pattern for a particular purpose.
Drawing: 1) Observe and discuss natural objects, frequently used in Indian art, using photos and
illustrations, e.g. elephants, tigers, lotus flowers, peacocks, Taj Mahal,
2) Create observational drawings in pencil, focusing on shape, size and detail
Paper Batik – tiger in the jungle
Clay – Indian elephant
Textiles a) elephant (decorating with thread + sequins)
b) creating a design based on the mango/paisley pattern using Bonda Web and decorating
with thread, little beads, etc.
PSHCE
The issues of child
labour and street
children in India
SPECIAL OCCASIONS
Growing up in India: a visit from an
Indian gentleman
Indian dance/music workshop
Storytelling
MUSIC
1. The music of India, e.g. classical, bangra,
Bollywood style, etc
2. The instruments of India, e.g. tabla, sitar, etc.
3. Songs about India
4. Indian Dance
DESIGN TECHNOLOGY
Bread:
a) investigating and evaluating bread products,
including Indian bread, according to their
characteristics;
b) learning how bread products are an important part
of a balanced diet and can be eaten in different
ways;
c) finding out which different ingredients are needed
to make bread and how ingredients can be altered
and mixed to create different effects;
d) designing a new bread product for a particular
person or event; making bread based on a plan
and design;
e) evaluating a finished product.
IINFORMATION AND COMPUTER
TECHNOLOGY
Researching information (animals that live in
India) - Internet
Presenting work – Powerpoint (up to 6 slides)
Henna patterns -