THORPE HESLEY PRIMARY SCHOOL Topic Term Planning. Geography and History

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1 WEEK Hook for Learning. LEARNING OBJECTIVE (NATIONAL CURRICULUM OR CHRIS QUIGLY) To ask and answer geographical questions about the physical characteristics of a location. Explain own views about locations. INTENDED OUTCOME Hook for learning: Mrs Stenton s friend Reiri was coming to visit but the helicopter got into trouble and had to jettison their baggage to save those on board. They ve recovered most of it but Reiri s suitcase was never found. We have reason to believe that it might be in the school grounds somewhere. CROSS-CURRICULAR LINKS Links to Literacy: introduction to writing a nonchronological Geography: where Japan is, type of landscape, names of key cities, climate. Children to find the suitcase and explore the contents (pictures of Japan, kimono, suishi mat, books, postcards, travel brochures) History: Samurai, karate, calligraphy, influential people. Tsunamis. Follow clues to discover what they can about Japan. Art: Kangawa (Katsukika Hokusai) 1 To use world maps, atlases, globes and digital / computer mapping to locate countries studied. Use a range of resources to identify the key physical features of a location. Location and key features To understand where Japan is, what continent it is linked to, which oceans it is surrounded by and the names of key cities. To use mapping, text and digital resources to explore the location and key geographical features of Japan and to take notes effectively. Science: volcanoes and rocks Literacy: information to feed into non-chronological Cut out jigsaw of Japan

2 2 To name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn. Describe some of the characteristics of these geographical areas. 3 Describe the physical geography of a country including rivers, mountains, volcanoes and earthquakes. Describe the human geography including settlements and land use. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Suggest the causes and consequences of some of the events studied. Climate zones. Explore the climate zones of Japan and discuss what this means for the different areas. Map climate zones. Onto the map also map key geographical features including oceans, cities, volcanoes Fukushima Tsunami Exploring the events in 2011 when a large earthquake happened off the coast of Japan and the impact on the people on that coastline. Explore video footage and images as well as witness accounts. Literacy: information to feed into non-chronological Link to science soils and rocks (link to climate and to volcanic activity) Check resources Links to art: recreating the image in art. PSHE empathy and understanding the lives of other people. 4 Describe characteristic features of the past Evidence pack of witness statements, images, maps who was worse off. What was the impact of the tsunami on everyday life? The history and use of calligraphy To explore the forms in calligraphy and how writing is constructed. The history and social use of calligraphy. Art: use of paint techniques. To creature Japanese characters using paint and

3 5 To describe the social, ethnic, cultural or ASSESSMENT WEEK brushes. The history of the Samurai Explore the history of the Samurai: The samurai were a highly skilled Japanese warriors that hailed from noble families and served the local lords. These warriors were experts in martial arts. Out of the four main classes in ancient Japan samurais, farmers, artisans and merchants the samurai were the highest. To set up PSHE and ICT work on Bushido rules later in the term. Link to theatre workshops for final assembly. To practise Kendo 6 To describe the social, ethnic, cultural or Use appropriate historical vocabulary to communicate, including: dates, time period and chronology. Half Term The history of the Samurai Explore the history of the Samurai: The samurai were a highly skilled Japanese warriors that hailed from noble families and served the local lords. These warriors were experts in martial arts. Out of the four main classes in ancient Japan samurais, farmers, artisans and merchants the samurai were the highest. To set up PSHE and ICT work on Bushido rules later in the term. Link to theatre workshops for parent sharing assembly. To practise Kendo USE OF DRUMS PRACTISE FOR PARENT SHARING ASSESSMBLY

4 7 Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Suggest the causes and consequences of some of the events studied. 8 To describe the social, ethnic, cultural or PRACTISE FOR PARENT SHARING ASSESSMBLY (Sushi making (for parent sharing assembly) History of sushi Making sushi Links to art: recreating the image in art. PSHE empathy and understanding the lives of other people. Links to literacy: use of arguments, persuasive language Practise parent sharing assembly Learn Twinkle Twinkle Little Star in Japanese Literacy link: use of instructions from spring 1 to make sushi for parents in the parent sharing assembly. DT: making sushi. Cutting, rolling, Food Hygiene Parent sharing assembly Plan in practise time 9 Describe the social, ethnic, cultural or DT workshops DT design, making and

5 10 Describe the social, ethnic, cultural or (1) Kimono design and making bookmark (2) Kite making and testing (3) Origami Historical and cultural context for kimonos, kites and origami in Japan. (Studio Ghibli inspired art, PSHE and story board focus Historical and social context for anime in Japan). evaluation. Art: anime art PSHE: friendship theme Literacy: storyboarding ASSESSMENT WEEK