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Children research both the functional and design features of the bridge and determine what materials and tools they will need to recreate the bridge. They will use straws, wood and other materials to create a solid structure which can stand on a variety of surfaces. National Curriculum To learn about great artists, architects and designers in history to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Link In this unit children continue to improve their sculpture skills from year 4. They progress from carving paper and card to create a masterpiece on their display to carving, joining and constructing a variety of materials of different textures. They will be taught how to attach and join different textiles to create one solid structure which can stand upright on a variety of surfaces. Key drivers Geography Context As geographers children name and locate the twelve countries, two territories, cities, mountains, rivers and topographical features of South America. They use climate zone maps to recap climate zones around the world before looking closer at the various climate zones in South America. They learn about different climates such as temperate, arid and subtropical and describe the features of these climates. They study rivers and mountains closely, exploring both physical and human features, including patterns of human distribution around rivers and the process of erosion and deposition. They study the largest mountain range in the world, the Andes, and discover how the Andes were formed and explore how it is used by the people who live on or near the mountains. They gain knowledge of the water cycle. Children s understanding of their local area is developed through fieldwork. They study the River Hull and how it has changed over time. They understand why Hull is prone to flooding. They study how houses are built in areas which are precarious for flooding and develop an understanding of how these human features can impact the geography of our world. National Curriculum Location Knowledge locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Place Knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Physical and human geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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 use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Key Drivers Sustainability and presentation skills - Children explore ways to conserve water for sustainable living and share these with the rest of the academy by presenting their ideas in a whole school assembly. Links This unit continues to develop children s locational knowledge further. It builds upon children s understanding of different climate zones, which they have studied in year 3. This unit is preceded by a study of North America, allowing children to make comparisons between North and South America. The knowledge gained in this unit will allow children to understand economy and trade studied in year 6. Design and Technology Context As technologists children study how the Amazon basin of South America provides fresh fish and tropical fruits, the Pacific Ocean provides a range of seafood and how the many plains on this continent make it rich for growing foods and raising sheep and cattle. Children explore traditional dishes and make their own dish such as the feijoada, a stew. National Curriculum understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Link In this unit children further develop their cookery skills from lower key stage 2. They apply their skills in years 3 and 4 of how to make bread and dough. Their cookery skills are developed by introducing boiling in order to make a traditional South American stew. Key Drivers Sustainability Children compare the ingredients available in South America to in the UK and grow some of the ingredients they need to make their stew. (Link to science if possible). Key Drivers R Responsible, respectful and healthy citizens - E Enterprise - S Sustainability - Children compare the ingredients available in South America to in the UK and grow some of the ingredients they need to make their stew. (Link to science if possible). Sustainability - Children explore ways to conserve water for sustainable living. P Presentation skills - Children create a South American carnival dance and perform to an authentic audience. Presentation skills - Children present ways to conserve water for sustainable living with the academy by presenting their ideas in a whole school assembly. E Expectations, aspirations and possibilities - Children take part in a day in the life of a marine biologist experience. C Community Involvement - Children present their art work, carnival dance and work in an end of term showcase to members of the community. T The Basic Skills Reading skills are applied throughout the unit, through a range of information sources. Writing skills are developed by children producing a non-chronological report about South America using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier in the context covered. Audience and Exhibition Perform South American carnival dance Display art work in a gallery Trips/Experiences A Tale of Two Rivers Trip through The Deep Key Questions Where does water come from? What are the key features of mountains and rivers? How are mountains formed? How has water changed our local area? How does water support our lives? What is the landscape like in South America and the UK? What is grown in South America? How did Monet depict water? Year 5 Summer Term Purpose This unit builds upon children s locational knowledge extending children s geographical knowledge from Europe and North America to South America, where children can apply their knowledge of North America from the previous unit to make comparisons. This unit continues to build on pupils cookery skills in lower key stage 2, where they learned how to make bread and dough. 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