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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).

Page 19

©All Rights Reserved

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?