Launch Survival Day. Chn to work from a scenario (could be linked to core text) where they need to think about what they need to sur-vive. Chn to build waterproof dens and think about other factors such as water and

Enrich Take chn on a water activity day http://www.dswc.org/ Den building and raft making

Celebrate Team building day with the Marines. Trip : Thames Barrier

Knowledge and Skills: By the end of this unit children will: Discuss how living things are classified

and identify differences and similari-ties between them

Talk about the different features of a river using correct terminology

Name and locate major rivers around the world

Locate and describe some geograph-ical features of South America and the Amazon

Develop their agility and response linked to ball skills

Understand the skills and rules of bas-ketball

Continue to develop their French through speaking in sentences

Vocabulary Tier 2: river, source, water, rain, sun, wind, snow, sleet, lake, sea, collection, storage, mountain, stream, flood, weather, cycle Tier 3: banks, brackish, channel, canal, current, delta, deposition, erosion, estuary, floodplain, meander, mouth, ox-bow lake, plunge pool, rapid, reservoir, river bed, sediment, tributary, waterfall, evaporation, condensation, transportation, precipitation, transpiration, filter, run-off,

Year 6

Wild Waters Autumn 1

Display

The Rye Oak Curriculum

Inclusive, Resilient, Knowledgeable, Talented, Self Belief, Confident, Vocabulary Rich,

Financially Aware, Memory Retention, Attachment

UN Convention: Rights of the Child Whole School = Article 12 Respect for the Views of

the Child Topic = Article 24 Health and Health Services—Water

Core Subjects

English

See National Curriculum for details on the following areas to be taught and revisited throughout the year: Spoken Language Reading - word reading Reading - comprehension Writing - transcription Writing - handwriting Writing - composition Writing - vocabulary, Grammar and Punctuation Possible Cross Curricular Genre Coverage: Narratives: adventure / fantasy Poetry: water cycle Recounts: diaries, newspaper Non-Chronological Reports: what is classification Instructions: how to be/ survive Explanations: night and day / length of year , water cycle Persuasion: Discussion:

Core Text The Explorer by Katherine Rundell: The story of Fred, whose plane accidentally crashes into the rainforest canopy.

Supporting Texts Floodlands by Marcus Sedgwick Wind in the Willows by Kenneth Graham Water Babies—Charles Kingsley Journey to the River Sea—Eva Ibbotson Why water’s worth it by Lori Harrison

Cross Curricular Poems

Cargoes by John Masefield

Fisherman’s Chant by John Agard

The Cataract of Lodore by Robert Southey

The River Tale by Rudyard Kipling

Science National Curriculum: Working Scientifically

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

using test results to make predictions to set up further comparative and fair tests

reporting and presenting findings from enquiries,, including conclusions, causal relationships and explanations of and degree of trust in results

identifying scientific evidence that has been used to support or refute ideas or arguments.

National Curriculum: Living things in their habitats

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics.

Scientist: Carl Linnaeus – known as the father of modern taxonomy Evelyn Cheeseman— an English entomologist best known for her extensive solo expeditions in the South West Pacific. Over the course of her trips, she collected around 70,000 specimens of insects, plants and other animals for the Natural History Museum.

Maths Over the course of the half term children will cover elements of these curriculum areas: Number—Number and Place Value Number—Addition and Subtraction Number—Multiplication and Division

Cross Curricular Links Statistics—sorting diagrams Measures—river statistics (length / width / depth) / population Numbers relating to settlement sizes Ratio—colour mixing Teachers to use AFL and previous assessments as well as The National Curriculum, White Rose and Southwark Star Materials to decide order and length of themes

Possible Trips Water sports activity day River Thames—Thames Barrier Horniman Museum / Natural History Museum—Pond Dipping Thames Explorer Trust—fieldwork day

Homework

River Tourism;

Write an explanation of the water cycle

Write a report about one of the worlds rivers

Create a 3D model of the river you are studying in school

Create a poster or model to explain the water cycle

Research or Invent your own new extreme water-sport; include diagrams, explanations, instructions, equipment needed….

Write a letter to your MP about the pollution problems of our rivers

Design a campaign to help keep our rivers clean

Spelling Tier 2 and 3 Topic vocabulary Year 5 and 6 Statutory Word List No Nonsense Spelling:

Foundation Subjects

History National Curriculum:

Geography

Environment Issue: Water Pollution and

Contamination

National Curriculum:

Locational Knowledge

locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate geographical regions and their identifying human and physical characteristics, key topographical features

Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region within South America

Human and physical geography

physical geography, including: climate zones, biomes and vegetation belts, rivers and the water cycle

Through links in core text chn are introduced to South America and the Amazon river. This serves as a comparison to the local study of the Thames and their own project into another world river.

Art and Design

National Curriculum:

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

about great artists, architects and designers in history.

Chn to develop their understanding of colour and colour mixing as well as being introduced to a range of watercolour techniques including: flat wash, graded wash, wet on dry and wet on wet to create their own final pieces.

Artist: JMW Turner

Computing Switched On: We are App Planners

National Curriculum:

Understand computer networks including the internet

Use search technologies effectively, appre-ciate how results are selected and ranked.

Select, use and combine a variety of soft-ware

Work with ... various forms of input and output.

Chn learn about the capabilities of smartphones and then think of a problem that an app could solve. This should be linked to education and SATs

Languages National Curriculum:

speak in sentences, using familiar vocabu-lary, phrases and basic language structures

listen attentively to spoken language and show understanding by joining in and re-sponding

develop accurate pronunciation and into-nation so that others understand when they are reading aloud or using familiar words and phrases

Chn build on their French learning beginning to be able to build simple sentences about what they like and dislike linked to the topics taught, simple instructions, greetings and counting.

PE Real Gym and Real PE

PESSN National Curriculum:

use running, jumping, throwing and catch-ing in isolation and in combination

play competitive games, modified where appropriate [and apply basic principles suitable for attacking and defending

Indoor: Real PE - cognitive Outdoor: PESSN Games - basketball Online support and plans for schemes https://jasmineactive.com/ Own username and password needed (see Ruth A)

Music Strauss - Blue Danube Handel – Water Music

Debussy – La Mer Coleridge-Taylor – Deep River https://

www.youtube.com/watch?v=KmNNN65hr9M Xinghai – Yellow River Piano Concerto

Active Music Digital: Rhythm and Pulse

National Curriculum:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

listen with attention to detail and recall sounds with increasing aural memory

Chn continue to build on their understanding of rhythm and the pulse (beat) through practical and progressive sessions. Online support and plans for scheme: http://activemusicdigital.co.uk/ Username: Ryeoak Primary Password: SE153PD

PSHE Rye Oak Progression

To use a range of strategies to become ‘unstuck’ & carry on

To be a role model

To break a long-term plan into small achievable steps

To plan to overcome obstacles, set success criteria and celebrate achievement

To adapt and apply their learning to new situations

To understand how they learn best

RE Southwark Agreed Syllabus

Big Question: How important are the similarities and differences between and within religions? Unit: How is Art important in Christianity? Chn explore some of the ways in which music, art and drama are used to express aspects of faith.

Foundation Subjects—Vertical Links

Previous Learning Current Learning Future Learning

Year 2: London’s Burning (colour mixing) Year 4: Monarchy (portraits and paints) Year 5: Walls and Barriers (surrealism and paint)

Chn to develop their understanding of colour and colour mixing as well as being introduced to a range of watercolour techniques including: flat wash, graded wash, wet on dry and wet on wet to create their own final pieces.

Year 6: Mesoamerica (Frida Kahlo)

Art and Design

NA

Design and

technology

Year 3: Disasters (floods) Year 3: Journeys (maps and river use) Year 4: Rainforests (South America / Amazon)

Through links in core text chn are introduced to South America and the Amazon river. This serves as a comparison to the local study of the Thames and their own project into another world river.

Year 6: Mesoamerica (Central America)

Geography

NA

History

Year 2: Wonderful World (Living Thing and their Habitats) Year 4: Rainforests (Living Things and their Habitats) Year 5: Walls and Barricades (Living Things and their Habitats)

Chn will describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals They will give reasons for classifying plants and animals based on specific characteristics.

Year 6: Mesoamerica (Evolution and Inheritance)

Science

Foundation Subjects—Vertical Links

Previous Learning Current Learning Future Learning

Year 5: Ingenuity and Invention (unit 1 developing interactive games - scratch 2) Year 5: Extreme Survival (unit 2 cracking codes - scratch 2)

Chn learn about the capabilities of smartphones and then think of a problem that an app could solve. This should be linked to education and SATs

Year 6: Conflict (unit 3 researching the app market - PowerPoint) Year 6: Conflict (unit 4 designing an interface - PowerPoint) Year 6 Mesoamerica (unit 5 designing a simple mobile phone app - App Inventor)

Computing

Year 5: Ingenuity and Invention (Real PE Cognitive) Year 4: Invaders (Real Pe Cognitive) Year 5: Ingenuity and Invention (PESSN IG Flag Football) Year 5: Roman Rule (PESSN IG Mini Volleyball) Year 5: Walls and Barriers (PESSN IG Attacking and Defending games)

Real PE - Through the cognitive unit, chn develop their ball skills and work on their agility reaction and response times. PESSN Invasion games basketball. Chn continue to develop their skills in invasion games looking in this unit particularly at protecting, passing and dribbling the ball with pressure from a defender. Chn also look at and work on team tactics.

Year 6: Crime and Punishment (PESSN IG Tag Rugby)

PE

Year 3: Rocks and Roll (Lifelong Learners - problem solving and open to experiences ) Year 4: World Kitchen (Lifelong Learners - what effective learning looks like) Year 5: Ingenuity and Inventions (lifelong Learners - how I learn best)

Chn to continue to learn about what it means to be a

learner. In this unit they look at long term planning and

how to break targets into achievable steps. They also

consider how to adapt and apply learning skills to new

situations.

PSHE

Year 4: World Kitchen (adjectives) Year 4: Invaders (adjectives) Year 4: Whole school Project (Clothes) Year 4: Whole school Project (Weather) Year 4: Monarchy (opinion phrases) Year 5: Ingenuity and invention (conversation)

Children will have sustained conversations in French about classroom routines, answering the register, saying the date, describing the weather, asking for classroom objects and types of clothing. Children will, through speaking and listening, use simple negatives (jen’ai de), expressing and justifying opinions -C’est + adjectives.

Languages

Year 3: Rocks and Roll (rhythm and pitch) Year 4: World Kitchen (rhythm and pitch) Year 5: Ingenuity and Invention (rhythm and pitch)

Chn continue to build on their understanding of rhythm and the pulse (beat) through practical and progressive sessions.

Year 6: Crime and Punishment (pitch)

Music

Year 3: Journeys (art as an expression)

Chn explore some of the ways in which music, art and drama are used to express aspects of faith.

Year 6: How important are the similarities and differences between and within religions unit

RE