year 5 autumn 2: national curriculum coverage topic: dystopia · 2020-06-22 · history: they...
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Year 5 Autumn 2: National Curriculum Coverage Topic: Dystopia
History Geography DT Art Science RE
They should
regularly
address and
sometimes
devise
historically
valid
questions
about
significance
A
significant
turning
point in
British
history
Physical geography,
including: the water
cycle, rivers and
coasts
Human geography,
including: economic
activity including
trade links
Name and locate
counties and cities of
the world and their
identifying human
and physical
characteristics
Name and locate
counties and cities of
the United Kingdom,
and their identifying
key topographical
features
Physical geography,
including: climate
zones, biomes
Explore and evaluate a range of existing
products from the design and
technology perspective
Design purposeful, functional, appealing
products based on design criteria
Understand and use electrical systems
in their products
Understand how key events and
individuals in design and technology
have helped shape the world
Investigate and analyse a range of
existing products
Generate, develop, model and
communicate their ideas through
talking, drawing, templates, mock-ups
Select from and use a wider range of
materials and components,
according to their functional properties
and aesthetic qualities
Evaluate their ideas and products
against their own design criteria and
consider the views of others to improve
their work
Evaluate
and
analyse
creative
works
using the
language
of art.
Recognise
that
some
mechanis
ms,
including
gears,
levers
and
pulleys,
allow a
smaller
force to
have a
greater
effect.
SACRE: Fairness and Justice
SACRE: Ask and respond to
questions about fairness and justice
in the world
SACRE: Make links between the
teachings of another religion e.g.
Islam and the work of Islamic Relief
/ Muslim Aid today
SACRE: Make connections between
the teachings of Jesus and the work
of one Christian agency today
SACRE: Describe some of the
problems of poverty in the world
today, and some ways that charities,
including religious charities, respond
and make a difference
SACRE: Identify the qualities needed
to take action to bring about what is
right and good
SACRE: What does it mean to be a
Sikh?
SACRE: What are the deeper
meanings of the festivals?
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Overarching Concepts
History Geography DT Art Science RE
Trade and
commerce (UK)
The water cycle
Trade links
Countries and Cities of the World
Rivers
Coasts
Land use
Biomes and Climate Zones
The design
and
development
cycle and
associated
processes
Evaluating Art
Dystopian Art
Gears
Levers
Pulleys
Forces
Fairness
Justice Probity
Equality
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Art/Architecture Vocabulary Music Vocabulary Prosody
Spring
1 –
Dystopian
The
me Week 1: Edvard Munch, The Scream
Week 2: CMG Headquarters
Week 3: Dorothea Lange, Migrant
Mother
Week 4: North Korean Architecture
Week 5: LS Lowry, Industrial Scene
Week 6: Salvador Dali, The Persistence
of Memory
Week 1-2: Sergei Prokofiev, Dance of the
Knights
Week 3-4: Carl Orff, Fortuna Imperatrix
Mundi
Week 5-6s: Camille Saint Saens -Danse
Macabre
Week 1=2: Maya Angelou, Caged Bird
Week 3-4: Edgar Allan Poe, Alone
Week 5: Frances Harper, Bury Me in a
Free Land
Week 6: Martin Niemoller, First They
Came
Spring
2 –
Wat
er T
hem
e
Week 1: Katsushika Hokusai, The Great
Wave off Kanagawa
Week 2: Rembrandt, The Storm on the
Sea of Galilee
Week 3: Van Gogh, Starry Night over
the Rhone
Week 4: Monet, Water Lilies
Week 5: Georges Seurat, A Sunday
Afternoon
Week 6: Monet, Impression Sunrise
Week 1-2: Johann Strauss, On the Beautiful
Blue Danube
Week 3-4: Debussy, Reflets d’un L’eau
Week 5-6: Handel, Water Music
Week 1-2: Nathaniel Hawthorne, The
Ocean
Week 3-4: Wandsworth, To the River
Charles
Week 5-6: Koboyashi Issa, A World of
Dew
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Concept(s) Composites Success Criteria Progressio
n
NC Links Overarching
Concepts &
Medway
Concepts
Activities
Week 1 – Setting a Context
Film
Clips from
dystopian
disaster films
Intr
oducto
ry L
esson
To recognise
features of the
dystopian
genre
SE
What is the
difference
between
utopia and
dystopia?
What are
the
characterist
ics of a
Dystopian
society?
What would
our world
look like in
the future if
it became a
dystopian
world?
To identify the
differences
between utopia
and dystopia.
To write a
description of a
dystopian world of
the future
To analyse
pictures of
dystopian works
using the
language of art
Yr5
Language
of art
Yr 4
Ancient
Greeks
and the
creation
of rules
and laws
in society
English: To identify
and discuss themes
and conventions in
and across a wide
range of writing.
Art: Evaluate and
analyse creative
works using the
language of art.
Rule of law
Social
organisation
Social norms
and values
What is Dystopia? Intro to
the topic.
Discuss the characteristics
and origins of Utopia and
Dystopia
Matching exercise with
vocabulary
Groups examine pictures
of Dystopian worlds and
using scaffolded art
vocabulary along with the
new vocabulary describe
features that can be seen
Discuss what a dystopian
world of the future may
look like and use the
learnt vocabulary to write
a descriptive paragraph
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How do
works of
art portray
a dystopian
world?
SEN: using pictures write
sentences about what
they can see.
Geogra
phy
To name and
locate counties
and cities of
the world,
identifying
some of their
human
characteristics.
2 lessons
SE
What is a
country?
How many
countries
are there in
the world?
What are
the
continents?
Which
countries
belong to
which
continents?
To define what a
country is and
know how many
countries there
are in the world.
To recognise the
different
continents and
group countries
accordingly.
Yr 4
understan
ding an
atlas
Yr 5
Identifyin
g places
in the UK
Name and locate counties and cities
of the world and their identifying human and
physical characteristics
Knowledge
of the world
Using maps,
atlases,
globes and
technology
Ask the children to name
as many countries as they
can and note on the board
Ask what is a country?
How many countries are
there in the world?
Identify the continents
Distribute Top Trump
Country cards in groups of
2/3 – play find a country
and relate a fact
Group cards into
continents
Groups into 6 and play
Top Trumps –
Shuffle and deal – cards
face down – only look at
top card – from left read a
category – other players
read out the same
category and the player
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with the highest value
wins the cards
Write a sentence about
the winning country.
Geogra
phy
To identify and
compare
countries in
Europe
SE
Which
countries
belong to
the
continent of
Europe?
What is the
difference
between
Europe the
continent
and the
European
Union?
What does
it mean if
the United
kingdom
leave the
European
Union?
How do the
countries of
Europe
compare
To name all the
countries that
belong in Europe.
To recognise that
the United
Kingdom will still
be in the continent
of Europe when it
leaves the
European Union.
To use features of
a balanced
argument
Yr 4
locating
countries
in Europe
–
concentra
ting on
Greece
Name and locate counties and cities
of the world and their identifying human and
physical characteristics
History: a
significant turning
point in British
history
Discuss and mark on a
map which countries
belong to the continent of
Europe.
What is the European
Union?
Look at the flag and listen
to the anthem – why does
Europe have an anthem?
Discuss the European
union and why the united
Kingdom is leaving the
European union.
Write a letter to someone
from another European
country explaining why
the united Kingdom is
leaving the union –
balanced argument
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with
regards to
land mass
and
population?
His
tory
/Scie
nce
To recognise
the historical-
geographic
significance of
inventions
LW
How have
trade and
transportati
on
developed
over time?
What is a
canal?
How does a
canal work?
What is the
historical
significance
of canals?
To recognise
that methods
of transporting
goods have
changed over
time.
To know what
a canal is.
To name
features of a
canal.
To explain the
significance of
canals
historically.
To explain the
significance of
canals today.
Y5:
Transport
in Ancient
China/
England
Y5: Rivers
in Ancient
China
Y5:
Forces
Y4:
Forces
Y4: Greek
inventions
Y4:
Technolog
y in
Baghdad
Y3:
‘Building a
Civilisatio
n’
Geography: human
geography,
including: economic
activity including
trade links
History: They
should regularly
address and
sometimes devise
historically valid
questions about
significance
Link:
History,
Geography
C: Trade
Commerce
V: Mobility
1. Draw links between
locks and our previous
ancient history topics,
establishing trends
over time with regards
to transport.
2. Investigate the
significance of canals
today.
3. To watch a video to
establish technological
features of a canal,
including locks.
4. Learn how a lock is
operated (stimulus for
the science this term).
5. Label a diagram of a
lock to demonstrate
knowledge of how it
operates. Answer
questions on its
historical significance.
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Y3:
Settlemen
t and land
use (esp.
the River
Nile)
Week 2
DT
To investigate
and analyse a
range of
existing
products.
SB
What are
the main
features of
a boat?
What is the
difference
between a
boat and a
ship?
What boat
is best for a
given
purpose?
Are boats
environmen
tally
friendly and
why?
To explain and
identify the
features of a
boat
To compare
and contrast
different types
of boats
To understand
a boat’s
environmental
impact in
manufacture
and operation
Y3:
Designing
and
building
shadufs
and
robots
Y4:design
an
innovative
product
that is fit
for
purpose
Y4:
Designing
using
appropriat
e
materials
Y4:
sculpture
Explore and
evaluate a range of
existing products
from the design and
technology
perspective
C: Buoyancy
Drag
V: Criticality
Sustainabilit
y
Context: Investigating
different types of boat
and their features.
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Y4: civic
design G
eogra
phy
To recognise
the key
features of
rivers and
coasts.
SE
What are
the
different
parts of a
river?
How do
rivers
support/hin
der the
human
geography
that lies
around
them?
To use the
features of a non
chronological
report
To identify and
explain the key
features of a river
Physical geography,
including: rivers
Human geography,
including: economic
activity including
trade links,
C: Rivers
Coasts
Civilisation
Deprivation
V:
Sustainabilit
y
Equality
Context: Key features.
Complete a diagram of a
river noting the key
features
Impact of rivers on
society/civilisations.
Create a leaflet about
rivers – non chronological
report
Geogra
phy
To recognise
the key
features of
coasts and how
they change
over time
SE
How are
our coasts
shaped?
What are
coastal
features?
What will
our
coastlines
look like in
Physical geography,
including: coasts
Discuss and identify the
features of coastlines –
marking on a diagram.
Discuss how and why
coast lines change.
Write an opinion of what
pupils think our coastlines
will look like in another
100 years using
vocabulary and knowledge
from this lesson.
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another
100 years? D
T
To develop
design criteria
to inform
innovative and
functional
products.
SB
When given
a set of
criteria and
constraints,
what is the
optimum
design?
What are
the
importance
of form and
function?
Do these
necessarily
require an
aesthetic
quality-
why or why
not?
When
specific
materials
are
identified,
how does
one make
To explain why
a particular
type of boat is
feasible for our
application
To critically
engage with
the design of a
suitable vessel
To understand
why certain
materials are
superior to
others
Y3:
Designing
and
building
shadufs
and
robots
Y4:design
an
innovative
product
that is fit
for
purpose
Y4:
Designing
using
appropriat
e
materials
Design purposeful,
functional,
appealing products
for themselves and
other users
based on design
criteria
C: Material
Properties
Recycling
V: Criticality
Sustainabilit
y
Context: Design brief and
materials available.
Discuss material choices
and boat type.
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the
decision of
what to
use?
Week 3
DT
Develop design
ideas through
research and
prototyping
SB
How do
humans
travel?
What are
the
different
ways a
boat can be
propelled?
What are
the
considerati
ons of
using
propulsion
on a given
design?
To understand
technology’s
impact on
human travel
To be able to
define and
discuss current
propulsion
options for sea
faring
To apply these
concepts to
own design
ideas, given
the constraints
of a design
brief
Y3:
Designing
and
building
robots
Y4:design
an
innovative
product
that is fit
for
purpose
Y4:
Designing
using
appropriat
e
materials
Understand and use
electrical systems in
their products
Understand how
key events and
individuals in design
and technology
have helped shape
the world
Investigate and
analyse a range of
existing products
Testing propulsion
systems in a washing up
bowl/with a milk carton
Learning about types of
propulsion over time
briefly – sails, motors,
steam rudder wheels
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DT
Generate and
develop
designs
through
annotated
sketches.
SB
What
design will
work best
given the
brief?
How will I
accept and
apply
feedback,
or decide
what
feedback to
disregard?
What are
the
elements
(eg
imperatives
, clarity) of
a set of
instructions
?
To sketch a
design given a
set of
constraints
To edit a
design
following peer
and self-
evaluation
To annotate a
design
drawing,
including
instructions for
build
To understand
and use
mechanical
systems in a
product (if
applicable)
To understand
and use
electrical
systems in a
product (if
applicable)
Y3:
Designing
and
building
shadufs
and
robots
Y4:design
an
innovative
product
that is fit
for
purpose
Y4:
Designing
using
appropriat
e
materials
Y4: civic
design
Generate, develop,
model and
communicate their
ideas through
talking, drawing,
templates, mock-
ups and, where
appropriate,
information and
communication
technology
C: Material
Properties
Recycling
V: Criticality
Sustainabilit
y
Context: Detailed plan of
design. Breakdown of
what mistakes to avoid
(esp. to keep on time!).
Plan annotated drawing,
including steps to build.
DT
Select from
and use a wide
range of
materials and
components
according to
their functional
What are
the safety
considerati
ons when
constructin
g our
vessels?
To select
materials
according to a
set of design
criteria
To use a
design and set
of instructions
to build a boat
Y3:
Building
shadufs
and
robots
Y4:
Designing
Select from and use
a wider range of
materials and
components,
including
construction
materials, textiles
and ingredients,
according to their
C: Material
Properties
Recycling
V: Criticality
Sustainabilit
y
Context: Building their
boat.
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and aesthetic
properties.
SB
What
considerati
ons need to
be made
when
selecting
materials
for the
vessel?
How should
instructions
best be
followed?
(eg read
through
them all
first, or one
step at a
time or ??)
To work safely
as a team to
cut, fasten,
etc, in the
process of
constructing a
boat
To understand
and use
mechanical
systems in a
product (if
applicable)
To understand
and use
electrical
systems in a
product (if
applicable)
using
appropriat
e
materials
Y4:
sculpture
functional
properties and
aesthetic
qualities
Construct using
materials selected
above
Week 4
Abbey P
ark
Trip
To take
measurements
using scientific
equipment
To report and
present
findings from
enquiries
Taking
measurements,
using a range of
scientific
equipment, with
increasing
accuracy and
precision, taking
repeat readings
when appropriate
C:
Measuremen
t Analysis
Context: Field work,
recording information
about boats.
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To use eight
points on a
compass and
grid references
for directions.
Use the eight points
of a compass, four
and six-figure grid
references, symbols
and key
(including the use
of Ordnance Survey
maps) to build their
knowledge of the
United
Kingdom and the
wider world
C:
Orienteering
Context: Orienteering at
Abbey Park. D
T
To evaluate my
product against
a design
criteria.
SB
How did my
vessel
perform in
reality, and
why?
What
improveme
nts could
be made in
the design
and why?
What
different
material
choices
could be
made if this
was built
again and
why?
To investigate
and analyse a
range of
products
To evaluate an
idea and
product
against their
own design
criteria
To consider
the views of
others to
improve their
work
Y3:
Designing
and
building
shadufs
and
robots
Y4:design
an
innovative
product
that is fit
for
purpose
Y4:
Designing
using
appropriat
e
materials
Evaluate their ideas
and products
against their own
design criteria and
consider the views
of others to
improve their work
C:
Functionality
V: Criticality
Evaluating Abbey Park
tests
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Half Term
Week 5
Scie
nce
To recognise
that forces can
be magnified
using gears. LW
What is a
force?
What is a
gear?
What are
gears used
for?
How do
gears
work?
To know that
gears can be
used to
magnify
forces.
To know the
everyday uses
of gears.
To understand
the different
types of gears.
To understand
why different
gears are
useful for
different tasks.
Y5: Types
of forces
Y4:
Forces
Y3:
Forces
and
magnets
Y6:
Electricity
& Abbey
Pumping
Station
Recognise that
some mechanisms,
including gears,
allow a smaller
force to have a
greater effect.
C: Gears
Power
Torque
Y3: Notice
that some
forces need
contact
between two
objects, but
magnetic
forces can
act at a
distance
1. Revision of forces.
2. Explanation of how
gears link to prior
learning about the
operation of canals.
3. Introduction to gears,
including their
everyday uses.
4. Investigation into the
types of gears and
their different uses
and effects using
expert packs.
5. Pupils to answer
questions in books.
Scie
nce
To understand
how forces can
be magnified
using levers. LW
What is a
lever?
What are
levers used
for?
How do
levers
work?
Can I
recognise
the
To know that
forces can be
magnified
using levers.
To know every
day uses of
levers.
To understand
the vocabulary
of lever
systems.
To experiment
to understand
the
Y5: Types
of forces
Y4:
Forces
Y3:
Forces
and
magnets
Y6:
Electricity
& Abbey
Recognise that
some mechanisms,
including levers,
allow a smaller
force to have a
greater effect.
C: Levers
V:
Sustainabilit
y
1. Look at how levers are
used in a lock.
2. Use video to
demonstrate the
features of a lever and
how it works.
3. Learn the vocabulary
of levers (fulcrum,
beam etc.)
4. Pupils to experiment
to establish the
relationship between
distance from the
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relationship
between
beam
length and
force
multiplicati
on?
relationship
between beam
length/distanc
e from the
fulcrum and
force
multiplication
Pumping
Station
fulcrum and force
magnification.
5. Pupils to answer
question in books.
Scie
nce
To recognise
that forces can
be magnified
using pulleys. LW
What is a
pulley?
What is the
function of
a pulley?
How do
pulleys
work?
Can I
experiment
with
pulleys?
To recognise
that pulleys
magnify force.
To recognise
that more
pulleys leads
to greater
force
magnification.
To describe
pulley systems
using scientific
vocabulary.
To recognise
the
relationship
between
distance and
force
multiplication.
Y5: Types
of forces
Y4:
Forces
Y3:
Forces
and
magnets
Y6:
Electricity
& Abbey
Pumping
Station
Recognise that
some mechanisms,
including pulleys,
allow a smaller
force to have a
greater effect.
C: Pulleys 1. Look at the historical
context for the use of
pulleys, including lock
construction.
2. Demonstrate using a
video, learn key
vocabulary and how it
works (including that
more pulleys lead to
greater force
multiplication).
3. Demonstrate on the
playground swings
using a large pulley to
lift a bucket of water.
4. Discuss findings.
5. Answer questions in
books.
Geogra
phy
To understand
how the water
cycle works
LW
What are
reversible
reactions?
How to
these lead
to the
To recognise
the cyclical
nature of the
water cycle.
To know the
processes of
evaporation,
condensation,
Y5 Aut 1:
Reversible
reactions
Y5 Aut 1:
Deforestat
ion
Physical geography,
including: the water
cycle
C:
Evaporation
Condensatio
n
Precipitation
Transpiration
V:
1. Stimulus: How do
Leicester’s local rivers
stay at the correct
level?
2. Look at the reversible
reactions behind the
water cycle
(evaporation,
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water
cycle?
Can I
describe
the water
cycle using
scientific
vocabulary?
What is the
impact of
the water
cycle on
our lives?
accumulation
and
precipitation.
To recognise
how these
processes are
related.
To recognise
the
significance of
the water
cycle, and the
effect of
climate change
upon it.
To apply
knowledge of
the water cycle
to our local
context,
identifying
rivers and
drainage
basins.
Y4 Spr 1:
Weather
Y3 Spr 2:
River Nile
Y3 Sum
1:
Amazon
Sustainabilit
y
condensation,
accumulation).
3. Learn the processes of
the water cycle, label
these on a diagram to
aid understanding.
4. Investigate the effects
of climate change on
the water cycle,
including flooding in
England.
(discuss/explore how
genuine fears of
climate disasters from
climate change inform
authors in their
creation of dystopian
fiction – link to day
after tomorrow).
Trip
Boat Building
Workshop –
Beaumont Leys
https://www.lopc.co.uk/a
bout/activities/raft-build/
Week 6
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RE Ask and
respond to
questions
about the
meaning of
fairness and
justice in the
world.
AK
What is
fairness?
What do
others
believe
about
fairness?
Can I
debate why
I think
something
is or isn’t
fair with
evidence?
To share my
ideas about
what is fair
To recognise
similarities and
differences in
others’ ideas of
fairness
To critically
engage with
questions of
fairness
Y5:
applying
ideas
from
sources of
authority(
Christianit
y/Sikhism
)
Y4:
describe
problems
in poverty
today/cha
rities
SACRE: Ask and
respond to
questions about
fairness and justice
in the world
C: Fairness
Justice
Morality
V: Probity Criticality
Context: Discuss
understanding of concepts
and define them. Critically
evaluate moral stories.
1. Brainstorm fairness
and justice.
2. Read the story of the
Adulteress from the
Bible from the
PowerPoint. Ask pupils
to think, is this fair?
Note that at the time
(unlike now) that
adultery was a crime
(Exodus 20:14 – “You
must not commit
adultery”)
3. Split the class in half,
three tables to
prepare and argument
that it is and three to
prepare one that it is
not. Give pupils the
bible verses as
evidence to justify
their arguments
4. Finish off by reading
Matthew 7, and
discussing the
meaning of it (dust
represents sin).
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RE
Draw meaning
from Sikh
stories about
fairness and
justice.
AK
Values:
Everyone is of
Equal Worth,
Wealth
Distribution
What
justice?
Can I think
of
situations
where
there has
been
justice/no
justice in
the world?
Can I give
justification
for this?
Can I
understand
Sikh beliefs
of fairness
and
justice?
Understand
the historical-
religious
context for the
foundation of
the Sikh
religion, and
how this leads
to Sikh beliefs
about fairness.
Y3: What
do the
religions
teach
about the
natural
world and
why
should we
care
about it?
Y5:
Teachings
of
Sikhism/C
hristianity
Y3/4:religi
ous
celebratio
ns
SACRE: Make links
between the
teachings of
another religion e.g.
Islam and the work
of Islamic Relief /
Muslim Aid today
C: Fairness
Justice
V: Probity
Equality Criticality
Context: Discuss how
Sikh practice evidences
their beliefs, and critically
evaluate these in
comparison with other
faiths and their own.
1. Revisit the story of
Vaisakhi. What did it,
and other RE lessons
this term, tell us about
Sikh ideas about
fairness and justice.
2. Talk about the 10
Gurus: fairness?
Justice?
3. Discuss the story as a
class and what it
suggests about Sikh
beliefs.
4. As a class – to what
extent are Sikh values
the same as your
own?
RE
Draw meaning
from Christian
stories about
fairness and
justice. AK
Values:
Everyone is of
Equal Worth,
Know that
Christians
believe that
everyone is
equal.
Know how
Christian
beliefs
Critically engage
with Biblical
passages.
Recognise the
variety of
interpretations
which may be
drawn and
justifying why I
Y5:
teaching
of
Christianit
y from the
Bible.
Y5:
fairness
SACRE: Make
connections
between the
teachings of Jesus
and the work of one
Christian agency
today
C: Fairness
Justice
V: Probity Equality
Prosody:
debate/persu
ade
Context: Discuss Matthew
7 and debate who is right,
justifying opinions. Look
at the basis of Christian
doctrine from primary
sources.
1. Discuss what we
already know about
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Wealth
Distribution
about
equality
lead them
to act.
Infer
Christian
beliefs
about
equality
from
stories
from the
Bible.
have drawn the
inference that I
have.
and
justice
Y3/4:
religious
stories
what Christians
believe about the
poor.
2. Explain what
happened in the story
and what it tells us
about Christian views
on fairness and
justice.
3. Draw links to stories in
their religion/their own
beliefs.
RE
Understand
what practical
steps religious
communities
take to
promote
fairness and
justice
AK
Sikhs and
Christians
provide
charity for
the poor.
Understand
the diverse
range of
services
offered to
those in
need by
religious
communitie
s.
Understand
the local,
national
Critically engage
with the way in
which charities
have been
required to
provide support
for people who
haven’t
adequately been
provided for by
the government.
Y4: Water
aid charity
Y4: Can
religion
help to
build a
fair
world?
Charity in
different
religions
Y3: What
do the
religions
teach
about the
natural
world and
why
SACRE: Describe
some of the
problems of poverty
in the world today,
and some ways that
charities, including
religious charities,
respond and make
a difference
SACRE: Identify the
qualities needed to
take action to bring
about what is right
and good
Context: Look at religious
charities.
1. Is the world always
fair and just?
2. Explain that people of
many faiths and none
work hard to promote
these, but we’re
focusing on the work
of Sikhs and Christians
today.
3. What practical steps
do Christians and
Sikhs take to promote
fairness OR justice as
a result of their
beliefs’.
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and
internation
al effects of
the work of
Christians
and Sikhs
to promote
fairness
and justice.
should we
care
about it?
Y2/3/4/5:
inspiration
al people
4. How do Christians and
Sikhs look after the
poor
Justice
Sikhs for Prisoner Welfare
- http://bit.ly/sikh-prison
Christian Solidarity Legal -
http://bit.ly/christian-sw
Fairness/Equality
Street Pastors -
http://bit.ly/street-
pastors
Leicester Uni Langar -
http://bit.ly/leicester-
langar
Grace Enterprises -
http://bit.ly/church-jobs
Sikh Food Banks -
http://bit.ly/sikh-fb
Christian Aid -
http://bit.ly/chr-aid
Khalsa Aid -
http://bit.ly/khalsa-aid
HA- discuss with them the
food bank increase article
(http://www.bbc.co.uk/ne
ws/business-27032642).
Charities are picking up
the slack of government
cuts to benefits. Is this
right? Why/why not?
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5. Pupils to read their
work to the class.
Discuss whether
something is
promoting fairness or
justice, and draw links
to our own
experiences of local
charities/religious
organisations.
Week 7
Geogra
phy
To understand
the key
topographical
features and
land-use
patterns of the
United
Kingdom.
SE
Name and locate
counties and cities
of the United
Kingdom, and their
identifying key
topographical
features
C:
Urbanisation
V:
Sustainabilit
y
Mobility
Context: Physical
geography of the UK
(hills, mountains, coasts
and rivers)
Geogra
phy
To understand
the features of
different
biomes and
climate zones
SE
Physical geography,
including: climate
zones, biomes
C: Biomes
Climate
Zones
V:
Sustainabilit
y
Context: Biomes and
climate zones. Examine
changes due to global
warming.
Week 8 - Final Week
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RE
To explain the
importance and
symbolism of
Vaisakhi
AK
What is
symbolism?
Why are
religious
celebration
s
important?
What do
they
signify?
Understand why
symbolism is
important.
Understand the
importance of
Vaisakhi to Sikhs.
Y4: Eid
assembly/
importanc
e of Eid.
Y3:
Buddhist
celebratio
ns
Y5:
Christmas
story
SACRE: What does
it mean to be a
Sikh?
SACRE: What are
the deeper
meanings of the
festivals?
C: 5 Ks
Sewa
V: Probity
Equality Inclusivity
Context: Learning the
Vaisakhi story and
meaning of specific
symbols, including the 5
Ks.
1. Ask pupils what they
celebrate in their
religion. What are they
celebrating? Draw
links to sacrifice if
their stories relate
(e.g. Easter), as this is
what Vaisakhi is
about.
2. Go through the story
together. Discuss as
you go along, why do
the men volunteer? At
the end, discuss in
partners then as a
class: is there
anything that’s
important enough to
you that you would
sacrifice things for
(e.g. would you
sacrifice your favourite
toy for your family).
3. Act out stories in their
tables.
4. Quiz on the story. Tell
chn about the Vaisakhi
assembly.
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©All Rights Reserved
Assem
bly
Vaisakhi
Assembly
(Vaisakhi:
Monday 13th
April 2020)
SACRE: What does
it mean to be a
Sikh?
SACRE: What are
the deeper
meanings of the
festivals?
Vaisakhi
Assembly
SACRE: What does
it mean to be a
Sikh?
SACRE: What are
the deeper
meanings of the
festivals?
Vaisakhi
Assembly
SACRE: What does
it mean to be a
Sikh?
SACRE: What are
the deeper
meanings of the
festivals?
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