Term 1 - Rainforests

How can we raise awareness of the importance of rainforests?

Learning Theme: Rainforests
Driving Question How can we raise awareness of the importance of rainforests?
The Big Idea This theme is linked closely with our residential visit to Khao Yai National Park. Throughout the unit, students explore the importance of rainforests. They develop an appreciation for the vivid beauty that comes with great diversity in plants and animals as well as an understanding of what a rainforest is, where they are geographically located in the world, what are the key features and how do they function as a thriving ecosystem. Guided by our essential question, students develop a set of 'Need to Know' questions which then underpin the rest of their learning journey, linking subject areas together and giving them a sense of purpose. They explore the practical role rainforests play in keeping our planet healthy by absorbing carbon dioxide and releasing the oxygen that on which we depend. The absorption of this CO2 also helps to stabilise the Earth's climate. Students think critically around the reasons behind deforestation looking at how many people’s lives depend on ranching, logging and developing cities for survival. Finally, they will think about the role we can play in conserving the environment and how the small changes we make in our everyday lives can collectively make a big difference. With solutions at the forefront, students collaborate during a 'call to action' where they actively raise awareness of the importance of the rainforests within our community.

Learning Theme: Rainforests

Driving Question

How can we raise awareness of the importance of rainforests?

The Big Idea

This theme is linked closely with our residential visit to Khao Yai National Park. Throughout the unit, students explore the importance of rainforests. They develop an appreciation for the vivid beauty that comes with great diversity in plants and animals as well as an understanding of what a rainforest is, where they are geographically located in the world, what are the key features and how do they function as a thriving ecosystem.

Guided by our essential question, students develop a set of 'Need to Know' questions which then underpin the rest of their learning journey, linking subject areas together and giving them a sense of purpose. They explore the practical role rainforests play in keeping our planet healthy by absorbing carbon dioxide and releasing the oxygen that on which we depend. The absorption of this CO2 also helps to stabilise the Earth's climate.

Students think critically around the reasons behind deforestation looking at how many people’s lives depend on ranching, logging and developing cities for survival. Finally, they will think about the role we can play in conserving the environment and how the small changes we make in our everyday lives can collectively make a big difference.

With solutions at the forefront, students collaborate during a 'call to action' where they actively raise awareness of the importance of the rainforests within our community.

Patana Values
Well- being - We are motivated and engaged.
Learning - We are collaborative and confident communicators
Global Citizenship - We are active stewards of the environment. We are ethical and informed.

Characteristics of effective learning

Humanities

Subject	Connecting the Learning - Key Skills
As Scientists we will...	Context: Lifecycles Skills: Make predictions based on scientific knowledge. Carry out a range of scientific investigations. Identify trends and patterns and offer explanations. Take measurements using a range of scientific equipment with increasing accuracy and precision. Understand why observations need to be repeated. Select information from provided sources. Record data and results using scientific diagrams and labels, classification keys, tables, bar and line graphs. Produce written explanations of results, causal explanations and conclusions. Knowledge: Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Describe the life process of reproduction in some plants and animals. Describe the changes as humans develop to old age.
As Geographers we will...	Context: Rainforests and Deforestation Students will learn about the layers of the rainforest We will explore where rainforests are located in the world and why They will infer from sources about the causes and effects of deforestation Skills: Ask suitable geographical questions leading to investigation. Investigate ways in which environments can be improved. Investigate using an increasing range of primary and secondary sources of information. Analyse evidence and draw conclusions. Identify a range of geographical processes that cause change in the physical and human world in different places. Use appropriate geographical vocabulary to communicate in a variety of ways. Use atlases, globes, maps and digital /computer mapping at a range of scales.
As Active Citizens we will...	PSHE Context 1: Healthy Me Know the health risks of smoking and how tobacco affects the lungs, liver and heart. Know some of the risks with misusing alcohol, including anti-social behaviour. Know and can put into practice basic emergency aid procedures Understand how the media and celebrity culture promotes certain body images. Describe the different roles food can play in people’s lives and can explain how people can develop eating disorders relating to body image. Know what makes a healthy lifestyle including healthy eating and the choices that lead to a healthy lifestyle. PSHE Context 2: Relationships Recognise personal character traits. Solve friendship problems peacefully - conflict resolution. Recognise positive and negative feelings and develop strategies to deal with them. Understand 'intelligent disobedience' and know how to keep myself safe on residential trips.
As PE Learners we will...	During Term 2 and 3 PE Teams will rotate around the units of Tee Ball, Mini Tennis, Gymnastics, Dance, Climbing + OAA (outdoor and adventurous activities) and T.O.G.F.U (teaching outdoor games for understanding). The following statements are a starting point of what they should aim to develop in each unit: Make good tactical decisions when batting and fielding in Tee ball. Use a variety of shots to maintain a rally with a partner and using appropriate scoring systems when playing mini tennis games. Demonstrate precision, control and fluency of movement in response to various stimuli through dance. Link gymnastic ideas, skills and techniques with control, precision and fluency at different speeds, levels, directions and apparatus. Safely traverse a bouldering wall and demonstrating control and a fluent climbing technique. Transfer skills and understanding between different forms of outdoor invasion games.
As Musicians we will...	Develop our part work skills using the song "Rocky Mountain" alongside ever increasingly hard ostinatos and canon.
As Artists we will...	Drawing: Design and create images and artefacts in response to personal ideas and for clearly defined purposes by selecting and developing techniques and using a range of materials Drawing: Explore the potential properties of the visual elements of line, tone, pattern, texture, colour and shape 3-D Form: Plan a sculpture through drawing and other preparatory work 3-D Form: Use recycled, natural and man-made materials to create sculpture Painting: Work on preliminary studies to test media and materials Painting: Create imaginative work from a variety of sources Use a sketchbook to develop ideas Investigate, explore and record information to generate imaginative ideas Compare and comment on ideas, methods and approaches used in their own and others’ work, beginning to relate these to intention, in order to adapt and improve outcomes
As Language Learners, we will...	MFL: Talk about games and express likes and dislikes (FR/SP) Play games using the language as much as possible. Reflect on what we have learnt and organise the vocabulary into categories. Talk about a family and describe the members using correct gender (FR/GE/SP) Prepare a simple presentation about myself and my family (MA) Name classroom objects and describe them by the colour (FR/SP) Name animals and describe them (GE/MA) using correct grammar and gender (GE) Name food items and express likes and dislikes (MA)
	Thai Language and Culture: Use words and verbs learned to talk about holidays, trips and activities in sentences and simple conversation. Ask and respond to questions about travelling, directions, time and daily routine. Share information and respond to questions about Songkran Festival, holidays and some cultural practices.
As ICT Learners we will...	As ICT learners we will learn about 'coding' through Minecraft. Follow this link for an overview of the learning: Coding in Minecraft

Mathematics

Literary

Key Texts
The Day You Begin text (transition into Year 5 short unit) Rainforest Poetry leading to Poetry Competition The Explorer text - Katherine Rundell

Key Texts

The Day You Begin text (transition into Year 5 short unit)
Rainforest Poetry leading to Poetry Competition
The Explorer text - Katherine Rundell

	Fiction	Poetry
Genre:	Adventure Narrative and Recount	Poetry
Skills:	As writers we will: Use paragraphs to structure our writing. Organise ideas in a logical sequence. Select words for effect. Use a variety of sentence openers. Add appropriate detail to lengthen our sentences. Use parenthesis when appropriate Include some embedded clauses Vary the use of tense and verb forms. Use a variety of punctuation.	As poets we will: Explore and understand the importance of poetry as a genre. Explore musicality, rhythm and rhyme in poetry. Listen and respond to a wide range of poems. Understand that poems are written for different reasons. Interpret poems for performance. Recognise how a poet uses poetry as a voice to express their own feelings and views. Draft, compose and write poems based on personal interests, experiences and emotions using language and form with intent for effect on the reader.
Reading:	As Readers we will: Prepare poems to read aloud and perform showing understanding through intonation, tone and volume so that the meaning is clear to the audience. Perform a series of poems on their own and in a group using a variety of drama techniques to enhance the presentation - freeze fames , soundscape, gesture, thought tracking and mime. Discuss the impact words and phrases have on the reader. Make connections - text-to- text, text-to-self, text-to- world. Make comparisons within and across texts. Identify language or literacy devices that create a mood or feeling. Generate questions about a text to show understanding. Combine evidence from the text with personal experience to describe what is seen, heard or felt.

Fiction

Poetry

Genre:

Adventure Narrative and Recount

Poetry

Skills:

As writers we will:

Use paragraphs to structure our writing.
Organise ideas in a logical sequence.
Select words for effect.
Use a variety of sentence openers.
Add appropriate detail to lengthen our sentences.
Use parenthesis when appropriate
Include some embedded clauses
Vary the use of tense and verb forms.
Use a variety of punctuation.

As poets we will:

Explore and understand the importance of poetry as a genre.
Explore musicality, rhythm and rhyme in poetry.
Listen and respond to a wide range of poems.
Understand that poems are written for different reasons.
Interpret poems for performance.
Recognise how a poet uses poetry as a voice to express their own feelings and views.
Draft, compose and write poems based on personal interests, experiences and emotions using language and form with intent for effect on the reader.

Reading:

As Readers we will:

Prepare poems to read aloud and perform showing understanding through intonation, tone and volume so that the meaning is clear to the audience.

Perform a series of poems on their own and in a group using a variety of drama techniques to enhance the presentation - freeze fames , soundscape, gesture, thought tracking and mime.

Discuss the impact words and phrases have on the reader.

Make connections - text-to- text, text-to-self, text-to- world.

Make comparisons within and across texts.

Identify language or literacy devices that create a mood or feeling.

Generate questions about a text to show understanding.

Combine evidence from the text with personal experience to describe what is seen, heard or felt.

Planning and Assessment
Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas.

If you have any questions regarding the Year 5 curriculum please contact:

Claire Myers - Year 5 Leader of Learning - Curriculum (clmy@patana.ac.th)

Mark Verde - Assistant Primary Principal (mavd@patana.ac.th)